Abstract
The paper justifies the necessity to form students’ cultural background knowledge and crosscultural competence when teaching professional foreign-language communication. The article examines the phenomenon of cultural background knowledge, analyses numerous interpretations of this notion, describes peculiarities of forming students’ communicative and crosscultural competences, cultural background knowledge when teaching professional foreign-language communication. Teaching professional foreign-language communication is based on situations of professional communication described in the paper. Scientific originality of the study lies in the fact that the authors provide a theoretical analysis of the notion “background knowledge” within the framework of teaching professional foreign-language communication, introduce new approaches to choosing, modelling and systematizing educational speech situations. The research findings are as follows: the authors analyse the existing interpretations of the notion “background knowledge”, suggest their own definition and provide examples of educational speech situations of professional communication.
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