Professional Foreign Language Communicative Competence Research Articles

The model of tandem content and language integrated learning: Justification and evaluation of its effectiveness by education stakeholders

Introduction. The need to master a foreign language in the professional field of education is determined by contemporary challenges: the rapid growth of intercultural interaction, as well as the processes of globalization and informatization of education. The article examines the problem of using tandem content and language integrated learning focused on developing future teachers’ readiness and ability to communicate effectively in a foreign language in the professional environment. The purpose of the article is to propose the model of tandem content and language integrated learning and evaluate the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. Materials and Methods. The study was conducted during 2020–2023 period. The sample included 86 students of 3–5 years majoring in Primary education and English as a Foreign language. The authors used the following research methods: theoretical and methodological analysis, comparison, interpretation, modeling, questionnaires, analysis and systematization of accumulated experience of tandem content and language integrated learning. Results. The main results consist in substantiating the model of tandem content and language integrated learning and in assessing the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. The authors identified a mechanism of interaction between all education stakeholders in dynamic groups based on task level-differentiation within the framework of content and language integrated learning (CLIL). Conclusions. The study concludes that the model of tandem content and language integrated learning was substantiated and the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers was assessed.

On developing language subcompetence in cadets of educational organizations of the Russian Ministry of Internal Affairs: Foreign language learning

The development of foreign language professional communicative competence is based on improving the students’ language subcompetence since only with the automated language skills it is possible to move on to the types of speech activity with the concomitant development of communication skills. Given the variety of forms of organizing students’ educational activities, aimed at mastering their lexical and grammatical skills in the formulation of utterances, it is important to solve the problem of a systematic approach to the implementation of tasks. In this regard, the main goal of the article is to develop a consistent model for improving the lexical and grammatical skills in cadets of educational organizations of the Ministry of Internal Affairs of Russia based on a specific type of the task. To this end, the article elicits the possibilities of developing a series of tasks in the format of lexical and grammatical transformations to improve language subcompetence as a constitutive part of foreign language professional communicative competence.The proposed system of tasks for improving lexical and grammatical skills is built on the principle of growing complication: from one-component grammatical transformations, which are aimed at practising one specific skill on the studied lexical material without restrictions of thematic repertoire, to multicomponent lexical grammatical transformations.The range of tasks includes grammatical transformations of the active voice patterns into the passive voice ones, the use of modal verbs and their equivalents to convey the given modal meanings with attention to the use of infinitive forms, the reconstruction of syndetic conditionals into asyndetic ones, the transformation of compound sentences into sentences complicated by predicative constructions and vice versa.Within the framework of the lexical skills development, we illustrate the transformations requiring the use of synonyms or synonymous phrases, antonyms (taking into account phrasal verbs, which represent a separate lexical group), as well as substitutions, taking into account the collocation properties of lexemes and different degrees of idiomaticity inherent in complex nominative units.Consistent and regular use of transformations is one of the effective ways to form a mechanism of equivalent substitutions.

THE USE OF INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN FOREIGN LANGUAGE CLASSES AT THE UNIVERSITY

Purpose. The purpose of this article is to analyze innovative technologies used in foreign language classes and identify their advantages over traditional forms of education, as well as systematize their key features: practice-oriented nature, focus on joint activities of the teacher and the student, activation of the search, creative and research position of students. In the modern world, the ability to operate with lexical units and knowledge of grammatical rules are the basis for foreign language communication. Effective mastering of these skills is possible only through the use of innovative technologies in the classroom, which make it possible to enrich the content of learning, make it logical and interactive, as well as stimulate students’ interest in learning a language.
 Methodology. In the course of the research, such methods as analysis and generalization of scientific sources, verbal and communicative methods, pedagogical observation, study of program documentation and experiment were used.
 Results. The introduction of innovative technologies into the educational process contributes to the activation of students’ cognitive interest, the formation of foreign-language professional communicative competence at the university, as well as provides access to various information resources and various educational events.
 Practical implications. The results of the study can be applied to foreign language classes in many higher educational institutions to develop the intellectual and creative abilities of students, to increase the level of proficiency in a foreign language and stimulate interest in its further study.

Structural Components of Professional Competence of Future Economists Studying at Professional Economic Colleges

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

Чтение и письмо как интегрированный навык профессиональной иноязычной коммуникативной компетенции будущих экономистов-международников

The article explores the process of teaching an integrated skill of reading and writing to students of higher edu-cation institutions majoring in international economic relations with emphasis put on its contribution to students’ overall foreign language communicative competence in its professionally oriented variant. In the course of the analysis it is discovered that amid the challenges of real professional communication reading and writing skills undergo a significant transformation: while reading an original professionally meaningful text in a foreign lan-guage aims to help write a secondary text, writing, as such, logically completes the integrated process of read-ing and writing. Thus these two skills should be taught in an integrated manner, for which practical recommen-dations are provided. It is concluded that such an approach to teaching reading and writing enables building up students’ professional foreign language communicative competence preparing them for dealing with real-life professional tasks.

Лингводидактический потенциал новостных текстов в профессионально ориентированном обучении русскому языку как иностранному курсантов военных вузов

The study aims to characterise the linguodidactic potential of news texts of modern Russian online media for foreign-language competence formation in foreign cadets in professionally oriented teaching of Russian as a foreign language. The paper describes the specifics of professionally oriented foreign-language teaching, characterises the features of foreign-language professional communicative competence of foreign cadets of military universities, examines the notion of the linguodidactic of the text in teaching Russian as a foreign language, sheds light on the aspects of this potential. The scientific novelty of the work lies in providing deep insight into the linguodidactic potential of online media news texts determined by their structural, content, functional and linguistic characteristics. As a result, it is stated that online media news reports have a significant educational (linguistic and communicative), developmental (cognitive and meta-subject) and educative (socio-cultural, moral, ethical and aesthetic) potential contributing to the formation and development of all aspects of foreign-language professional communicative competence in foreign cadets of military universities.

Pedagogical Concept of Integrative Teaching and Learning in the Context of Interdepartmental Interaction

This article presents the pedagogical framework for integrative teaching and learning, melding foreign language instruction with professional disciplines within the interdepartmental interaction. Through a comprehensive review of both foreign and domestic literature, the authors highlight the insufficient development of this concept in Ukraine, particularly in practical application. The study advocates for adapting and assimilating positive foreign experiences to the distinctive contours of Ukrainian higher education, underpinned by a robust theoretical and methodological foundation. The authors contend that the demands of modern life necessitate the active integration of interdisciplinary links into higher education curricula, leveraging foreign languages to develop foreign language professional communicative competence as an integral component of professional competence. They emphasize the pivotal role of interdepartmental collaboration in fostering such interdisciplinary convergence. Considering the unresolved nature of this issue in Ukraine, the significance and imperative for establishing an integrative teaching and learning concept in the context of interdepartmental interaction are undeniable. The article delineates the concept’s goals and objectives, scrutinizes the pivotal preconditions and rationale for its development, and furnishes a comprehensive algorithm for the seamless integration of professional subjects and foreign language instruction. Two main stages of integrative training, preparatory and organizational-procedural, are distinguished, with their characteristics outlined. Additionally, the article underscores the need for designing specialized transitional courses to harmonize profession-oriented content in foreign languages with specific disciplines.

Integrated foreign languages teaching: development of learning outcomes for IT majors

Introduction. Design of descriptors for achieving objectives of foreign language education in case of non-language majors at tertiary level on the basis of the existing scales of the Common European Competences in Foreign Language (CEFR) promotes the policy of cultural diversity and multilingualism implemented by the Council of Europe. The motivation for the research lies in the fact that Russian universities lack a clear and transparent system of criteria that can be used for planning and assessing foreign language competences for non-language majors. The paper presents a developed scale of descriptors for planning learning outcomes and assessing language proficiency of undergraduate students majoring in information technologies in the context of Russian education at tertiary level. With regard to federal state educational standards for higher education, foreign language competence is described as integrative foreign language professional communicative competence which combines professional and linguistic constituents. Materials and methods. The exploration adopted combined methods of analysis of previous studies, CEFR descriptors, interviews with master and bachelor students of IT majors (Togliatti State University, Russia), and foreign language communicative needs analysis in the IT industry. The obtained data were then processed in the backward design of targeted learning outcomes following the Common European Framework of Reference for Languages format. Research results. The study elicited cross-cultural communicative needs in the industry in question, and then there were selected appropriate CEFR descriptors for their subsequent modification. The choice of the CEFR format was justified by its high adaptability and the author’s previous successful experience of elaborating such scale descriptors for automotive engineering majors. The author designed a scale for A2, B1 and B2 levels, where learning outcomes are presented as descriptors of communicative language activities with CEFR level distinctions being combined with activities involved in on-the-job cross-cultural communication. Conclusion. The initiated research should be helpful to investigate ways of devising and testing adequate sets of CEFR-based descriptors to improve the quality of university syllabi. The proposed scale of descriptors has certain limitations, therefore, further exploration directions are outlined. Keywords: integrative foreign language professional communicative competence, learning outcomes, CEFR-based descriptors, assessment, IT majors

IMPROVEMENT OF THE STUDENTS MOTIVATION IN FORMING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE

The article deals with the issues of students’ motivation for foreign language learning in non-linguistic universities. Motivation is regarded as a factor giving focus to educational activities, dynamic character and determinant of its success. The paper presents a theoretical analysis of methods to improve students’ motivation in learning foreign languages and results of the research carried out at the medical university. During the research we studied students’ foreign language level: knowledge and skills, willingness to learn a professional foreign language with the use of an interview and a placement computer test. A survey of the 1st year students in order to find out the motives for learning foreign languages with the help of a special questionnaire developed by us was conducted. Such diagnostics made it possible to obtain information about students’ level of motivation in foreign language learning, their initial level of proficiency, and understanding the purpose of learning foreign languages. To improve students’ motivation a model of professional foreign language communicative competence development in e-learning environment was designed and introduced into the educational process of the medical university. The content-procedural module of the presented model includes technologies of foreign language virtual communication: e-mail, webinars, videoconferencing, an LMS Moodle. The authors believe that the students’ motivation in foreign language learning is associated with the prospective personality development, namely the formation and development of professional competencies, mastering new knowledge and skills, getting experience.

TRANSLATION COMPETENCE AS COMPONENT OF PROFESSIONAL COMPETENCE OF STUDENTS IN INTERNATIONAL RELATIONS

Background. The article considers and analyzes the main modern requirements for the professional training of these students at the level of FSES 3++ and needs of the labor market for the occupations corresponding to International Relations under the modern social conditions.
 Purpose. The purpose of the research is to model the process dealing with the translation competence formation of the bachelor students in International Relations. The scientific novelty of the study is to clarify the foreign language professional communicative competence (IPCC) components.
 Materials and methods. The main research methods used are the methods of scientific description (the study of specialized literature, its systematization and interpretation) and experimental methods of study (the identification of the competence formation model stages and its implementation).
 Results. The paper reveals the concept of translation competence and its components. The language training of the bachelor students in International Relations at the undergraduate stage without thorough translation competence formation and training in written translation skills is not very productive. The ways to solve the problem are seen in the highlighting of stages in the model of the translation competence formation of the students in International Relations. This implies the underlining of two levels: 1) basic level – teaching students to translate educational texts on the main educational programs; 2) professional level – a training course in the translation of professionally oriented texts as part of implementation of the additional education program “Translator in the field of professional communication”.
 Practical implications. The result of the study is to practice the translation competence formation model in the course of foreign language training for students in International Relations taking into account these two levels.

БІЗНЕС-КОМУНІКАЦЇЇ З ТОЧКИ ЗОРУ АНГЛІЙСЬКОЇ МОВИ

The proposed article is devoted to considering the problems of organizing business communications in higher educational institutions majoring in Economics and Management, as well as the need to improve business communication skills of young professionals. It is well known that the viability of a business directly depends on the ability of managers working in the field of International Business to establish and maintain business contacts with staff, consumers, and business partners. Research in the city of Berdyansk and the Berdyansk region showed that young professionals faced the problem of organizing business communications (BC) when doing business with foreign partners. In this regard, it is very important to increase the level of efficiency of mastering BC skills, which determines the relevance of this work. Knowledge and skills in the field of BC can become a decisive factor for successful business development. Being aware of the priority of Western BC traditions, due to their linguistic and economic position in the world, it should be remembered that Ukraine, like other Eastern European states, has its own communicative style, generously filled with national character and new economic realities. In addition, when preparing future specialists in the field of Foreign Economic Affairs, in the field of International Business, it is necessary to use new, interactive, professionally oriented methods along with traditional training methods. It should be noted that the knowledge acquired by students in the specialty is very important, but does not guarantee successful business development. While business communication skills are crucial. There were developed recommendations to increase the efficiency of business communication skills of future specialists in the field of Foreign Economic Affairs and International Tourism. We believe that it is of great necessity to include into the existing English language study programs special courses that provide an opportunity not only to expand students’ outlook in the field of Philology and Linguistics, to realize their interest in the subject, but also most to master foreign language professional communicative competence, which allows them to use a foreign language as means of business communication to solve specific problems in situations of business interaction. Key words: Business Communications, communicative style, corporate communication, communicative competence.

The Concept of Generalised Syllabi of the Discipline «Foreign Language» for Non-Linguistics Major Courses of Study

The paper raises the issue of the relevance of creating generalized syllabi for each enlarged group of majors, when teaching linguistic disciplines of compulsory and optional parts of the curriculum related to the subject area «Foreign Language». The authors show the need for generalized syllabi as being grounded by existing controversies in modern foreign language training. The paper suggests a concept that substantiates the demand for targeted generalized syllabi for this discipline and contains a number of principles, which can help to design their optimal content. The notions of «zones of near and further content and competence integration» are introduced. The content of these zones is revealed, and their role in modelling the key components of generalized syllabi is shown. Integrated foreign language professional communicative competence of an engineering graduate is introduced as a prospective model of foreign language competence. It is regarded as an integrative notion combining traditional components of communicative competence with professional knowledge, skills and experience involved in the process of mastering cross-cultural professional communication. The realization of the concept principles in the content of generalized syllabi aims at the reflection of university graduates’ real foreign language communication needs in their professional activity in learning outcomes in accordance with the FSES HE 3 ++. The authors express certainty that the concept of generalized syllabi will allow to initiate the process of their creation and will become a stimulus to the development of foreign language teaching methodology in a non-linguistics university.

О целях и содержании иноязычной подготовки будущих инженеров

Globalization of economy, rapidly developing new technologies and enormous information flows dictate new requirements for the organization of a higher education process in the field of engineering. Taking into account the situation on the world labour market, new educational standards are being developed for training engineering personnel to gain the required professional competencies. A special place is occupied by a foreign language professional communicative competence. The purpose of the article is to consider a foreign language training of future engineers at a technical university in accordance with the requirements of the Federal State Educational Standard for Higher Education of a new generation. It is of great importance to form a basic level of foreign language professional competence among students of technical specialties for effective intercultural professional communication. The article touches upon universal foreign language competencies according to the requirements of the program for the specialty «Aircraft and helicopter design». The peculiarities of a two-stage organization of the foreign language educational process is also discussed. It is argued that the effectiveness of teaching is inextricably linked with the formation of motivation among students and depends on understanding the connection of their future profession with the practical application of a foreign language. The use of a personality-oriented approach helps to develop a number of necessary qualities and make future graduates competitive on the world labour market according to the requirements of modern employers. The conclusion regarding the modernization of the foreign language training with all positive and negative aspects arising in the process of teaching a foreign language at a technical university is made.

MODEL OF FORMATION OF FOREIGN-LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF INTENDING TRANSLATORS

 The article deals with the model of formation of foreign-language professional communicative competence of intending translators. The given research defines the object as the process of formation of foreign-language professional-communicative competence of intending translators with the use of multimedia technologies, and its subject is the pedagogical means aimed at creating an effective process of formation of foreign language professional-communicative competence of future translators using multimedia technologies. It is noted that the construction of the model is effective, and it consists of three blocks: target, content-operation and result. The target block contains the purpose and objectives of the educational process. The main tasks are the formation of language and speech, as well as linguistic and sociocultural, strategic and discursive, professional components. Content-operation presents principles, methods and means of teaching during the formation of foreign language professional communicative competence of future translators with the use of multimedia technologies. The principles can be characterized as both general didactic (scientific, systematic and consistent, activity, consciousness, accessibility) and specific (interaction between subjects, professional focus, communicative orientation, individualization, productivity, authenticity). Selected forms of study are classroom activities (lectures, practical classes, seminars, group, team, frontal work), extracurricular activities (project-group, media work), distance activities (synchronous practical classes, asynchronous online tasks). Teaching methods are cooperative learning, collective group learning, situational modeling learning. Effective means include a training set of exercises using multimedia teaching methods, multimedia tools, remote online platforms (Moodle, GoogleMeet, StudyMo, Edmodo), dictionaries, encyclopedic guidelines, online services (MentiMetre, Kahoot). Result block includes criteria for the level of formation of foreign language professional communicative competence of future translators with the use of multimedia technologies. Acquisition by future translators of language and speech, linguistic and sociocultural, strategic and discursive, professional components will testify to the awareness of the relevant areas and the achievement of the goal. All blocks are interconnected.

STEM-EDUCATION PRINCIPLES IN THE FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCE BUILDING (ON THE DATA OF NON-LANGUAGE MAJOR STUDENTS)

As the title implies the article addresses the subject of STEM-education principles in foreign-language professional communicative competence building. Particular attention is given to the STEM-approach implementation at the non-language faculties, by psychology and physical rehabilitation students, in particular. The investigation summarizes some of the results already achieved in this field and present different researches’ views on the given topic. The paper is interdisciplinary in nature and written at the turn of various fields of science: humanities, social, natural, computer and information sciences. It is stressed that STEM is not a separate discipline but a kind of knowledge integration that allows synthesizing of multiple knowledge models into a common one. The articles attempts to reveal the key stages of STEM-education elements application. It is drawn the attention that STEM-oriented approach in language learning create innovation environment where students develop in equal measure hard- and soft skills, uncover their creative capacity and engage in collaboration and networking. The research distinguishes and analyzes the characteristic features and the role of the project method in STEM-oriented learning. Considerable attention is paid to the specific socio-psychological characteristic of Generation Z. It is concluded that present-day education tends to look for the new methods, approaches, technologies and STEM-approach is one of the best ways out in modern educational process modernization and updating.

Межкультурные виртуальные производственные туры как лингво-профессиональная составляющая обучения иностранному языку студентов технических специальностей

Profession-oriented component in foreign language teaching at a university is considered essential for compliance with the requirements of the Federal State Educational Standard of Higher Education within the competence approach. Information technology and the Internet resources involvement contribute much to the increased opportunities of professional development in foreign language training. The virtual reality technology development has a certain value for foreign language teaching process. Virtual excursion technologies are used as socio-cultural and country studies specific components of the process. Innovative virtual industrial tours are considered by the author as a means of profession-oriented exercises and task development for engineering students. The aim of the article is to justify virtual industrial tours introduction into foreign language teaching process for IT and technical education students. The author also gives a problem-based task of a virtual tour to the Google office in London as an example. The conclusion is made that there are plenty of opportunities for introducing virtual industrial tours into foreign language teaching and developing professional foreign language communicative competence.

Teaching agricultural university students professional foreign language and a specialized major via an integrated course

Introduction. The development of professional foreign language communicative competence is one of the main goals of teaching a foreign language in a non-linguistic university. Achieving this goal is possible in the context of an integrated approach to teaching a foreign language and a specialized major. However, the implementation of content and language integrated learning requires the development of subject-thematic content of education and a complex of problem solving foreign language tasks that have intra-profile specialization and reflect the specifics of the future professional activities of graduates of a specific profile of education. The purpose of the work is to develop a method for content and language integrated learning and its verification in the course of experimental learning. Materials and methods. The study involved 2nd year students (N = 40) studying "Technology of production and processing of livestock products" of the Emperor Peter I Voronezh State Agrarian University (Russian Federation). To check the effectiveness of the method for the experimental group, a selection of the subject-thematic content of training was carried out and a complex of foreign language integrative tasks was developed, reflecting the specifics of this training profile. The control group took a traditional English course for specific purposes. The following were investigated: professional vocabulary, grammar, reading, monologue and dialogical speech and professionally oriented educational content. To process the results obtained, the Student's t-test was used. Research results. The results showed that the integrated approach proved to be effective in mastering students' professional vocabulary (t = 0.23; p ≤ 0.05) and grammatical material (t = 0.56; p ≤ 0.05), the development of monologue and dialogical speech (t = 0.17; p ≤ 0.05), as well as performing tasks of a professional orientation (t = 0.23; p ≤ 0.05). At the same time, statistical data processing did not show an improvement in the results of students in the development of learning to read in a foreign language (t = 2.65; p> 0.05), which can be explained by the students' possession of reading skills at a high level by the time of participation in the experiment. Conclusion. The novelty of the study lies in the definition of the subject-thematic content of the integrated course and the development of a complex of foreign language problematic tasks, reflecting the specifics of the future professional activities of students of "Technology of production and processing of animal products." The results obtained can be used in the development of a methodology for the content and language integrated teaching of students in other non-linguistic areas of training.

Development of professional foreign language communicative competence of students in the context of academic mobility

The necessity of developing professional foreign language communicative competence of students of the “Linguistics” training direction in the process of academic mobility is substantiated. The methodological basis for the development of professional foreign language communicative competence of students of the “Linguistics” training direction in the process of academic mobility is the interaction of competent, socio-cultural and personal-activity educational approaches to teaching a foreign language. The strategies of development of professional foreign language communicative competence in preparation for academic mobility are analyzed, the principles of selection of content material and requirements for mastering a foreign language, fixed in the Federal State Educational Standard of Higher Education, are characterized. It is determined that the development of professional foreign language communicative competence in the process of academic mobility involves the consistent and phased use of an effective set of exercises and tasks aimed at the formation of skills and abilities of the main types of speech activity.

Latin for Bachelors in Water Bioresources and Aquaculture: a Linguodidactic Aspect

Today’s society needs qualified specialists in aquaculture who are proficient not only in the native language but also in international professional one, are familiar with the scientific conceptual terminology apparatus of modern European languages. The purpose of the article is to study ways to implement professional linguodidactic key concepts and principles in teaching and learning Latin on the example of the educational program “Water bioresources and aquaculture” which led to the choice of such research methods: analysis of scientific literature to study state of the problem, synthesis and generalization. The study found that, Latin is the integral component of bachelors training, but can hardly be considered on an equal basis with any other LSP: teaching and learning living languages are aimed at forming students’ foreign language professional communicative competence, but in case of Latin focus on the formation of professional terminological competence. Therefore, it can be considered in the context of professional linguodidactics, key concepts and principles of which (interdisciplinary integration, internationalization, selectivity) can be implemented in the educational process. In the reviewed program, the component “Latin” reveals intersubject connections with most disciplines both general and special training cycles, that as a whole assumes interconnection, interdependence and complementarity of intersubject information and ways of learning. So learning professionally oriented Latin is a holistic, complex and integrative process of development specialist’s linguistic personality. That is why it can be of scientific interest not only in the framework of methodology, but also very promising in linguodidactic, terminological, cognitive and other aspects for further research.

Специфика иноязычной подготовки специалиста: теоретические и практические аспекты

The research presents vision of the importance of modern professional foreign language education and its impact on the professional development of the individual, the possession of techniques and methods of professional communication, taking into account the specifics of the culture of the interlocutor. Comprehensive development of personality and specialist is currently one of the most priority areas of the Russian system of professional foreign language education, which makes the problem presented in this study relevant. In this study: 1) the relevance is indicated and the need for disclosure of the specifics of specialist training by means of professional foreign language education is determined; 2) the specifics of professional foreign language education as: a) an instrument of successful human activity in a multicultural community; b) a factor in the de-velopment of professional language consciousness and the culture of speech communication. A foreign language as an academic subject has always occupied a special place in the education of a specialist of any profession: proficiency in at least one foreign language is important and in de-mand today within the framework of international intercultural communication; 3) the characteristics of strategic directions in teaching language and culture in a non-linguistic university are presented; 4) the content of professional foreign language communicative competence of a future specialist is clarified; 5) the main vectors of innovative language and culture teaching within the framework of professional foreign language training of a specialist are proposed.