The dissertation deals with the problem of communicative and discursive culture formation of future border guard officers. The urgent need for the formation of communicative and discursive culture of future border guard officers is proved by the realities of modern world and the development of relations between states, organizations and agencies. Based on generalization of modern approaches to the interpretation of this culture it is determined that communicative and discursive culture of a future border guard officer is an integrity of linguistic, extralinguistic and background knowledge, skills and abilities, outlook, common to mankind and professionally important qualities that provide effective communicative interaction in the process of operative and service activities. The essence of communicative and discursive culture includes knowledge, skills, professional and personal qualities necessary for border guards to perform their duties. The criteria and indicators are determined; the levels of already-formed communicative and discursive culture of the future border guard officers are characterized. In order to form the mentioned phenomenon there have been reasoned and experimentally tested the pedagogical conditions: the usage of educational methods that provide the learning of extralinguistic knowledge based on intercultural communication, development and usage of intercultural training for the development of communicative and discursive culture components, usage of interdisciplinary ties for expanding background knowledge and their usage by the future border guard officers in their professional activity.
The structural and functional model for the communicative and discursive culture formation of future border guard officers has been developed and grounded. It consists of the following blocks: target, content, procedural and result. Practical recommendations on communicative and discursive culture formation of the future officers of the State Border Guard Service of Ukraine have been developed according to the results of experimental investigations. It’s recommended to use cultural, ethnographic, cognitive, axiological, anthropological, competence, sociological, operational approaches and keep to motivation and target, cognitive and informational, operational, socioprognostical, dialogue and result, communicative and cultural functions. To provide better connection between theoretical and practical knowledge concerning the formation of communicative and discursive culture it is recommended to implement the intercultural training by the instructors of Humanities to encourage cadets to use their knowledge in practice. The instructors must have the necessary qualities, democratic style of work, study and spread the advanced pedagogical experience. Intercultural communication learning enables cadets to cooperate with representatives of other cultures more effectively.
