Pedagogical terms and structural-functional model of forming sociocultural competence of future bachelors of arts in foreign languages on the principles of interdisciplinary integration

The article identifies a set of effective pedagogical conditions and substantiates the essential components of the structural and functional model in the process of forming socio-cultural competence of future bachelors of arts in foreign languages on the basis of interdisciplinary integration. The content of the categories of "condition" and "pedagogical condition" is analysed. It is emphasized that while determining the optimal pedagogical conditions for conducting the experimental research, the opinion of scientists who distinguish external and internal pedagogical conditions are to be taken into consideration: motivation, evaluation and self-assessment of the results of their activity, forecasting the results and the ability to determine their level of preparedness. In the article it is generalized that by pedagogical conditions of forming sociocultural competence of future bachelors of arts in foreign languages on the basis of interdisciplinary integration a set of external and internal interdependent factors of educational environment is meant. These conditions include providing students with motivation to master the socio-cultural context of a foreign language and culture of another people; actualization of interdisciplinary socio-cultural information in the content of professional disciplines; expanding the range of sociocultural skills of future bachelors of arts in foreign languages by applying interdisciplinary communication and cognitive cases; pedagogical support and organization of extracurricular cultural training of future bachelors of arts in foreign languages. In this work it is pointed out that the structural and functional model of sociocultural competence of future bachelors of arts in foreign languages on the basis of interdisciplinary integration is characterized by integrity, openness, invariance, variability, openness, dynamism. The integrity of the author's model is manifested in the relationship of its invariant and variant structural components. Dynamism is a continuous change, development, improvement, modernization of the content, forms and means of interdisciplinary integration, which are used in the process of formating sociocultural competence of future bachelors of arts in foreign languages on the basis of interdisciplinary integration. The structure of the model is determined by the unity of its structural elements.