MODERN APPROACHES TO FOREIGN LANGUAGE EDUCATION OF FUTURE SPECIALISTS

In the article the author has considered modern approaches to foreign language education of future professionals. The idea is that an excellent knowledge of a foreign language is not enough today for successful professional intercultural communication. Due to the expansion of international contacts, increase mobility and migration the review the attitude to learning a foreign language has been done to master a certain knowledge and communication skills. Today it is necessary to know the culture, traditions, habits, mental characteristic of the professional community of foreign language countries, to be able to adapt, often unpredictable, that may arise in a foreign country, or communicating with representatives of foreign countries. The analysis on cultural approaches has been conducted to emphasize the need for simultaneous study of language and culture. It has been found that among the most famous on cultural approaches are lingua-lore, communicative and ethnographical, sociocultural. Considering all qualities of lingua-lore, ethnographic and communicative approaches to foreign language education, it should be noted that they are not without some drawbacks. The lingua-lore one considers national specificity mainly at the level of vocabulary of the language, the culture and national language, which is studied, but manifested not only in this. We should talk not just about filling with lingua-lore vocabulary, but about the necessity for better understanding of the world media language, its culture, way of life, national character, mentality etc. Communicative-ethnographic approach pays much attention to ethnographic aspects, social prejudice, tightly focused only on the culture of the country whose language is studied etc. The author has determined that the socio-cultural approach is a priority in language education for secondary school pupils and university students as well as those that improve a language while training after high school period. The content of socio-cultural education includes such issues as: cultural heritage, mentality and cultural identity of members of communities whose language is studied; sociocultural portrait of countries, nations, languages, operating in different cultural communities in general and in more specific professional fields; socio-cultural aspects of communication behaviour of representatives of professional community of foreign countries; socio-cultural norms of behaviour in professional intercultural communication; value orientation of language carriers regarding foreign language education, science, art, politics, social life etc.