Pedagogical Foundations of Teaching Foreign Language Business Intercultural Communication in Higher Education

Abstract

The article analyses the problem of training higher education students for business intercultural communication and the formation of their foreign language communicative competence, determines the pedagogical foundations of improving the educational process, describes methods and techniques for organizing educational activities in accordance with modern trends in language education. International cooperation of Ukraine with other states in various spheres of life, economy and culture has determined the relevance of the problem of training qualified specialists who are able to solve business, political, socio-cultural issues at the international level and successfully implement the process of cooperation of our state with other countries. There are certain prerequisites to optimize the educational process in higher education institutions of Ukraine, which we associate with factors that increase the effectiveness of educational activities and influence the formation of motivation in learning a foreign language. Diversification of methods and techniques of teaching business intercultural communication, taking into account the principle of professional orientation of tasks, the use of interactive forms of work and computer technologies, creating an atmosphere of productive cognition, strengthening interdisciplinary ties contribute to the improvement of the educational process and allow creating conditions on the basis of which students develop a personal and professional interest in learning a foreign language, increase cognitive independence, initiative and creative activity. It is advisable to perform exercises and tasks that are based on a problem approach, on critical thinking, assumptions, guesses, interpretation of facts, inference, etc., and provide for: a given situation related to intercultural interaction and the sphere of future activity of students; naturalness of the communication situation; novelty; motivation of speech acts; the presence of instructions for actions with speech material in conditions close to real foreign language communication; the presence of verbal supports that help to express one's opinion and argue judgments in a foreign language. The need to solve a problem task activates the speech-thinking, creative and cognitive activity of students. In the process of discussing a problem issue, different points of view on the problem situation are considered, contradictions are emphasized, and communication situations are modeled. In conditions of group and collective interaction, there is a constant change in activity modes and exchange of educational information. The significance of interactivity in teaching business intercultural communication is that it provides for educational dialogue as the leading form of organizing educational and cognitive interactive interaction of participants in the educational process with operational feedback. Information educational resources and computer technologies are an important means of optimizing the educational activity of students and intensifying the process of learning foreign language communication. The use of computer technology, the creation of presentations, interactive exercises is appropriate for teaching language and speech material, conducting testing to verify the level of formation of foreign language communicative competence. The use of modern pedagogical technologies in the educational process creates a diverse choice of desired paths in the process of foreign language professional training of education seekers for business intercultural communication. Thanks to this, the pedagogical process undergoes optimization at all stages of its organization: presentation, assimilation and consolidation of the material, reinforcement with interactivity; checking the level of knowledge of foreign language material.