Tatyana Nazarenko

This article is of interest from a methodological point of view, since it examines the problem of the formation of skills in non-verbal foreign language communication in preparing students of a transport university for intercultural interaction. Researchers of intercultural communication note that misunderstandings, hindrances and failures in intercultural communication often give rise to culturally different discursive and socio-cultural phenomena. The author of the article believes that these phenomena can be overcome only with a purposeful study of communicative behavior and knowledge of non-verbal communication signals of representatives of other cultures. The urgency of this problem is due to the prevailing contradictions between the need of modern society for highly qualified specialists who are called upon not only to speak foreign languages, but also to resolve issues of interaction with representatives of different countries and cultures on the verbal and non-verbal levels and the real readiness of our students for intercultural communication. The relevance and social significance of this problem determined the choice of the topic «Formation of non-verbal communication skills in teaching intercultural interaction of students of a transport university». The purpose of the presented work is to determine the features of non-verbal communication and their use in teaching students intercultural interaction; to improve the quality of students' preparation for intercultural communication, taking into account non-verbal means of communication, using a set of developed exercises. In the course of the research, the following methods were used: general scientific – analytical (analysis of scientific literature on psychology, pedagogy, teaching methods of foreign language); pedagogical – observation and generalization of empirical material for preparing students for non-verbal foreign language communication. The article presents the taxonomy of non-verbal behavior and the interpretation of non-verbal communication signs in various cultures. As a result of the work done, the author of the article presents a developed set of exercises that can be used by teachers of a foreign language in practical classes to improve the students’ skills for intercultural interaction taking into account non-verbal means of communication.

The article is of interest from a methodological point of view, since when mastering a foreign language in the professional sphere (construction), students have various kinds of interference errors that teachers need to foresee and prevent. Interference is a process that slows down learning a foreign language by students and affects the successful mastering it, so there is a need to find ways to overcome it. The relevance of this work is explained by the need to find ways to overcome destructive interference and use constructive interference when learning a foreign language in the professional sphere as a way to master it better and minimize interference errors of students. The purpose of the study is to test the effectiveness of the proposed exercises for students to overcome destructive interference in the course of a practical experiment. The subject of the research is the method of overcoming destructive interference in the classroom using a specially developed set of exercises. The theoretical basis of the research is the works of domestic and foreign scientists, such as Alimov V. V., Weinreich U., Zimnaya I. A., Leontiev A. A., Rosenzweig V. Yu., Hockett Ch. F., and others. The article presents definitions of interference in their interpretation. The research material was the works of scientists on methodology, pedagogy, linguistics, as well as data obtained during the control translation of a professionally-oriented text with destructive interferences which was made by 26 students. The study used observation methods and surveys based on students' practical work in translating special texts, as well as in classes on developing oral and written speech skills. The analysis of English-language literature on construction topics made it possible to identify groups of constructive and destructive interferences, develop a number of exercises and recommendations that allow avoiding destructive interference and using constructive interference when working with texts and in professional speech communication. In order to test the effect of the proposed exercises, the group of the students was offered to translate the text containing destructive interferences. The results were processed using methods of comparative analysis and statistical analysis, and the author concludes about the effectiveness of the developed exercises and the feasibility of further work in this direction to overcome destructive interference. The practical significance of this work, according to the author, is that the presented methodology and special exercises can be used by teachers in classes on teaching English in the professional sphere. The novelty of this article is due to the fact that the author assumes that it is possible to overcome the destructive interference when future specialists in the construction industry work with professionally oriented texts by properly organizing the educational process and doing the proposed special exercises.

The article is devoted to a number of important tasks that are solved by the interactive methods of teaching English at a transport university. It examines the features of the organization of students’ learning activities using these methods at the Chair of Foreign Languages and Intercultural Communications. The author presents classes with the methodology of role-playing games and the technology of critical thinking development. It is shown that the purposeful and systematic use of interactive methods in the educational process makes it possible to create a productive educational environment for effective learning of foreign languages, to form the communicative competence that provides comfortable conditions for cognitive activity of students, their self-disclosure, self-development and self-improvement.

The article deals with the practical issues of multilingual approach to teaching foreign languages at Transport University. The author emphasizes that the communicative-cognitive principle stays as a general methodological principle. The role and importance of the native language in the learning process is described. The study highlights the special role of Russian as an effective means of overcoming cross-language interference. It is concluded that reference to the native language is methodologically justified and appropriate because it helps to increase the efficiency of foreign languages learning.

The issues raised in this article are interesting from the point of view of teaching methods of the theme “Interlanguage homonyms” during multilingual learning. The author defines the term “lexical borrowing”, studies the process of lexical borrowing from English to modern Russian on the examples of words from the authentic textbooks, reveals the reasons of borrowing. Special attention is paid to the right selection of exercises for overcoming the mistakes of language interference.