THE FORMATION OF READINESS OF FOREIGN STUDENTS TO THE INTERCULTURAL COMMUNICATION WHEN LEARNING FOREIGN LANGUAGE

Training a student in foreign language in the system of higher and supplementary vocational education forms a readiness of a foreign student to the intercultural communication. Under the formation of readiness to intercultural communication we consider the process of its development under the influence of governed factors and intentionally created environment; and the education and training act as this environment. The paper considers the process of training international students for intercultural communication by means of sociocultural activity while teaching “Foreign Language” discipline. The intercultural communication is considered in the context of cross-cultural practical activities that is represented within the student community. The formation of intercultural communication should be implemented primarily in the training system of pedagogical influence based on the intercultural interaction. We consider the essence of the context of an inter-culture of a country of residence and education as the authentic fundamental content of the sociocultural theory and practice of studying. The author gives the classification of methods and tools of teaching foreign language in the process of preparation of a foreign student for intercultural communication and proposes two training stages which include the aspects of integration and differentiation in the entire educational process. The task of a teacher is to introduce foreign students to the basics of intercultural practice, types of intercultural activity, theories and systems of international educational environment and to assist them in selecting those of them, which best meet the requirements of practice of intercultural communication of foreign students. The assessment of the content and the structure of foreign students’ preparation to the intercultural communication in the process of studying foreign language is carried out by the independent experts, the teacher during the system diagnostics and the students during self-checking.