The article emphasizes the importance of teachers of humanitarian disciplines in the formation of intercultural competence of students. Teaching youth communication skills in the dialogue of cultures should contribute to the development of ideas about human possibilities in the modern world, should lay the foundations of a respectful attitude to people of other religion, other nationality, other traditions. The authors analyze in detail interactive forms of teaching intercultural communication, including lectures, presentations, round tables, trainings. The article emphasizes the importance of motivation, activity, multiple experience and constructive feedback in the learning process. The professionalism of the teacher is manifested in student-centered pedagogy, the formation of learning skills, using a model of natural learning. The article examines the opportunities for inter-ethnic learning groups in teaching intercultural communication. Harmonious, friendly atmosphere of communication in the multicultural group creates conditions for understanding and acceptance of tolerance as a social value, fills its contents and brings in the student behavior. It pays attention to the difficulties that may students experience when they enter a different culture. The article presents the results of the diagnostic analyze, which determines the level of emotional intelligence as a set of emotional competencies and skills that help to cope with the demands of the environment and to resist its pressure, which helps to understand the emotions of other people and providing them facilitating support. The basic directions of development of emotional intelligence in the context of cross-cultural dialogue to enhance professional and personal effectiveness of students are also presented. The described form of working in a multicultural group gives psychotherapeutic effect both students and teachers.

The article addresses the issues of the need of use a form of training in teaching techniques of business communication, the stage of the natural cycle of learning and the preferred styles of learning are described, the recommendations for their use to increase the motivation of students and the effectiveness of the learning process are given. The author describes the features of the interaction between the coach and the client, i.e., between teacher and student in different paradigms of the training, conditions that helping students to take a subjective position in the educational process are given, as well as a model in the format of the training exercise is represented. The methodological basis of training technology is the theory of natural learning, the natural mastering of the experience of the American Psychologist Consultant of training D. Kolb. We easily learn on the basis of directly lived experience. This approach is opposed to education in which the student only reads, listens, and retells material. The "natural" educational cycle started in a particular experience, developing our ability to perceive of new. Further, we observe this new, comprehend – this is the stage of analysis, developing the capacity for reflection and interpretation. The third phase - the conceptualization of experience. It is our ability to think systemically, holistically, logical and purposeful, ability to form concepts. And finally, it is the active experimentation directed by our ability to solve problems and draw conclusions on the basis of theoretical knowledge. This is the phase of development of new experiences. It´s possible to address for different phases few times and many times before will be achieved new knowledge and new real acting experience. Cycle of education can be called a spiral of learning. Correct training program needs to be balanced. It is the most effective to mastering a new experience in own style of learning. Competent understanding of these styles allows knowingly use strong points, to develop less expressed abilities and to be tolerant to other people´s preferences. Individually and precisely allocating roles, defining forms of activity, the teacher creates the conditions for a comfortable and efficient learning process.