The thesis is devoted to the formation of the professional mobility of future economists by means of a foreign language in the process of studying at a higher educational institution. The essence of the concepts of «mobility», «professional mobility», «professional mobility of a future economists», «formation of professional mobility of a future economists» is revealed in the paper.
It is determined that the pedagogical conditions for the formation of professional mobility of future economists by means of a foreign language in the process of studying at a higher educational institution are: the use of exercises for developing the speed and flexibility of the students' professional thinking in a foreign language, enhancing the training of a professionally oriented foreign language through the introduction of interactive teaching methods; provision of professional foreign language self-improvement based on the use of innovative forms of training organization. It is established that professional mobility is understood as the integrated quality of the individual, which manifests itself in the readiness to adapt quickly to the changing conditions of professional activity, to change the profession (both under the influence of external circumstances and for self-fulfillment in a career), the ability to quickly acquire the necessary professional knowledge of the international level, technology to achieve the desired result, as well as focus on lifelong learning. This allowed us to define the essence of the concept of «professional mobility of the future economists» as an integrated quality of personality combining the ability to adapt to unpredictable changes in socioeconomic and professional production, to move from one type of activity to another in the economic sphere, adequately respond to dynamic changes in labor market, quickly adapt to new professional requirements in the face of volatile economic activity; readiness to apply the acquired professional knowledge and skills in a changed professional situation, skills of owning a professional foreign language. The model of formation of professional mobility of future economists by means of foreign language in the process of training in the higher educational institution is developed. The main structural components of professional mobility of future economists are substantiated: motivational (indicators: desire for knowledge, accumulation of knowledge and professional domestic and foreign experience within their specialty), personal (indicators: personality readiness to mobilize internal potential in professional activities; activation of students' cognitive activity to solve professional problems, autonomy, adaptability to change and unforeseen situations activities), cognitive (indicators: knowledge of the content of economic activity, knowledge of a professional foreign language), activity (indicators: capacity for professional activity, its planning, structuring, design and forecasting of results, the ability to communicate in a professional language, objectives by examining and analyzing their characteristics at the international level). According to the structural components (motivational-valuable, cognitive-activity, personal-creative and communicative-foreign-language), criteria, indicators and levels (high, medium and low) of formation of professional mobility of future economists by means of a foreign language are defined.
It has been experimentally proved that the introduction of pedagogical conditions helps to increase the formation of professional mobility of future economists in the process of studying at a higher educational institution.
