This paper considers the importance of improving students' sensitivity to culture, cultivating cultural awareness in the foreign language learning environment in order to develop the students' communicative competence. The authors analyze the inside constituents of the concept of culture. The influence of these components on verbal and communicative behavior of representatives of different cultures is reviewed. The purpose of this research paper was to implement our findings concerning fundamental components of the concepts of communicative competence and intercultural communication into a new course «Intercultural Business Communication» targeted at improving students' sensitivity to culture, cultivating cultural awareness in the foreign language learning environment.
The paper investigates the formation of students' intercultural communicative competence with a specific focus on EFL teaching at a non-linguistic higher school. The purpose of this study was to develop, theoretically substantiate and assess a model of developing ICC among students in an English language learning environment. The present study was designed to test the hypothesis that the formation of ICC among EFL students at the non-linguistic higher school can be effective provided that the structure and content of ICC is made explicit and justified; the model of the formation of ICC among EFL students in a language learning environment and the technology for its implementation are developed and assessed; an example of the didactic material necessary for its implementation is provided.
The article deals with modern challenges in teaching a foreign language at a higher educational institution, connected with the changes taking place in the system of higher education in the world. The characteristics of three generations of universities are given, the main emphasis being on the development of the 3G university as the center of an innovative cluster. The authors also focus attention on the importance of forming entrepreneurial competencies among university graduates and the growing need to learn English as a language of intercultural and business communication, hence the use of electronic, distance and mixed instruction for a better quality of foreign language competency in higher education. Modern challenges in language education relate to the creation of digital educational content on the basis of training courses, the introduction of modern information technologies in the educational process, proactive scientific developments based on advanced foreign experience.
The relevance of the present study is due to the importance of the foreign language learning experiences designed by university educators for their MSc students and implemented using distance learning tools. The main objective of this paper is to examine and evaluate the content design of a foreign language course taught in nonlinguistic universities as exemplified by the "Business Foreign Language" course for MSc students. On the basis of the proposed priority learning activities, as well as the specific features of distance learning tools, the authors offer a Learning design (Conceptual map) of a 'Business Foreign Language" course for MSc students. The training course content is presented as a set of foreign language learning experiences and activities. The findings of this research advance educators' thinking about the need for the design content to include flexibility that enables a teacher to adapt, revise, refine and reflect on the design while implementating distance learning tools.
The article investigates the importance of personalization of teaching a foreign language in a non-linguistic higher school through blended learning. The important role of dynamic syllabus, information and communication technology and electronic language portfolio is examined and analysed. The authors come to the conclusion that blended learning is a new educational model with great potential to increase students' outcomes and create exciting new roles for teachers.
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