Филологические науки/1.Методика преподавания языка и литературы

Grechok L.M.

Chernihiv National University of Technology, Ukraine

Education in the contest of cultural dialogue

Modern labor market makes great demands to graduates. They must meet the demands of a professional activity; they must possess not only formed professional competences, but an information competence as well. This competence means an ability of orienting in a flow of information; skills to work with different source of information, skills to search and select the information, skills to classify and generalize it. But a creation a new information demands not only knowledge and skills but creativity as well. In our opinion an information competence includes skills of efficient communication as well because communication is a means of getting information. Re-orientation of the content of higher education in Ukraine proposes to form the ability of cross-cultural communication. It is becoming very vital. Goods, services are created, sold and bought due to close coordination of many persons. Coordination of this kind demands intense communication. To make this communication successfully and not destroy the whole effect we should be aware of culture differences. It is the very instrument that will help a student to feel free in the present-day world, accurately perform his professional duties and easily widen his outlook by different information sources. The cross-cultural communicative competence is used to achieve professional levels in administration, government (leadership) and management. It consists of several competences: linguistic, sociolinguistic, sociocultural, strategic and discourse competences. The demand in highly skilled experts forces to make foreign language teaching in professional spheres very relevant. This can be achieve through using special methods that allow teachers to make the process of education closer to reality by plunging students into atmosphere of their future profession. While teaching cross-cultural communication in the context of professional activity the knowledge of all economic subjects integrates into the subject “Business English”. This approach allows the subject “Business English” to be sated with economic knowledge. Modern innovation educational technologies must optimize teaching process. It means to meet educational objectives with minimum strength of teachers and students but with high quality of education and training and less time [3]. By innovative educational technologies me understand a combination of methods and tools oriented on teaching and developing personality. Innovative educational technologies provide wide use of active and interactive forms of classes for developing key and professional competences. They are discussions, computer simulations, business and role games, psychological training, projects, teleconferences, analysis of business situations or case-method, etc. Among all of them a case-method is very popular with teachers [2]. Case-method gives opportunity all theoretical knowledge of economic subjects, allows students to get experience solving real problems in the sphere of management, improves professional competence, informational communication competence and cross-cultural communication competence, develops the culture of business communication, teachers to work in a team, forms management capabilities. On the advanced level of teaching foreign language communication in professional spheres students’ statements can be regarded as a mixture of prepared speech (search for information, thinking of decision-making strategy, making a plan of the statement, writing theses, etc.) and unprepared speech because in the process of business communication students will have to solve the tasks, using the covered language material, both in familiar and unfamiliar situations relying on the knowledge of economic subjects that have been acquired earlier. Case-method allows students to demonstrate knowledge by means of integration of all subjects and all kind of activities, assists mastering knowledge, develops key and professional competences and equips them for future working activity [4]. Competitiveness depends not only on formed key and professional competences, an information–communication competence, cross-cultural communicative competence but necessary personal qualities. In the epoch of globalization it is considered an important component of professional education and training of future specialists. Thus, the problem of upgrading the quality and effectiveness of educational process in the dialogue contest demands a solution of some very vital strategic aims: planning the quality of education and training on the basis of competence model in order to meet demands of interested sides; cleaning up the most meaningful and significant competences; further development of the methodology on the basis of an activity approach, a learner – centered approach and a competence approach, which guarantee planned results; creation of means for quality monitoring; analysis of results and making a new plan for the improvement of the negative results. Young graduates must communicate with a wide range of people including staff, superiors, clients, customers, suppliers and general public. Face-to-face communication skills enable them to handle a range of situations from meeting with suppliers to presentations and conferences speeches. Good communications skills can help minimize conflict and maximize performance, achieve a desired result, lead effective meeting, discussions. Young graduates need to communicate clearly and concisely in written documents: e-mail, memos, letters, proposals, est. They need to be able to write in a style appropriate to the audience and conduct a lot of negotiations. That is why we speak about information-communication competence that includes computer skills and computer technologies, interpersonal professional communication and skills that make working environment favorable.

References

1. Rivers, W.M. Teaching Foreign Language Skills/ W.M. Rivers. – 2^nd ed. – Chicago: University of Chicago Press, 1981. – 160 p.

2. Buck, G. Assessing Listening/ G. Buck. – Cambridge: Cambridge University Press, 2000. -274 p.