interaction are made possible by decentralization skills ̶ the ability to adjust your
position, make changes in your views and ideas by comparing them with the positions
and views of communicative partners [Radevych-Vynnytsky, 2008, p.20].
Learning foreign languages significantly accelerates the mastering of
decentralization skills. According to Wilhelm von Humboldt, the language seems to
draw the enchanted circle around a man, to leave which is only possible when entering
another circle, that is, having studied another language. Learning a foreign language
can therefore be compared with the acquisition of a new point of view in the former
world perception, and it is true to a certain extent, because each language forms a fabric
made of the concepts and representations of a certain part of mankind [
Kocherghan,
2003
, p. 47].
Activation of the reserve capacity of students as a result of intensive foreign
language training refines the emotional component of their personality through the
formation of a state of joy and satisfaction of realizing the possibilities for creativity,
self-actualization and professional fulfillment. Implementation of the motivation of
self-actualization is a prerequisite for the future professionalism of a specialist in
tourism and economics, whose integral element is the knowledge of foreign languages.
The development of the students’ academic advancements in the aspect of
effective professional communication in foreign languages includes the active use of
communicative and constructive approaches to teaching foreign languages.
The application of the communicative approach to teaching foreign languages to
tourism and economics students ensures the implementation by the language of its most
important functions ̶ communicative, through which the process of communication
between individuals takes place, and cognitive, which enables the process of cognition
and evolution of humanity as a whole.
The communicative approach involves the development of skills and abilities of
using ready-made linguistic forms for real communicative purposes. To become an
effective user of the language, it is not enough to focus on learning the language (for
example, to know grammar, lexical or spoken forms), you must be a direct participant
in communicative activities.
Activation of foreign language activities of students in professionally oriented
foreign language classes takes place provided that the greatest possible number of
communicative situations are ensured by observing the basic principles of the method
of communicatively oriented teaching of languages: accelerating students’ cognitive
processes; activating educational and cognitive activity; students are encouraged to
express their thoughts, feelings and use their experience; students take part in
educational activities that imitate or create real or realistic situations; students are
encouraged to work together (work on the project, practice of small groups); students
are encouraged to take responsibility for their own training and develop their ability to
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