Competence-based approach to the use of practice-oriented technologies and the creation of an innovative learning environment is the current trend of Russian higher education. The task of developing graduates’ communicative competence for the implementation of effective corporate communication and labor interaction in a multicultural business environment is still relevant. Being obligatory components of modern professional activity, dialogue and polylogue in English provide information exchange, promote joint decision-making, effective interaction and creative cooperation between specialists of different nationalities as well. Mastering the correct strategy in foreign language communication in the business world makes it possible to overcome language and communication barriers. It has a positive effect on building trust in multinational teams, on which the performance of the entire company depends. The authors analyze a number of difficulties associated with the teaching of these types of communication in the classroom. The article examines the foreign and domestic experience of teaching dialogue and polylogue and describes innovative methods of training students for professional communication. The authors of the article investigate the readiness of students for foreign language communication in professional discourse and describe the practical experience of teaching dialogue and polylogue to non-linguistic students using alternative methods simulating real communicative situations in business communication. It is concluded that the competence-based approach is effective in developing the communicative competence of non-linguistic students in the classroom bilingualism.

Педагогические средства формирования профессиональных и универсальных компетенций у бакалавров в процессе иноязычного образования Для цитирования: Шерехова О. М. Педагогические средства формирования профессиональных и универсальных компетенций у бакалавров в процессе иноязычного образования // Ярославский педагогический вестник. 2020. № 1 (112). С. 109-114.

The knowledge-based model of education, in which the formation of the students’ skills to critically think, evaluate, analyze information and use it in their own research comes to the fore. However, it is necessary to note that the level of academic literacy is low, because students lack the academic writing skills needed to become successful professionals after graduation. This problem is caused by the lack of students’ motivation to write academic texts and present the result of their research work in front of the audience, the insufficient number of modern methods and approaches to teaching academic writing, the lack of special courses aimed at foreign language writing competence developing, as well as the absence of strategies for the formation of academic literacy which is the key competence for creating new knowledge. The article presents an analysis of the phenomenon of “academic literacy,” its structural components, on the basis of which the author suggests the indicators of its formation among undergraduates. Since academic literacy depends on the ability to communicate in academic discourse, the author of the article describes the experience of organizing the process of teaching written forms of professional and scientific communication to master’s degree students in law within the framework of the discipline “Foreign Language in Professional Communication.” Consistent writing skills training makes it possible to realize the requirements for academic literacy, namely: the ability to critically think, analyze information, accept and respect someone else’s point of view, create new knowledge, express ideas in a well-structured and accessible form, work independently, as well as evaluate the results of work. The process of mastering academic writing skills facilitates academic literacy of students, which opens up opportunities for effective communication in the academic community, as well as the successful integration of future specialists into scientific professional communities.

Since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012 global citizenship education including the formation of the younger generation’s readiness to live in a “universal world” has been one of the modern education priorities. Having analyzed scientific research in the field of global citizenship, the international experience of global citizenship education, as well as the current situation in the world, we substantiate the need for the global citizenship formation among university students. We define the organizational and peda-gogical conditions for the global citizenship education of bachelors of humanities in the foreign language education process. We believe that for the successful implementation of this goal, the teacher must be aware of the need for global citizenship education, possess knowledge related to the phenomenon of global citizenship, which will allow him/her to effectively manage the learning process and interact with students. It is also very important to create the environment that provides an atmosphere of cooperation, active behavior, and broad scope for initiative, where intersubjective relationships based on mutual respect, mutual trust, and acceptance of each other as values are of primary importance. We describe the experience of integrating the course “Facing Global Challenges” into the process of foreign language education. It provides an understanding of global governance structures, the Sustainable Development Goals, the importance of the connection between global, national and local systems and processes. It has been proved that systematic use of innovative teaching methods will contribute to the development of students’ global thinking, the development of skills, values and attitudes necessary for active interaction in solving global challenges to humanity.

At the time of increasing globalization and international integration, specialists in various professional spheres face new challenges of modern society which relate to the introduction of new technologies, the search for modern approaches to solving professional problems, as well as the urgent need for an effective exchange of professional information with colleagues from foreign countries. Therefore, it is very important for a professional to speak English fluently and be able to use the language in a professional context. The analysis of pedagogical research, as well as the study of the students’ needs allows us to conclude that it is necessary to use modern approaches of teaching a foreign language, taking into account students’ future profession. This paper discusses the experience of teaching ESP in a non-linguistic university based on the course for law students prepared by the professors of Petrozavodsk State University. The communicative and personality-oriented approaches fundamentally form the basis for this course. It contains texts and exercises connected with students’ future profession. It enables teachers to successfully involve students in collaborative activities in foreign language classes, which makes it possible to increase their motivation for the subject, and also contributes to universal and professional competencies development necessary for the successful work of a competitive lawyer.