Methodological Approaches for Investigating the Problem of Getting University Students Ready for Cross-Cultural Scientific Communication

Abstract

The article presents a set of methodological approaches that are used to investigate the process of getting university students ready for cross-cultural scientific communication. Regarding the fact that the process under study is a complex phenomenon, it is necessary to use several methodological approaches that complement each other to study it. For this purpose, the system, information and communicative-cultural approaches are chosen. The systema approach is used in the status of a general scientific basis for research: to structure the concept of "student's readiness for cross-cultural scientific communication" and to develop an educational model. The information approach is used at the particular scientific level of methodology as a theoretical and methodological strategy: to identify characteristics of cross-cultural scientific communication and develop an information model. The communicative-cultural approach is used at the technological level of the methodology as a practice-oriented tactic: when developing the content of education, choosing teaching technologies and pedagogical conditions. Methodological approaches are a set of strategic directions designed to develop a theoretical framework for research. On a practical level, principles will play the role of such a guide. The author highlights and considers the following principles: parity (as equality of rights for each of the participants in education), interdisciplinarity (strengthening the ties of the "Foreign language" discipline with professional disciplines), dialogicity (organizing scientific communication as the dialogue of cultures in the spirit of equality of its subjects). Keywords: methodological approaches, system approach, information approach, communicative-cultural approach, the principle of parity, the principle of dialogicity, the principle of interdisciplinarity.Проблема подготовки студентов вузов к кросскультурной научной коммуникации является актуальной для педагогической науки, однако слабо разработанной как в