Foreign Language Communication Research Articles

НАУКОВІ ПІДХОДИ ФОРМУВАННЯ ІНШОМОВНОГО ПРОФЕСІЙНОГО СПІЛКУВАННЯ МАЙБУТНІХ АГРАРНИХ ІНЖЕНЕРІВ

One of the important tasks of vocational education in the agricultural sector is to train highly qualified specialists in the field of agricultural engineering by developing foreign language communication skills, which are necessary for further cooperation with colleagues at the international level. The main purpose of the article is to substantiate the scientific approaches for the formation of foreign language professional communication of future agricultural engineers. The introduction of new technologies in the agricultural sector requires knowledge of foreign languages, so its study is extremely important. Therefore, a significant aspect is the substantiation of scientific approaches for the formation of foreign language professional communication of future professionals. The article describes in detail the most popular in domestic and foreign methodology scholarly approaches (communicative, professional-oriented, reflexive, speechactivity, direct, competence, communicative-cognitive, blended learning) used in the process of teaching professional foreign language communication. The essence and specifics of foreign language professional competence of future specialists in agricultural engineering are clarified. The prospect of this research is to expand relations with foreign countries for future cooperation with foreign colleagues and a leading position in the labor market not only in Ukraine but also abroad, since a foreign language is one of the main mechanisms for the implementation of integration processes, the mobility of higher education students, scientists and professionals. Knowledge of a foreign language in the future will allow a specialist in agricultural engineering to adapt more quickly in today's professional environment and successfully carry out their professional functions. Knowledge of a foreign language also allows to increase the general competence of a future specialist not only in the field of agricultural engineering, but also in all spheres in general, which is part of accelerating economic and socio-cultural development, both in individual areas and in the whole country.

ПРАКТИКА ВИКОРИСТАННЯ МЕДІАКОНТЕНТУ МЕРЕЖІ ІНТЕРНЕТ ДЛЯ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ЗАСОБАМИ ІНОЗЕМНОЇ МОВИ

Currently, the issue of teaching non-linguistic students a professional foreign language, as well as the formation of professionally significant competence by means of a foreign language is given much attention both in our country and abroad. This determines the relevance of the author's research. Thus, the purpose of the article is to reveal the features of foreign language learning by students of non-linguistic areas of training, which allows determining the specifics of foreign language communication and requirements for teaching materials. In addition, the author had the task to investigate the effectiveness of the use of resources of media content on the Internet in teaching professional foreign (English) students of non-language areas of training and develop based on communicative methods of questions and tasks for teaching TED Talks – an open educational resource with speeches at conferences on various topics. The study is based on a contextual approach to vocational training, in which information must be assimilated in the context by modeling the subject and social content of professional activities in foreign language classes. As a result of the study, the author identified and substantiated the benefits of using TED Talks, and found that the use of such Internet resources in foreign language classes promotes the formation of professional competence in students, increases motivation to learn a foreign language and prepares them for intercultural interaction. The theoretical significance of the article is that it contributes to the study of creating a foreign language professional communication environment with modern educational technologies that allows students to immerse themselves in a foreign language environment, observe culturally specific realities and hear examples of modern foreign language. The results of the study and the conclusions made by the author can be used to further research the issue of vocational training. The practical significance of the article lies in the possibility of applying the presented author's development of a foreign language lesson with students of economic fields in II-IV courses, depending on the level of language training.

Psychological Research of the Ability to Foreign Languages Acquisition

Along with psychological approaches and concepts of teaching foreign languages, concepts of mastering a foreign language, built on the ideas of appropriation and interpretation of a foreign language linguistic experience, have spread in psychological science. While not being opposed to theories of teaching foreign languages, these concepts and approaches, however, have some differences from them, which also require analysis and interpretation. To avoid misunderstandings in the use of the most general concepts from the field of psychology of mastering foreign languages, in their study the authors clarify them, guided by the literary materials that make up its scientific paradigm. The authors analysed the use of non-standard techniques to facilitate the acquisition of foreign languages.In their research, the authors tested the hypothesis that in the conditions of personality-oriented dialogical teaching of a foreign language, personal characteristics that complicate foreign language communication are significantly optimised. As a result of the experimental work, the hypothesis was confirmed; still, in an even more strengthened form: the significant connection between the motivation of learning and the level of development of abilities for languages is fundamentally destroyed. In other words, in the conditions of student-centred learning, insufficient development of potential language abilities ceases to be a factor that negatively affects the motivation of learning.

DEVELOPMENT OF STUDENTS’ COMMUNICATIVE CULTURE VIA ONLINE FOREIGN LANGUAGE INTERACTION

The article focuses on the use of digital technologies in the foreign language learning process and the formation of students’ communicative culture via online interaction. The issue discussed in this paper is very urgent because nowadays digital technologies are viewed as a comprehensive means of teaching a foreign language in a higher educational institution. General cultural competency and communicative culture, particularly, are considered as an integrative quality of a specialist concerning his potential for self-realization in his future career. In this regard, the actual problem is the methodically correct organisation of the educational process for students’ cultural development on the basis of digital technologies. The research is aimed at the theoretical substantiation of pedagogical effectiveness of the organization of online training in foreign language communication as a condition for the formation of the communicative culture of undergraduate students as well as the generalization of the results of experimental training. To verify the productivity of digital resources in foreign language training and cultural development of university students the authors conducted a pedagogical experiment using theoretical and empirical methods of scientific research. The results of the experiment proved the effectiveness of online teaching in mastering communicative culture components.

An International Student Learning Turkish Through Cultural Interaction: A Narrative Research

This study aims to determine the relationship between cultural interaction and language in teaching Turkish as a foreign language and reveal its contribution to the learning process. Therefore, in this study, the cultural exchange of a Lebanese international student studying at Çanakkale Onsekiz Mart University was evaluated in the context of language learning performance. The narrative research design, one of the qualitative research methods, was used in the study. The primary purpose of narrative research is to examine individuals' lifestyles through the stories they produce. In this study, the student's social environment, school, and friendship relations were taken into account. His daily life's contributions to language skills, academic life, and social relations were tried to be measured. The target language has been observed in the cultural life experienced by the international student. Thus, through narrative research, the student's cultural world was entered as a language learning experience. In the study, the student's vocabulary learning, communication skills, and the ability to use language in academic life were emphasized. The semi-structured interview method was used as a data collection tool in the study. After deciphering each interview, attention was paid to ensure that the data obtained were sufficiently clear. The descriptive analysis method was applied to the collected data. As a result, it has been observed that international students who learn Turkish as a foreign language hugely benefits from cultural interaction in their foreign language proficiency, communication skills, and non-verbal behavior. It has been determined that international students behave pragmatically while communicating and classify words semantically in this process. It has been remarked that vocabulary learning, and pronunciation skills develop faster in cultural life, and their anxiety states decrease as they move away from the classroom setting. It was also understood in the study that different language families affect language acquisition. Besides, it has been determined that students who have difficulties comprehending language logic experience some degree of delay in their speaking skills.

DEVELOPMENT OF EMOTIONAL INTELLIGENCE AS A PREREQUISITE OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Ukraine is undergoing a number of transformations, implementing reforms in various spheres, including education. According to the Concept of the New Ukrainian School, foreign language lessons should be focused on the formation of foreign language communicative competence in students, which in the future would enable everyone, including students with special educational needs, to interact effectively in today's global multinational space. Since foreign language learning starts in primary school, it is an essential stage for the sufficient and further development of communicative skills. Therefore, it is important that during this period the psycholinguistic foundations of foreign language communicative competence formation are laid. An important means of effective formation of foreign language communication is the development of emotional intelligence, which helps to respond appropriately to different situations, make new acquaintances, build friendships, and more. The aim of the article is to reveal the features of the development of emotional intelligence as a prerequisite for the formation of foreign language communicative competence in inclusive primary school classes for children with autism, as their number in Ukraine grows by 30 percent every year. The research is based on the methods of theoretical analysis and generalization of scientific data to identify the theoretical foundations of the problem. The psychological characteristics of children with autism have been analysed; the essence of the concept of «emotional intelligence» has been revealed, as well as the peculiarities of its development and its impact on the formation of English language communicative competence; examples of exercises that promote the development of emotional intelligence and the formation of communication skills in English lessons have been given.

COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

Customized Approach to Teaching Professional Communication in Foreign Languages

Today we address the summit on behalf of MGIMO University which is very young in comparison with Oxford or Moscow State University but which has gained enough positive experience in providing high level knowledge, professional skills and competence in different humanitarian areas. And this experience deserves to be shared with the academic community.MGIMO as the Moscow State Institute of International Relations was founded in 1944. And since then it has focused on delivering highly qualified specialists in different spheres of international activities which have always been employed in government and business structures of high levels. Though MGIMO has never been considered a linguistic higher educational institution, the University can be proud of profound foreign language training which has always been an essential part of professional training of its graduates.The University provides a 52 foreign language training for general, special and academic purposes.A customized approach to foreign language training is implemented by means of professional practice and efficiency oriented educational programs, which focus on professional communication and cultural aspects of education. Language training at MGIMO is based on the European system of language proficiency levels as well as on the criteria and scales of professional competences in foreign languages elaborated by the universities with the consideration of labour market needs and requirements of potential employers.This year the COVID-19 pandemic has brought new challenges. The recent developments in the sphere of health and life security have had a great and irreversible impact on workings of MGIMO as well as all universities and other educational establishments. In order to provide continuous educational process the university was forced to introduce urgent measures. First of all, the organization of distant learning, including provision for adequate information technologies and tools, new e-content of traditional language training courses.Secondly, it was necessary to build up new e-learning environment, which in its turn urged educators to adapt the traditional teaching methods and elaborate new approaches to collaboration and interaction with students in virtual environment. These two challenges caused great concentration of cognitive and emotional abilities of both students and educators. Fortunately, long before the pandemic broke out the leadership of the university had devoted much attention to technological renovation of MGIMO and introduction of digital mechanisms of effective teaching and learning. Now MGIMO University is actively elaborating its educational platform - ed.mgimo.ru. The students and educators have been taught special courses to master their digital proficiency.It’s worth mentioning that MGIMO unites professionals who are conducting active scientific research in the spheres of modern languages, professional communication, foreign language training.

Foreign language preparedness for vocational communication of students in flight educational institutions

Ukrainian aviation is one of the most promising industries that can and should represent us in the global world as an active subject of economic and social cooperation. Meanwhile, it is obvious that the industry needs significant and urgent transformations, in particular related to the implementation of global standards and coordinated rules of communication between functional participants in air transport: pilots and air traffic controllers. The peculiarity of the tasks of up-to-date higher education is the effective process of specialists’ training. It has to meet the needs of society in specialists who have a high level of readiness for vocational communication in foreign language, professional culture, ability to a quick respond to production tasks, to notice and to raise problems, successfully solve them in a new way, improving existing rules and technologies. The condition of successful professional activity is a deep professional knowledge, the desire for its constant enrichment, independent and critical thinking, and ability to create their own projects for implementation in practice.

Formation of Foreign language Communicative Competence of Bachelor Students in the Conditions of Remote Interaction

At present the requirements to the level of foreign language training in a non-linguistic higher school are determined by the necessity of students to master foreign language communication skills. One of the most significant methods of professional foreign language training optimization and intensification is an intensive use of new information and communicative technologies in the process of education. The purpose of the article is to consider the system of assessment technologies, in particular, training and control tests of the electronic course, implemented in blended and distance learning conditions, providing control and assessment of the formation of foreign language communicative competence of undergraduate students of non-linguistic profiles in conditions of remote interaction. The article reviews the problem through scientific-pedagogical and methodological literature. The article also provides an overview of theoretical and empirical research strategies. The results of the article discuss the peculiarities of the functioning of the electronic educational and methodical complex (EEMC) in blended and distance learning. The description of the system of test tasks for the development and control of lexical and grammatical aspect of speech; receptive and productive types of foreign language speaking activity (reading, listening, speaking) are given in the research. Theoretical and practical value, its correspondence to the aims and questions of the investigation concludes the article.

THE EFFECTS OF GENDER ON WILLINGNESS TO COMMUNICATE AMONG TURKISH EFL LEARNERS

Effective communication in a foreign language is a captivating area of study for language learners, teachers, and researchers alike. Language learners hope to exemplify characteristics conducive to fruitful communication. Language teachers aim to develop beneficial practices and cultivate an atmosphere where students feel willing to share their ideas, knowledge, and opinions in a foreign language. Language researchers endeavor to describe the ideal conditions and learner characteristics for successful communication. The task of analyzing potential factors in successful communication appears endless, yet each new study helps to construct a more comprehensive understanding of the road map to efficacious second language and foreign language communication. This study explored gender’s impact on Turkish university students’ willingness to communicate in English. Gender’s influence was also evaluated in learners’ self-perceived communicative competence, communication apprehension, and personality. The research participants were taken from four universities in different cities of Turkey. The sample (N=282) was composed of Turkish students in English Language Teaching undergraduate programs. This research employed a hybrid design marrying quantitative data from participant questionnaires and qualitative data from participant interviews. The results of the present research concluded that willingness to communicate differs between male (n=119) and female (n=163) language learners, but not to a significant extent. 
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>

IMPLEMENTATION OF COLLECTIVE TRAINING TO IMPROVE THE SPEECH COMPETENCE OF HIGH-LEVEL POLISH STUDENTS BY MEANS OF THE PROFESSIONAL LANGUAGE OF MUSEUMMEN

The application of collective teaching methods leads to the development of language and conversational competence and directs to the creating a stable motivation to learn the Ukrainian language in a foreign language audience. The article considers the possibilities of using a collective method as a means of activating language and speech activity in the process of teaching Ukrainian to high-competence Polish students. It was analyzed the current state of the problem, and characterized modern collective game-like teaching technologies, which play a significant role in the process of effective learning of Ukrainian as a foreign language by means of professional language, and help to achieve the level of free foreign language communication in professional process. The purpose of the tasks and their impact on the development of the student’s personality and increase his level of knowledge were highlighted in the manuscript. The most effective for foreign (Polish) student audience training exercises for collective performance were analyzed, and features and the benefit of their application in the educational process were indicated. The expediency of using of collective game-like tasks for deepening and mastering the terminology of museology in classes with foreigners was analyzed. The examples of non-standard games aimed the developing students’ skills in analyzing and solving everyday situations were offered. The application of collective game-like teaching methods increases the efficiency of students’ learning, enriches the change of the educational process, enhances the motivation to learn the Ukrainian language, makes impossible the domination of participants in the educational process, creates conditions for closer cooperation between teachers and foreign language authorization. Key words: terminology of museology, Ukrainian language as a foreign language, collective method of teaching, high competence, exercise, game.

Фактор социокультурных ресурсов г. Москвы в методической системе подготовки студентов языкового вуза к межкультурной иноязычной коммуникации

resented is the authors’ elaboration of the articles, enhanced their previously stated idea about the need to integrate the socio-cultural resources of the Moscow metropolis into the system of preparing students for intercultural foreign language communication. To design an educational environment within the framework of the intercultural approach to TEFL a systematic typology of the socio-cultural resources of Moscow is suggested based on the three levels of understanding of Moscow: as an urban space, as a center of regional and national culture, as a global capital. Based on the typology, the fundamental components of the methodological system of intercultural foreign language education of students of a language university are generalized, taking into account the use of such resources. Hence the authors share the objective of TEFL within the intercultural approach as the triple unity, i.e. to understand the essence of educational communication as a unique, but acceptable array of existential trajectories, to build one’s own trajectory (as a result of study of the city as an environment of interaction of individual routes), to compare it with other possible trajectories (the study of the city from the standpoint of its regional and national specifics), and to implement this trajectory in a true life communicative situation (interaction with the city from the standpoint of its intercultural manifestation). The components of the content of training at its cognitive (knowledge and understanding), operational-activity (skills) and axiological (attitudes, willingness and values) levels, as well as the specific principles of such training are specified. As a result, the deficits and current problems of studying such integration are summarized.

Методическая модель обучения студентов межкультурному иноязычному медиаобщению в ситуации манипулятивного воздействия

The research objective includes modelling the process of teaching intercultural foreign-language media communication under the conditions of manipulative influence. The article proposes a model of teaching foreign-language media communication under the conditions of manipulative influence, describes results of an experimental approbation of the suggested model. The author justifies the need for a teaching model promoting formation of students’ receptive conventional (sub)competence, identifies methodological principles of teaching intercultural foreign-language communication under the conditions of manipulative influence, and herein lies scientific originality of the study. The experiment testifies that the proposed model improves students’ conventional (sub)competence, which includes readiness and ability to overcome verbal manipulation during the English-language media text perception and also includes the ability to build conventional relationships in the situation of direct intercultural communication.

Аутентичный художественный фильм как средство развития иноязычной лингвосоциокультурной компетенции подростков в условиях дополнительного образования

The paper aims to justify reasonability of using authentic feature films when forming teenagers’ linguo-sociocultural competence under the conditions of additional foreign-language education. The educational potential of authentic feature films is revealed. It is noted that authentic feature films broaden teenagers’ worldview, correlate with their life experience and serve as a means to form learners’ linguo-sociocultural competence. Scientific originality of the study involves identifying criteria for choosing authentic feature films when developing senior pupils’ linguo-sociocultural competence. The research findings are as follows: the authors suggest an example of a modern feature film that can be used to form teenagers’ linguo-sociocultural competence in the process of teaching foreign-language communication.

Blended learning tecnology for philology students' foreign language teaching

The article is devoted to the problem of foreign language distance teaching, the choice of methods, technologies and techniques for the development of philology students informative and communicative competence. The author uses analysis, synthesis and systematization methods to consider the results of research achieved by the specialists in the area under consideration; pedagogical observation. Current distance teaching technologies are analyzed, the effectiveness of foreign language teaching process organized in the form of Blended Learning technology is proved and its numerous advantages are described: the possibility of individual teaching process in groups with different level of foreign language knowledge and abilities, students individual and psychological characteristics consideration in the studying and teaching process, beneficial conditions for students interpersonal communication and communicative competence development in class, development of independence, responsibility and ability to use information technologies while working with online platforms. Experience of Blended Learning technology usage in the process of philology students foreign language teaching is presented. The author describes face-to-face driver and rotation models chosen for the purposes of teaching; the possibilities of online platform Zoom for videoconferences held in real time and replacing eye-to-eye teacher-students contact under the circumstances of COVID-19 pandemic; and proves the importance of digital educational platform Skyes University introduction into the process of foreign language teaching as a source of additional material in face-to-face studies and for students independent learning process. The author comes to the conclusion that foreign language teaching process organized with the help of Blended Learning technology contributes to information skill successful formation and effective communication in native and foreign languages.

PROVISION OF CONSTRUCTIVE FEEDBACK BY MEANS OF INFORMATION TECHNOLOGIES IN THE PROCESS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT OF STUDENTS OF ECONOMIC SPECIALTIES

The article explores the importance of forming constructive academic feedback via information technologies in the process of students’ foreign language competence development. This article reports on theoretical substantiation and practical results of the experimental work on effective feedback provision in the process of students’ foreign language communication skills development in higher education. The growing role of online space in constructive feedback designing is underlined. The author analyses scientific works in Scopus and Web of Science Databases in particular on academic feedback, its basic characteristics and its role in improving students’ foreign language competence. The article highlights the importance of carefully designing feedback process in the course of learning English with the purpose to develop students’ communication and problem-solving skills, improve their practical knowledge, enrich their professionally oriented vocabulary, and enhance other students’ abilities resulting in a better FL competence. Particular attention is paid to methods, principles and conditions that enable effective feedback formation by means of information technologies. The main elements and types of constructive feedback are analyzed. The results of the experiment as well as their interpretation are offered. The participants of the experiment were 25 first-year students of 3 economic specialties learning English as a foreign language. The products of students' activities were analyzed to investigate the most effective ways of academic feedback. The participants presented their academic outcomes in the form of a short essay, a test, and projects. The experiment results showed improvement through the reduction of grammar and lexical error rates. The results showed the reduction of 4 error categories in general. The article presents the students’ responses to different types of academic feedback (direct, indirect, metalinguistic, staff-to-student, peer feedback) in the form of an online survey. The positive effect of feedback via information technologies on students’ foreign language communication skills, professional-oriented vocabulary enrichment, English grammar skills, motivation to learn foreign languages, elaboration of educational products, self-assessment and self-improvement skills was recorded at the end of the study. The results of the experiment are discussed in light of the growing use of information technologies that enable constructive feedback provision in the process of foreign language competence development. The advantages and disadvantages of academic feedback provision by using information technologies are analyzed. Recommendations for educators and students are provided on the effective feedback formation in the process of foreign language study.

TERMINOLOGICAL VOCABULARY OF COMMUNICATIVE CULTURE IN THE PARADIGM OF FOREIGN LANGUAGE COMPETENCE

The article deals with interpretation of terminological concepts of medical specialists’ communicative culture in the context of foreign language communication. The essence of speech culture is clarified, which is an important component of the professional profile of a future healthcare worker. It is emphasized that the formation of foreign language competence of a medical student is an integral aspect of professionally oriented education in medical institutions of higher educationand is carried out by mastering the features of communicative culture.Emphasis is placed on the need to analyze various methods and approaches to the formation of communicative culture in students with different levels of knowledge and skills. The issues of content and efficiency of the process of foreign language communicative competenceformation, selection of educational material, development of communicative component in the process of students’ mastering the basics of communication culture, modeling of foreign language communicationphenomena, analysis of speech situations are examined.The basic skills necessary for valuable professional activity are characterized; the principles of formation of future specialists’ communicative culture during studying of foreign languages are considered (humanization, individualization and differentiation, variability, emotional expressiveness, competence, coherence and continuity); the need to learn vocabulary for the correct formulation of the statement is emphasized; the main dominants of communicative culture (emotional, cognitive and behavioral components) are outlined. It is proposed to structure the formation of students’ speech culture in directions that involve the development of emotional, cognitive and behavioural components. It was found that the terminological vocabulary of the communicative culture of the future specialist covers the concepts of individual-personal component, motivational-volitional, social-communicative and speech activities, which complement each other in professional activity.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented.
 The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training. 
 The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication.
 It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

Una breve aproximación teórica a las interferencias culturales en el aula de español como segunda lengua en España (L2)

This study aims to prove the necessity of introducing pragmatics and culture in second and foreign language acquisition, and more precisely in teaching Spanish as a foreign language in Spain. This study tries to prove that the intercultural competence is crucial in order to prevent misunderstandings or conflicts when teaching second languages, where cultural diversity is the norm. It also highlights the necessity of conceding the importance to the extralinguistic communication in foreign languages. Therefore, it looks back on the conception of culture and the necessity of “unlearning” the basis of one’s culture, in order to properly understand the rules of the new language. Finally, this study conceives the second language teacher as a mediator in intercultural teaching and concludes that pragmatics is essential to ensure a full competence in any foreign or second language.