The dissertation presents the results of the study of the formation problem of future philology bachelors of readiness for intercultural interaction in professional activity, which made it possible to substantiate scientifically and verify experimentally the pedagogical conditions for increasing the effectiveness of this process. The pedagogical conditions for the formation of readiness for intercultural interaction among future bachelors of philology were defined, substantiated and tested (the formation of personal qualities, humanistic values, the creation of interest in studying various aspects of intercultural interaction by saturating the content of classes from mandatory and optional educational components with the problems of intercultural education; orienting higher education students to research activities for holistic mastery of the knowledge system as a basic component of readiness for intercultural interaction; creation of a creative atmosphere of cooperation aimed at forming the skills of successful intercultural interaction in professional activities and laying the starting platform for the prospective self-development of the future bachelor of philology as a plurilingual personality)/ The essence of the concept of "readiness of future bachelors of philology for intercultural interaction in professional activity" was clarified (as the ability to interact with representatives of different cultures on the basis of humanistic values, interest, desire to study cultural heritage, peculiarities of behavior, communication, lifestyle of different peoples, ability to communicate, to cooperate, to exchange knowledge, to represent the achievements of one's own culture, to use creatively the knowledge gained in professional activity), its structure (motivational-evaluative, personal-behavioral, informational-cognitive, procedural-functional components), criteria, indicators, levels of formation of the outlined readiness are determined (high, above average, average, low). The toolkit for the implementation of pedagogical conditions is substantiated and characterized: for the first of them – interactive methods, independent work (independently analytical; independently comparative; independently productive tasks), project method; for the second – research activity (receptive-analytical transformational-modifying productive-creative research tasks); for the third – creative activity (plurilingual, multicultural tasks), which was embodied in the form of intercultural co-working, "Center for intercultural and plurilingual activities", "Laboratory of intercultural interaction success".
