The relevance of the study is due to the fact that it attempted to create a model for the formation of the information culture of the future specialist. In this regard, the purpose of this article is to consider the conditions for its formation in the modern information society, taking into account the main social contradictions of today's information environment. Methods of studying this problem are the analysis and synthesis of scientific literature, the study and synthesis of pedagogical experience, pedagogical observation and modeling. On the basis of the conducted research, the psychological and pedagogical conditions for the formation of the information culture of a specialist are identified, the integrative criteria for the formation of the information culture and six groups of functional indicators are determined: information activity, information style of thinking, readiness for information communication, technological readiness, emotional activity, world outlook activity, which characterize the formation of the information culture in accordance with its content.

The article is devoted to the formation of approaches to service activities teaching. The analysis of these approaches has led to the understanding of the new content of services in the tourism and hospitality industry, creating a high-quality infrastructure of innovative business based on service innovations arising as a result of the interaction of innovative stakeholders. It is revealed that the common values of entrepreneurial culture of innovation subjects, providing the possibility of beneficial cooperation and optimal use of common resources, can become the basis for such interaction. It is proved that a special role within the framework of the modern phase of the development of the tourism and hospitality industry should be played by entrepreneurial universities that effectively implement projects of academic and intellectual entrepreneurship and create fractals of entrepreneurial culture. Within the framework of creating a system to ensure the innovative development of the tourism and hospitality industry, they add new functions of the initiator of innovative stakeholders' interaction to their traditional functions of training specialists.

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The article is devoted to the problem of developing positive motivation in the process of teaching a professionally oriented foreign language as a necessary condition for the formation of a foreign language professional communicative competence. The analysis of a number of psychological and pedagogical works on the issues of influence of personal motivation on the success of foreign language mastering is presented. The authors analyze aspects and different types of motivation in teaching a foreign language, with special attention paid to the relationship between cognitive and professional motivation in teaching a professionally-oriented foreign language; they give a comparative assessment of traditional foreign language teaching and modern innovative methods and approaches in terms of maintaining a high level of motivation of students. The advisability of implementing context-based approach elements such as role-playing and business games, as well as active listening, one of the main methods of coaching, in order to increase motivation when teaching a professionally-oriented foreign language is justified. The article describes experimental work on increasing the motivation level when teaching a professionally-oriented foreign language to future specialists in the field of tourism and hospitality using a system of emotional and intellectual stimulation and the active listening method within the context-based approach, it provides examples of tasks and exercises to form active listening skills in professionally-oriented role-plays and business games. The authors present a quantitative and qualitative analysis of empirical data of the experimental work aimed at improving the motivation level with the help of the above methods; they describe the results of the experimental work, which reflect the effectiveness of the training course with the elements of active listening, expressed in the positive dynamics of growth in integrative professional motivation level as a result of teaching professionally-oriented foreign language.

The article deals with the problem of formation of intercultural competence in the process of learning a professionally oriented foreign language. It is noted that the formation of intercultural competence can be structured, organized and strengthened in special training which has several stages. The stages of formation of intercultural competence are analyzed from the socio-cultural standpoint. The article describes the organization of the educational process oriented to the dialogue of cultures, an introduction to the culture of the country of the target language. On the basis of theoretical analysis of existing approaches the criteria of intercultural competence formation are formulated. They include: ethnographic knowledge of the culture of the country of the target language, knowledge of the norms of conduct of native speakers, ability to compare native and foreign language cultures, communicative abilities (abilities to interpret and build verbal and non-verbal behavior in accordance with the norms of the culture of the target language), readiness for dialogue of cultures, empathic abilities. The authors also determine the pedagogical conditions of effective formation of intercultural competence, the main of which are: taking into account the individual characteristics of students, the level of their linguistic and general cultural training; communicative training of professionally oriented foreign language considering the specifics of the university; unity of classroom and extracurricular activities; use of authentic teaching and methodological material; interdisciplinary integration; reliance on the comparative principle of languages and cultures studies and the dialogue of cultures; creative and activity approach; use of problem-based learning methods; using role-playing and business games within the framework of the contextual approach. The article considers the proposed model of the development of intercultural competence that can serve as a basis for the development of educational trajectory of students and is recommended to be introduced into practice of professionally-oriented foreign language teaching.