ACTUAL ISSUES ON FORMATION OF FOREIGN COMMUNICATIVE COMPETENCE FOR STUDENTS OF NON-PHILOLOGICAL SPECIALTIES

Solving problem of the foreign language communicative competence for students of non-philological specialties was carried out as a solution to the overall problem of professional competence formation. Restricted methodically existing researches do not allow determining the nature of the problem of the communicative competence formation at the stage of higher education. Most often, this aspect is reflected in: 1) the conventional division of the teacher and student; 2) the division of professional competence types in areas of training with a focus on improving it in professions "human-human"; 3) limiting the scope of making lessons and extracurricular work, provided the curriculum. The content of foreign language communicative competence for the students of nonphilological specialties previously has been interpreted solely as a personally-significant. Later, in parallel with the development of local professional and academic subcultures, it is occurred division on the group basis. The current stage connects these trends: interpersonal communicative competencies determine the availability of opportunities for integration in the socio-professional group. Modern trends negate the weight of socio-cultural barriers, as a professional culture, being the main integrating factor, devalues national and cultural differences in business. This effect replaces multiculturalism on language ethnic factor with the professional multicultural factor; and the language proceeds from the discharge means of identification in the category of communicational means, which is characteristic of postmodernism era. The problem of methodical maintenance of the communicative competence formation is achieved in several ways: Firstly, due to changes in the general methodological approaches (from grammar into the functionally-communicative); Secondly, through the change of training tools, which arsenal was enriched by means of expanding the language practice to overcome geographical barriers; Thirdly, content of educational and methodical materials has been changed according to the training content and the communicative component of the methodical device. However, to overcome communicative barriers even within the same language is an actual task for educators and psychologists who are trying to solve, including and through psychoanalysis, Gestalt-therapy, art-technologies, business-theater and other means, which are loosely applicable to high school training. As for the foreign language acquisition in its professional aspect, the search for effective methods into Ukrainian universities just has been started. Disclosure of factors and means variety to change approaches to the study of foreign languages as a special case of communicative competence for the students of non-philological specialties is the purpose of this article.