The thesis is devoted to the problem of developing the multinational staff officers' communicative competence in the process of professional military training for international peacekeeping operations. To define the concept of multinational staff officers' communicative competence, the peculiarities of their professional military communication have been studied, which is considered as an integral part of their professional communication that ensures the organization of effective interpersonal and person-group interaction in a foreign-language professional military environment and aims at solving professional tasks during international peacekeeping operations. The analysis and generalization of the research results made it possible to define the multinational staff officers' communicative competence as а complex, integrative, and professionally important entity that manifests itself in an appropriate level of training, practical ability and readiness to build up, establish, maintain and develop successful interpersonal and person-group professional interaction in various situations of professional military communication in a foreign language professional military environment. The following content components in its structure have been substantiated: value-motivational, cognitive, activity-behavioral, socio-cultural and professionally important qualities. The following pedagogical conditions of the development of multinational staff officers' communicative competence have been substantiated: pedagogical modelling of the development of multinational staff officers' communicative competence; professional orientation of the content of their training towards mastering specific features of professional military communication during international peacekeeping operations; development of the author's methodology and teaching materials for the development of communicative competence; improvement of criteria for assessing its development. They are in a complex interconnection and promote the purposeful development of the communicative competence on the basis of competency-based, communicative, learner-centered and activity, socio-cultural, and context-based methodological approaches. The result of pedagogical modelling of the development of multinational staff officers' communicative competence is a professionally-oriented model, which is composed of a set of four interconnected units: concept and objectives (purpose, tasks, methodological approaches and didactic principles); content and procedure (content, stages, forms, methods, training aids); subjects of pedagogical and learning activities; diagnostics and results (criteria and indicators for assessing its development, result). The realization of this model is provided by the justified pedagogical conditions. The professional orientation of the content of officers' training towards mastering specific features of their professional military communication during international peacekeeping operations has resulted in the development of the author's special course "Fundamentals of Professional Military Communication of Multinational Staff Officers". The need for the course is determined by the lack of academic and methodological support for the development of multinational staff officers' communicative competence. The author's methodology for the development of multinational staff officers' communicative competence includes four stages: motivation and orientation, theoretical learning, practice and activity, creativity and production. The developed teaching materials contribute to creative implementation of the author's special course and include its organizational, academic and methodological support. The following criteria have been substantiated: value-motivational (defines the degree of development of the officers' communicative and motivational sphere); cognitive (determines the level of professional military vocabulary acquisition, the degree of theoretical awareness in the fundamentals of professional military communication); activity-behavioral (characterizes the level of development of their general and specific communicative skills); socio-cultural (determines the level of development of socio-cultural knowledge and skills, the degree of their readiness for cross-cultural communication); professionally important qualities (communicability, tolerance, communicative control, creativity, good organization skills). The following levels of communicative competence development have been established: low, satisfactory, sufficient, high. The effectiveness of pedagogical conditions for the development of multinational staff officers' communicative competence in the process of professional military training for international peacekeeping operations has been experimentally confirmed. Practical recommendations for its development have been developed and introduced. Key words: multinational staff officers, communicative competence, pedagogical conditions, pedagogical modelling, author's methodology, criteria and indicators, international peacekeeping operations.
