How to Make Professionally Oriented Informational Educational Environment of Intercultural and Professionally Oriented Character

Abstract

The article deals with the problem of selecting tools for building a professionally oriented informational educational environment as a unit of the educational space of the academic discipline Foreign Language intended to form intercultural competence in students of a non-linguistic university. The study employed intercultural and professionally oriented approaches with the following selection criteria: a) intercultural and b) professional orientation, c) informational fullness of material and multimedia tools presented on the Internet platform Google Classroom. These tools are included in the resource component and combined in the sociomethodological group (Federal State Educational Standard of Higher Education, Foreign Language training program, methodological and pedagogical literature); presentive-operational group (texts from the students’ book and Internet resources: hotlist, treasure hunt, multimedia scrapbook, subject sampler); didactic-methodical group (a system of exercises in the students’ book and Internet technologies: webquest, mind maps, forums, kahoot). A set of tools fills the informational component of the intercultural environment with professionally oriented information, methods, and teaching and learning tools used by the teacher and students as the participants of the subject-activity component, who interact in the procedural component of the environment, where intercultural competence is formed. Intercultural competence is a component of professionally oriented foreign language communicative competence and represents willingness and ability of university graduates to realize intercultural interactions resulting from mutual influence and interaction and interpenetration of native and foreign cultures based on intercultural professionally oriented social experience necessary for successful foreign communication in future professional activities.