The present paper describes the problem of developing students' professional communication competence within the framework of scientific professional project. The motivation for the study is an urgent need to enhance students' scientific activity in a foreign language in order to join the global scientific community. The concept of pedagogical support of developing this kind of competence is specified and the model of pedagogical support of developing students' professional communication competence within the framework of scientific professional project is worked out. The model focuses on encouraging students' scientific activity in a foreign language in the form of papers and reports. Two stages of pedagogical support (preparation and realization) are described in detail for the three levels of education participants' interaction: interaction of professors with professors, interaction of professors with students and interaction of students with students. Professors and lecturers of both majors and foreign languages can use the model.
A modern educational environment of higher professional education is becoming more multicultural. However, not all universities are able to provide a comfortable multicultural educational environment: university staff experience different issues in communication with international students. The aim of the article is to specify the term “professional communication competence of the university staff with international students” and define the forms and methods for developing this competence. The term “professional communication competence of the university staff with international students” is defined in the basis of the analysis of research literature on the topic of intercultural communication in higher education. Taking into account the principles of andragogy and the concept of humane oriented education, the forms and methods of adult learning and teaching were defined (discussions, case study, gamification). The research results can be used to design and implement the training programs to advance university staff proficiency. The novelty of the research is in the description of the forms and methods of developing the university staff’s professional communication competence in view of age-specific features in a multicultural educational environment.
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