Keyword: «undergraduate students»

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.

The article deals with the development of intercultural competence of undergraduate students in the process of teaching business communication in a foreign language on the basis of blended learning technology. The article describes the models of blended learning and defines the didactic possibilities of these models in the process of teaching business communication in a foreign language.

The article focuses on the ways of using the questionnaire as a means of teaching and a means of checking the level of formation of communicative competence of undergraduate students of a language university. The author of the article analyzes the possibilities of forming communicative competence on the material of Somerset Maugham's short stories "The Luncheon", "The Letter", "The Kite" and provides methodological comments.

In today's educational space, where globalization is blurring the boundaries of communication and interaction, speaking foreign languages is becoming not just a useful skill, but a necessity. In this regard, traditional teaching methods are often insufficient, requiring significant financial and time costs. In this context, the capabilities of artificial intelligence, in particular, the DeepSeek neural network, open up new perspectives for personalized, interactive and effective study of foreign languages, which actualizes the topic of our article. The aim of the study is to analyze the importance of the DeepSeek neural network as a means of increasing the efficiency of developing foreign-language communication competence among undergraduate students. The following research methods were used in the work: analysis of pedagogical and methodological literature, study and generalization of pedagogical experience, observation, questioning, pedagogical experiment based on the Department of Linguistics and Intercultural Communication of the Moscow International University and the Department of Foreign Languages and Russian as a Foreign Language of the Samara National Research University, statistical methods. The main results of the study showed that the use of the DeepSeek neural network in the educational process contributes to increasing the efficiency of the development of foreign-language communication competence among undergraduate students. In the practical, phased part of the work, the corresponding methods and algorithms for using the DeepSeek neural network in teaching a foreign language to undergraduate students were introduced. The theoretical significance of the work lies in the justification of the importance of the function of the DeepSeek neural network as a means of increasing the efficiency of developing foreign-language communicative competence among undergraduate students. The practical significance of the work lies in the fact that its results can be used to further improve the curricula for undergraduate students in non-linguistic areas of training and develop guidelines for educational institutions of different levels that provide training in a foreign language, including in conditions of inclusion.

Until now, there have been few studies in the methodology of teaching a foreign language in the process of professional training of translators that would provide a scientifically substantiated resolution of the contradiction between the need to activate conversational practice in a second foreign language (German) among undergraduate students who possess not only communicative skills but also cognitive abilities and the insufficient readiness of university teachers to use creative methodological techniques in teaching foreign language speech as a communicative-cognitive activity. In this regard, it is becoming relevant to study the problem of pedagogical reserves of the communicative-cognitive approach to improve the conversational practice of undergraduate students in a second foreign language (German). Despite the diversity of scientific research devoted to the issues of teaching speaking in a second foreign language in higher education institutions, the problem of improving the speaking practice of undergraduate students in a second foreign language (German) from the point of view of developing not only communicative skills, but also cognitive abilities remains poorly studied. The aim of the study is to examine the pedagogical reserves of the communicative-cognitive approach to improve the speaking practice of undergraduate students in a second foreign language (German). To solve the research problems the following methods were used: analysis of domestic and foreign methodological, psychological, pedagogical, linguistic literature intended for university teachers; regulatory and legal framework providing the educational process in a foreign language in the conditions of higher education; questionnaires of students; interviews with teachers; experimental training. The results of the study include a theoretical justification and systematization of the essence of the pedagogical reserves of the communicative-cognitive approach, which consists in integrating the development of communicative skills and cognitive abilities (memory, attention, logical thinking, and creativity) into a unified methodological framework for teaching a second foreign language. The study revealed key methodological approaches to improving conversational practice, including the creation of a special learning environment and the implementation of a set of creative exercises, which confirms the need to revise the content and structure of "learning cognitive activity" in the process of teaching German. The theoretical significance of the work lies in identifying and establishing pedagogical reserves of the communicative-cognitive approach to improve the speaking practice of undergraduate students in the second foreign language (German). The practical significance of the study lies in the development and implementation of a set of exercises in the German language for the development of students' communicative skills and cognitive abilities in interconnection, and their further intensification.