APPLICATION OF TRAINING TECHNOLOGIES IN THE PROCESS OF FORMING INTER-CULTURAL COMMUNICATIVE COMPETENCE IN STUDENTS OF THE NON-LINGUISTIC UNIVERSITY

In the conditions of socio-economic globalization, the preparation of students of any direction of training should be oriented towards the formation of intercultural competence in the sphere of professional communication among them. The intercultural aspect is present in almost all spheres of professional activity. Intercultural education and upbringing is designed to promote the overall culture of university graduates, their competitiveness in the international labor market, the development of their ability to solve professional and communicative tasks in the field of intercultural interaction. In this article, the application of training technologies in the process of forming intercultural competence among students of a non-linguistic institution is considered. As a method of training sessions, training is a systematically implemented program of various exercises with the purpose of forming and improving skills in one or another sphere of human activity. Training has a number of significant advantages in comparison with traditional teaching methods. Recently, it is the trainings that become the main way of preparing for intercultural interaction. Intercultural training differs from all other types of training precisely in the presence of an intercultural component and is considered to be the most effective method of forming intercultural communicative competence. The following methods are considered in the article, which relate to the most common ones for use in universities: the method of analysis of single cases, the analysis of critical incidents, the method of a cultural assimilator. The author substantiates the need for an integrative approach that involves the formation of intercultural communicative competence in all courses studied in a non-linguistic university, integration takes place at an interdisciplinary, organizational, interpersonal and international level. It is emphasized that the implementation of the integrative approach in practice is difficult, because involves the integration of the efforts of the entire teaching staff.

intercultural communication, intercultural communicative competence, integrative approach, training, intercultural sensitivity

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