Keyword: «mediation skills»

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the formation of mediative competence in the process of language education 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 act as mediators between representatives of different linguistic and cultural systems. In this article, mediation skills are considered as an integrative component of professional training of specialists in the field of intercultural communication, including the mediation of meaning between participants in communication through linguistic means. The aim of the study is to theoretically substantiate and practically verify the model of mediation skills formation in the course of teaching foreign languages based on a competence-based approach. The scientific novelty of the research consists in clarifying the structure of mediation skills, which included such elements as reception, production, interaction and mediation, as well as in developing an integrated model reflecting the goals, content, methods and means of teaching aimed at developing these types of skills. Modern pedagogical technologies were tested in the course of the research, personality-oriented methods were implemented, and the conditions for the effective formation of mediation skills were considered. The results obtained confirm the effectiveness of the proposed model: positive changes in the level of students' communicative and mediation skills formation are noted, optimal methodological conditions for its application in the educational process are identified. The theoretical significance of the work consists in expanding scientific ideas about the content of mediation skills as an important component of professional training of specialists to work in a multicultural environment. The practical significance lies in the possibility of using the proposed methodological recommendations, techniques and technologies in the language education system, which contributes to improving the level of training of specialists in the field of intercultural communication and their successful integration into the professional community.

The relevance of this study is associated with the transition that took place in language teaching in 2018, namely, the shift from the four skills (reading, speaking, listening, writing) to four modes of communication activity, which include reception, production, interaction, and mediation. Unlike the other three, mediation is often not fully understood by teachers, and tasks aimed at developing mediation skills are not always given the attention they deserve. At the same time, this mode of communication is extremely important in the modern world, as it combines the other three. In addition, mediation skills (e.g. explaining data, translating a written text, processing text, leading group work, etc.) are particularly important for students studying economics and management, as they are directly related to their professional activities. In this regard, the purpose of this article is to prove the relevance and necessity of developing mediation skills among students majoring in economics. The main research methods used by the authors of the article are the analysis of scientific and methodological works devoted to mediation and the development of mediation skills, as well as analysis of regulatory documents governing language education for students in economics-related fields. Consequently, an analysis of trends in modern language education and regulatory documents has demonstrated the importance and necessity of developing mediation skills among students majoring in economics, as well as the need to draw instructors' attention to this topic. The theoretical significance of this article lies in the description of factors proving the necessity and importance of developing mediation skills among students of economics-related fields. The practical significance is expressed in the fact that the data obtained can be used for the further development of a syllabus aimed at building up mediation skills among this group of students.

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.