ПІДГОТОВКА ЗДОБУВАЧІВ СПЕЦІАЛЬНОСТІ «МІЖНАРОДНІ ЕКОНОМІЧНІ ВІДНОСИНИ» ДО МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ ЗАСОБАМИ ІНОЗЕМНИХ МОВ
TRAINING FOR INTERCULTURAL COMMUNICATION THROUGH FOREIGN LANGUAGES FOR STUDENTS OF THE SPECIALTY «INTERNATIONAL ECONOMIC RELATIONS»

Summary/Abstract: State documents and the corresponding educational standard emphasize the need to prepare future specialists in the "International Economic Relations" specialty for intercultural interaction in the process of learning a foreign language. Intercultural communication (ICC) is considered as an important form of social communication and interaction of representatives of different cultures, which is carried out for the purpose of mutual knowledge, joint activities and cooperation. The ability to intercultural interaction will ensure establishing contacts with business partners and achieving the goals of economic cooperation. The purpose and result of the study discipline "Foreign language of professional direction" is the formation of students' ICC experience in the field of professional activity. In its content, sociolinguistic, sociocultural, and communicative and activity components are closely intertwined. Since language reflects the "picture of the world" of speakers of another culture and is a tool of communication, it is advisable to organize its study on the basis of communicative-activity and cultural approaches, which determine the goals, content, appropriate methods and forms of students' educational activities. The cultural approach ensures the assimilation of a foreign language as an integral part of another culture thanks to the inclusion of diverse country science information in educational materials. The communicative-activity approach contributes to the development of speech and communication skills in situations of intercultural interaction in the field of future professional activity. To manage the educational and cognitive activity of students, a model of the technology of working on a foreign language text is presented, which takes place in stages that reproduce the sequence of a person's performance of a communicative activity. Certain methods and forms of students' educational activity correspond to each stage.

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