Keyword: «professional communication»

The trend of globalization sets a new goal for the Russian education system – to educate a person capable of global thinking. It implies a person has the idea that he is not only a part of his culture, but also a citizen of the world, an active participant in cross-cultural communication, and communication in the professional sphere in particular. As the basis for the integration of human society, intercultural communication requires certain training for its implementation, so the task of developing students' cultural component as the most important mechanism of professional and international cooperation becomes urgent. The article considers the essence of the cultural component of professional communication of undergraduate students of higher education institutions. The purpose of the research is to analyze the state of the problem of forming the cultural component of University students in pedagogical theory and practice. The article analyzes the works of modern researchers devoted to cultural competence. Modern requirements for training bachelors at the University are studied. The essence of the cultural component of professional communication, methods and factors of its formation, successful implementation in professional activities are determined. Technologies and approaches to teaching a foreign language and ways of forming the cultural competence of bachelor linguists by means of a foreign language are considered. The authors present the results of a survey of first-year students of the Chuvash State University named after I. N. Ulyanov to identify the level of their knowledge about the countries of the studied language at the initial stage of training at the University. They justify the potential of a foreign language for the formation of a cultural component of professional communication of undergraduate students.

This article discusses the problem of the time factor in professional communication of subjects of joint activity. The meaning of time is revealed from the positions of the conceptual positions of the psychology of social situations. A meaningful characteristic of the professional social situation is the General goal of collective work. The time factor provides certainty of the professional social situation, in particular, and the professional picture of the world as a whole.

In the face of intensive flows of technological information and a change in business processes and industrial activity there is an increase in demand for employees who are competent in the situations of international transactional, functional engagement. The problem of improvement in quality of profession-oriented foreign language education for non-linguistic students becomes actual. The purpose of the article is to analyze the praxeological aspect in profession-oriented foreign language education for non-linguistic students. On analyzing the main approaches applied in profession-oriented language teaching, we can note the advantages of student-centered paradigm emphasizing the creation of the favourable environment for cultivating students’ autonomy in terms of intellectual, social and communicative activity. The frame of reference to the basic concepts and essentials of system-based activity approach, communicative approach and meaning didactics let us assume that the essence of preparing students for professional language usage consists in providing successive transitions to the stage of verbal interconnection along with applying in-depth learning and meaning-formation techniques on the contextual basis. The findings can be described as follows: the dimensional characters of learning materials selection related to holistic professional mindset formation are specified; the development of the scheme of processing the professionally-oriented texts with the focus on cultivating professional communication skills through recycling specialisms and practices of meaning formation. The conclusions and generalizations may be instrumental in the refinement of structural pedagogical aspects of academic research efforts in teaching profession-related foreign language. Praxeological factors of improving the procedural aspect of professional communication competence of nonlinguistic students (activity concentration, comprehensiveness, phasing, main link accentuation) result in the expected changes set by FSES-3. Based on praxeological principles, the suggested pedagogical solutions of cultivating professionally oriented competence in non-linguistic students provide reliable means of organizing teaching to good effect and may lie at the core of conducting empirical research.

The article deals with the problem that in the context of globalization employees of the hotel business need to have the skills to implement intercultural communication in English. The authors describe analysis of scientific literature on the professional training of future specialists in the sphere of hospitality for communication in English. The research shows educational technologies that are effective for the formation of the ability to communicate in a foreign language.