Modelling the language education at multicultural university environment

Abstract

Introduction. Subject of the article is relevant due to new educational trends caused by challenges of the time. The authors have repeatedly addressed the problems of communicative asymmetry and concretization of the content of teaching foreign language communication. The importance of the problem demands the necessity of further develop of theoretical and methodological aspects of teaching students foreign language communication in multicultural educational space.
Purpose setting. The research is aimed at creating the universal model of teaching foreign spoken language in various spheres of communication. Creating of communication learning model in a multicultural university environment requires solving some conceptual and practical tasks.
Methodology and methods of the study. Theoretical and empirical methods were used: comparative analysis of scientific literature on the research problem; generalization of pedagogical experience; diagnostic methods.
Results. The result of the research is the development of invariant and variable components of the model of learning foreign language communication. The invariant part of the model includes the definite hierarchy of communicative skills. The author promotes a logically consistent scheme for the development of receptive and concretized expressive skills at each level of communicative competence. The variable part of the model is of vital significance. This is the content of training, which includes linguistic material and speech aids, subject matter, a corpus of diverse texts. The model involves samples of creative tasks in accordance with the stages of development of communicative skills, as well as methodological comments.
Conclusion. Analyzing theory and pedagogical experience and actual practices author reveals perspectives of realization of the learning model that provides more flexible process and effective level of foreign language training of future specialists. The materials of research and the author»s learning model represented and by invariant and variable components can be used in the framework of academic work with the students of different directions of training. The results of the study may be applied in modernization of the language education at multicultural university.