The development of skills of effective professional communication in foreign
languages in the higher educational institution of tourism and economics is mainly
provided by studying the subject "Foreign language for professional purposes", and is
carried out on the basis of already formed basic knowledge related to future
professional spheres of activity. Mastering such skills by students is a complex and
multifaceted process that takes place within the framework of a competency-based
approach, which has become a methodological basis of the contemporary higher
education system in accordance with the society requirements for training competitive
specialists, who should be fluent in their profession and be willing to improve their
skills throughout their lives [Maiier, 2017, p. 4].
This approach suggests, in particular, the formation of such educational
competencies as:
- professionally-communicative: the ability to engage in professional
communication by choosing appropriate verbal and non-verbal means;
- discursive: the ability to manage your speech;
- sociolinguistic: the ability to take into account the national identity and social
features of the speaker;
- sociocultural: the ability to succeed in social interaction, solving common social
projects;
- entrepreneurial: the ability to analyze and correlate your own economic interests
with the needs of the labor market;
- strategic: the ability to choose effective strategies and independently acquire
and evaluate your knowledge;
- informational: the ability to apply information and communication technologies
in professional activity and everyday life etc.
- strategic: the ability to choose effective strategies and independently acquire
and evaluate your knowledge.
The competence of effective professional communication, in our opinion,
includes the professional communicative competence that is formed on the basis of
communicative competence, which, according to some Ukrainian pedagogues, is a
multicomponent phenomenon and consists, in particular, of the speech, linguistic and
sociolinguistic competences, strategic and discursive competences, informative
competence, social and pragmatic competence, grammatical competence, cognitive
competence, which in communication must be integrated [Kuzminskyi, & Vovk, 2011,
p. 41].
The intellectual operations taking place when mastering foreign languages play a
significant role in the formation of students' cognitive skills, and consequently their
cognitive competence, since the foreign language can be learned with the
communicative purpose only as an instrument of thought, because communicative
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