ABSTRACT
The dissertation presents the results of the study of the problem of mastering communicative competence by foreign students, which made it possible to scientifically substantiate and experimentally test the pedagogical conditions and the model of formation of communicative competence of foreign students in technical universities. The pedagogical conditions for the formation of communicative competence of foreign students in technical universities have been theoretically substantiated and implemented (ensuring special adaptation of foreign students to the peculiarities of the educational process and social life, which are reflected in communication; involvement of higher education students in the use of modern web television technologies in order to dynamically form the components of communicative competence; creation of a creative educational environment with the introduction of game interactive activities of professional orientation to activate cognitive motives for mastering communicative competence, updating language knowledge, speech skills, as well as professionally significant knowledge); a model of formation of communicative competence of foreign students in higher technical institutions has been developed, its blocks (goal-creating, methodological-oriented, component-structural, functional-organizational, diagnostic, effective) and stages (adaptation, analytical-productive, interactive-creative) have been determined. The essence of the concept of "communicative competence of foreign students in technical universities" has been highlighted (as the ability to speak on the basis of formed skills, linguistic and professional knowledge, interest and cognitive values, which allows future specialists to communicate in a professional environment, interact with others, taking into account the culture of interlocutors, analyze, synthesize and process information, present it in the form of their own finished product in the specialty in written or oral form), its structure (value-motivational, intercultural, cognitive-procedural, self-assessment components), criteria (personal, cross-cultural, knowledge-processual, reflective), indicators and levels (high, medium, initial) of the formation of communicative competence of foreign students have been specified.
The theoretical provisions and practical developments that are set out in the dissertation, as well as the published scientific and methodological materials, can be used to create textbooks, manuals and methodological recommendations, to update the content of classes, to prepare higher education students for writing term papers and master's theses.
