Keyword: «communication skills»

The article examines modern approaches to foreign language teaching, focusing on the development of professionally-oriented foreign language competence among students in the humanities. The author analyzes key methodological strategies aimed at integrating language learning with professional training and emphasizes the importance of an interdisciplinary approach in the educational process. The paper presents examples of successful practices that contribute to the development of communication skills and critical thinking among students, as well as discusses modern technologies and resources used in teaching. The article will be useful for educators, methodologists, and researchers interested in enhancing the effectiveness of foreign language instruction in the context of humanities education.

The relevance of the study is justified by the need to individualize trainings for younger adolescents (11-13 years old), who often show resistance, anxiety or hyperactivity in group classes. The aim of the article is to systematize the techniques for adapting training exercises taking into account personal characteristics. Based on the analysis of literature and practical experience, the author proposes original modification of games, techniques and exercises. This approach reduces stress, increases involvement and creates a safe psychological environment for the development of communication skills in adolescents. The article also describes specific techniques for working with protest behavior in adolescents and social isolation.

This article analyzes case study technology. It examines its concepts and application in both international and domestic educational practices. The specifics of this method's application in the context of the modernization of the Russian vocational education system are identified.

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the development of mediation competence directly within the framework of the English language lesson is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to mediate between speakers of different linguistic and cultural systems. Mediation competence is considered as an integrative phenomenon encompassing linguistic knowledge, socio-cultural skills, communication strategies, and the ability to mediate between participants in a dialogue. Its structure includes four components: cognitive, operational activity-oriented, motivational value-driven, and reflective. The purpose of this study is to provide a theoretical justification and methodological description of individual recommendations for the development of mediation competence of 11th-grade students in the process of teaching English. The scientific novelty of the work lies in proposing a way of integrating tasks for the development of mediation skills into work with an authentic text in the English language lesson. In the course of the research, modern pedagogical approaches were analyzed, the role of authentic texts as a tool for the development of mediative skills was considered, and tasks were proposed to ensure the consistent development of reading strategies and intercultural interpretation. These include tasks concerning the correct answer selection, determining the truthfulness of statements, matching words with definitions, and providing brief written responses. The theoretical significance of the work lies in expanding scholarly understanding of the content of mediation competence in school language education. The practical significance lies in the possibility of direct application of the proposed methodological recommendations by English language teachers in the educational process.

The article examines the psychological and pedagogical aspects of the application of mediation in the process of resolving family conflicts. It analyzes the key factors that influence the effectiveness of mediation, including the emotional state of the participants, their communication skills, and pedagogical approaches to resolving conflict situations. The article also focuses on the role of the mediator as a facilitator who promotes constructive dialogue and restores trust within the family. The article provides recommendations for optimizing psychological and pedagogical support in mediation, aimed at improving the quality and sustainability of the agreements reached. This article is intended for specialists in psychology, pedagogy, social work, and law who are interested in developing alternative methods for resolving family disput.