Keyword: «intercultural interaction»

The article is about the experience of testing the course of additional foreign language education in a secondary school. The author explains the choice of linguistic country study as the main element and points out its importance. The key theoretical concepts and principles are revealed. The author analyzes the results of pedagogical research and makes some recommendations.

This article discusses the difficulties of translating an excursion text into English on the example of an excursion in the historical salon "Fragrance of Time". The article analyzes the translation transformations in the transmission of national and cultural vocabulary and the features that arise when working with foreign tourists.

This article discusses the basic concepts and ideas of the competency-based approach, its relationship with other educational paradigms. Represented in higher education. It is shown that this approach to education appeared not so long ago and over the past period not only has not lost its relevance, but its relevance has reached a qualitatively new level. In the educational paradigm, the goals and planned learning outcomes were formulated in the form of knowledge, abilities and skills (KAS). However, in reality, teachers and methodologists for decades have focused on the transfer of knowledge rather than its application in practice. The importance of the ability to solve a variety of problems and tasks, many of which do not have ready-made solutions, is growing. It is believed that a competency-based approach can solve this problem.

Currently, the formation of intercultural competence of students at professional non-linguistic colleges as part of studying a foreign language is becoming an important aspect in the development of the system of secondary vocational education. Intercultural competence is a key skill in the modern world, where the demand for a specialist depends not only on his professional qualities, but also on the ability to socially adapt through interaction with representatives of different cultures, partners and clients. In modern education, training must expand beyond narrow specialization and include a comprehensive approach to student development. The orientation of educational programs to the needs of industrial labor markets also involves the development of pedagogical conditions for the formation of intercultural competence within the framework of learning a foreign language. The aim of this study was to specify the content of intercultural competence of students at a non-linguistic vocational college. The implementation of this goal was carried out based on the provisions of the systemic, competency-based, personality-oriented approaches. The author used such methods of theoretical research as analysis of scientific pedagogical literature; terminological analysis; comparison, systematization and generalization of scientific views and ideas of modern domestic and foreign researchers. Despite the diversity of points of view of domestic and foreign researchers in determining the essence of the phenomenon under consideration, they all note the need to integrate the cultural context into the process of teaching foreign languages, which will allow future specialists and graduates of secondary vocational educational institutions to effectively interact with representatives of other cultures. As a result of the theoretical research, a definition of intercultural competence of students at non-linguistic secondary vocational educational institutions in the context of learning a foreign language was formulated. The development of this competence presupposes that students have specific knowledge, skills and abilities that allow them to successfully function in conditions of cultural diversity, find a common language with representatives of other cultures and build constructive interaction with them. As a result of the analysis of domestic and foreign scientific literature, the content of intercultural competence of students at a non-linguistic vocational college was determined. The theoretical significance of the study consists in clarifying the content of intercultural competence of students in secondary vocational education programs. The practical significance consists in verifying the directions for adjusting foreign language curricula taking into account the content of intercultural competence highlighted in this article. The scientific novelty consists in the fact that the author has identified and substantiated the structural components of the phenomenon under study, the focus on which in the process of developing foreign language curricula for students of a non-linguistic professional college will allow a systematic approach to the issue of developing intercultural competence.

The article is devoted to the current problem of the formation of professional identity among medical university students. In modern conditions of intercultural interaction, language training is of particular importance, which contributes to the integration of future doctors into the international professional community and provides access to advanced scientific achievements. Modelling the educational process for the formation of the professional identity of medical university students is an important and complex process, including not only the acquisition of medical knowledge and skills by future doctors, but also the development of their personal qualities such as responsibility, empathy and ethics. The aim of this study is to test the results of solving an applied pedagogical problem – the development of a model for the formation of professional identity of medical university students in the process of language training. The article provides an analysis of the literature on the interpretation of the professional identity of students by domestic and foreign researchers, gives the author's definition of the professional identity of a medical university student, describes a model for the formation of the professional identity of medical university students in the process of language training, representing the process under study as a whole and as a set of interrelated elements that reflect the needs of both the medical field as a whole and the medical university in particular in the training of highly qualified medical specialists. The model consists of six units: target, methodological, content-organizational, procedural, criteria-assessment, correctional ones and it is based on the principles of professional orientation, integrity, interdisciplinary integration, communication and contextuality, functionality of the educational environment. The model has a practical orientation and its implementation in the process of language training gradually forms a professional identity for students of a medical university. The research is based on the ideas of occupational, holistic, integrative activity-oriented, communicative-cognitive and environmental approaches. The provisions of the study can become a theoretical basis for further development of the problem of forming the professional identity of future medical specialists in medical universities in Russia.