Elena Zacepina

The relevance of the study in the article is due to the development of globalization processes in the modern world and the intensification of international cooperation in various fields of professional activity, which entails an urgent need to prepare students for intercultural communication. The aim of the study is theoretical and practical justification of career guidance web quests technology as a factor in improving the effectiveness of preparing students for intercultural communication. The study used theoretical methods (the study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic periodicals on research problems, as well as concretization, analogy, modeling and analysis of the pedagogical experience of universities) and empirical methods (questioning, conversation, interviewing, testing, analysis of students’ learning results, observation, ascertaining and forming experiments, qualitative and quantitative analysis of experimental data and their mathematical processing). According to the results of the study, the article presents the theoretical and practical justification for the need and importance of using the technology of career guidance web quests technology as a factor in improving the effectiveness of preparing students for intercultural communication. The theoretical significance of the study lies in the fact that its results contribute to the theory and methodology of teaching a foreign language in terms of preparing students for intercultural communication. Results of the study reflect the principles of work organization based on the use of career guidance web quests technology in teaching a foreign language; expand the understanding of career guidance web quest technology; substantiate the criteria and indicators of students' readiness for intercultural communication with the use of career guidance web quest technology. The practical significance of the study is in the development of assessment tools which help determine the effectiveness of preparing students for intercultural communication using the career guidance web quest technology as well as in introducing the career guidance web quest technology into the educational process in order to prepare students for intercultural communication.

The dominance of the highly informative methods of teaching foreign languages at non-linguistic universities and the lack of use of technology of project activities in a foreign language, which enables to develop communicative skills of future specialists as the basis of their readiness for intercultural communication, determine the relevance of the research in the article. The aim of the research is the theoretical substantiation, development and testing of experimental models by means of communicative skills formation in students of non-linguistic universities during the implementation of project activities in a foreign language. The article was prepared on the basis of the following methods use: analysis, questionnaire, interview, observation, survey, pedagogical observation and generalization of personal teaching experience, experimental teaching in student groups, method of expert evaluations, ranking, analysis of students’ project work products, pedagogical experiment, and statistical methods. According to the results, the paper presents theoretical and practical justification of the need to develop the model of communicative skills formation among students of non-linguistic universities during implementation of project activities in a foreign language. The theoretical significance of the study lies in the fact that it defines the structure of communicative skills in the implementation of project activities in a foreign language; it identifies and justifies the directions of project activities in a foreign language for students of a non-linguistic university, contributing to the effective formation of their communicative skills during the implementation of project activities in a foreign language. The practical significance of the research results: a set of training tasks has been developed aimed at the formation of communicative skills among students of a non-linguistic university during the implementation of project activities in a foreign language; the content of projects for students of non-linguistic universities was worked out; a set of diagnostic materials was worked out to evaluate the results of project-oriented learning activities of students of a non-linguistic university while learning a foreign language.

The relevance of the study is determined by: insufficient research of theoretical issues related to teaching communicative grammar to students of non-linguistic universities in the domestic methodology; the need to develop methods for intensifying teaching of communicative English grammar and creating an appropriate model, taking into account the systematization of teaching methods and tools. The aim of the study is the theoretical and practical justification of the methodology of intensification of teaching communicative English grammar in a non-linguistic university. To achieve the goal of the study, the following methods were used: cognitive-generalizing methods; analysis of linguistic-didactic requirements for the content of the program for teaching a foreign language students of non-linguistic universities; diagnostic methods (questioning, interviewing students, group and individual conversations); prognostic methods; conducting experimental training in order to verify the effectiveness of the proposed complex of communicative grammar tasks; mathematical methods (student testing, qualitative and quantitative analysis of the data obtained). According to the results of the study, the article presents the theoretical and practical justification of the need and significance of developing a methodology for intensifying teaching communicative English grammar in a non-linguistic university. The theoretical significance of the study lies in the scientific and practical justification of the interactive model of teaching students communicative English grammar. The pedagogical model includes: the stages of the formation and development of communicative grammatical skills and abilities; functionally systematized teaching methods; criteria for the selection and organization of educational grammatical material, taking into account the specifics of the learning environment; criteria for assessing the level of formation of communicative grammatical skills. The practical value of the study lies in the creation of an interactive model for teaching communicative grammar using the algorithm for the formation of communicative grammar skills and abilities based on a set of grammatical tasks that implement the research methodology.