The dissertation presents the theoretical and experimental research on how the activity approach which refers to intercultural-sensitivity training affects the efficiency of foreign language course. The governmental and innovative programs of teaching foreign languages in high educational institutions are analyzed, and feasibility of implementation of the main requirements thereof in the process of foreign language teaching management considered. The main principles underlying psychologically safe and pedagogically grounded conditions of foreign language teaching and learning are set, substantiated and tested. It has been suggested to accept multicultural student group as a linguistic environment for foreign language acquisition when communication is achieved through personal interaction by means of the language which is studied. Experimental and control groups have been formed and consisted of both Ukrainian and foreign students. The representatives of the following countries have participated in the experimental study: (1) Central Africa region: Angola, Kenya, Republic of the Congo, Nigeria; (2) Post-Soviet states: Armenia, Azerbaijan, Russia, Turkmenistan, Uzbekistan; (3) North Africa and Near East region: Algeria, Egypt, Iran, Morocco, Tunisia; (4) People's Republic of China. Within the research study the range of activities that increase students' sociocultural awareness have been introduced. By analyzing proverbs, discussing family life issues, comparing values and beliefs, perception of time and distance, and other activities students were encouraged to explore the culture of their mates from countries other than Ukraine and develop their own positive cultural identity. It has been shown that the language teaching needs to broaden its horizons beyond the narrowly linguistic. A starting point for any intercultural training, much like interpersonal learning, is to consider student's own culture and how other people perceive it. The suggested in the research study activities can be largely divided into three broad categories: (1) cognitive awareness, (2) receptive skill development, and (3) productive use which lead to cognitive, emotional and social development, thus maintaining the learning motivation. To test the results the following methods have been applied: Heckhausen Test, Rozenzweig Test, English Language Proficiency Test, and specially designed questionnaires. The model of nine types of foreign language mastering motivation has been applied that comprises: (1) cognitive-educational; (2) intellectual-developing; (3) communicative; (4) emotionally delighted; (5) prestigious; (6) identifying; (7) instrumental; (8) impersonal, based on duty; (9) motive to avoid failure. The analysis proves that suggested approach promotes positive changes in student's social thinking, including overcoming general stereotypes and prejudices. The scores from Rosenzweig Picture-Frustration Study have indicated that respondents from experimental group are aimed to pursue goals despite frustration. The results of implementing complex program directed at the development of intercultural competence during the foreign language skills mastering revealed the participants' tolerant attitudes to various nations, expressed both in language and behaviour and in the overcoming of the psychological barrier of communicating with foreigners in English. It has been experimentally proved that there are changes in different types of motivation at the end of the course. It has been shown that impersonal, instrumental, and cognitive-educational types of motivation dominate in control group. Cognitive-educational, intellectual-developing, and instrumental types of motivation have appeared to be important for participants from experimental group. The results have been measured with mathematical methods. It has been underlined that a student needs to achieve functional abilities in the second language as well. It means both learning how to understand and create language that is appropriate to the situations in which one is functioning and employing the proper patterns in accordance with the sociocultural parameters of the specific situation. Otherwise, failure to do so may cause users to misunderstand key points that are being communicated. Practical suggestions on how teachers can create activities to develop those skills for second language acquisition have been offered. The hypothesis put forward at the beginning of the research has been fully proved during the course of empirical study.
