The relevance of language learning in the contest of intercultural communication

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Дніпропетровський державний університет внутрішніх справ

The relevance of language learning in the contest of intercultural communication

Євгенія Виноградська

слухач магістратури Науковий керівник - Ганна Декусар,

старший викладач

The implementation of the competency-based approach in teaching foreign languages presupposes the professional and social preparedness of graduates, i.e., the orientation is aimed at the graduate's readiness for further professional and social activities. On this issue at the legislative level, our independent and free state adopted a number of normative legal acts, in particular laws, both on education and on the process of obtaining it, but at present this process has not stopped and continues rapidly. competence professional preparedness

Despite the considerable number of scientific studies on the mentioned topic, the problem of formation of foreign language professional and communicative competence of future specialists is insufficiently covered, which led to the choice of the topic of the scientific work [1, 3, 4]. Educational activities in institutions of higher education are organized in such a way that future specialists simulate situations of real professional communication and perform motivated actions with speech material to solve professional communicative tasks aimed at achieving the goals and intentions of communication.

From the standpoint of the communicative approach, the process of learning a foreign language is built adequately to the real process of speech communication, that is, the learning process is a model of professional speech communication. However, the learning process cannot completely coincide with the communication process that takes place in real life, therefore it is only about the maximum approximation of the learning process to real communication according to such important parameters as the communicatively motivated speech behavior of the participants in the process and the objectivity of the communication process, which is ensured by careful selection of communicative - speech intentions, topics, situations that reflect the interests and needs of society.

It is important to provide an opportunity to think, solve problems, reflect on possible ways to solve these problems, so that those who study focus on the content of their speech, so that the focus is on thought, and language forms and formulates these thoughts.

The concept of professional communicative competence is multifaceted and includes several competencies. We consider it expedient to highlight discourse competence in the formation of foreign language communicative competence, that is, knowledge of different types of discourses and the rules for their creation, as well as the ability to create and understand them taking into account the situation of communication.

Discourse (French discours - speech) is a type of communicative activity, an interactive phenomenon, a speech flow that has different forms of expression (oral, written, paralingual), takes place within a specific communication channel, is regulated by the strategies and tactics of the participants; the synthesis of cognitive, linguistic and non-linguistic (social, mental, psychological, etc.) factors, which are determined by a specific circle of "forms of life", depending on the topic of communication, results in the formation of various speech genres" [5].

All existing approaches can be reduced to the fact that discourse has a single meaningful connection; is considered as a sequence of interrelated statements united by the commonality of the target task; and, although it has different forms of manifestation, takes place within the limits of a specific communication channel, is regulated by the strategies and tactics of the participants in the speech act. In the creation of a foreign language professional discourse, the main thing is not its content and not its linguistic form, but the ways of formulating, expressing and achieving the communicative goals of the partners of professional communication.

Professional discourse is, first of all, a model of the realization of certain communicative intentions, expressed in speech and non-speech means acceptable in the given situation in the context of a specific professional communicative situation and in relation to a certain partner, a representative of another culture. At the same time, the adequacy of the speech behavior of communicators is assessed by the success of the speech interaction, that is, the achievement of the communicative goal, as well as in accordance with the rules of speech and non-speech behavior in a certain professional environment.

Discourse is not only a product of speech activity, but also the process of its creation, which is determined by the communicative context and conditions of communication. The strategy of speech interaction, speech and non-speech behavior of communicators, type, form, content of the text that is perceived or produced and determined by the professional context, that is, taking into account the professional and communicative goals of the communicators.

Based on the above information, we come to the conclusion that the formation and improvement of professional foreign language communicative competence of students becomes possible only under the condition of practical use of a foreign language in the learning process, which involves modeling real educational, professional and everyday situations in classes, in the creation of professional discourses by a person for achievement of set goals in various spheres of life.

References

1. Антоненко, 1.1. Комунікативний дискурс та його різновиди. Взаємодія одиниць мови та мовлення: комунікативно-когнітивний, соціокультурний, перекладознавчий і методичний аспекти: матеріали Міжнародної науково- практичної конференції 28 березня 2014 року, м. Київ. НТУУ «КПІ». Київ : НТУУ «КПІ», 2014. С. 63-66

2. Як, коли, де працює діалог. Практичний посібник. К. Гусєєвої, Д. Проценко. К.: Координатор проектів ОБСЄ в Україні, 2019. 51 c.

3. Гудзь Н. Генезис поняття «дискурс» у сучасній лінгвістиці. Наукові записки КДПУ ім. В. Винниченка. Серія: Філологічні науки (мовознавство): У 2 ч. 2012. №. 105. С. 442-445.

4. Дискурс як когнітивно-комунікативний феномен. Під заг. ред. Шевченко І. С.: Монографія. Харків: Константа. 2005. 356 с.

5. Бацевич Ф. С. Основи комунікативної лінгвістики: підручник. Київ: Академія, 2004. 342 с.

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