ORGANIZATIONAL–PEDAGOGICAL CONDITIONS AS FACTOR OF READINESS OF FUTURE SPECIALISTS OF SERVICE SECTOR TO DIALOGUE COMMUNICATION: PROBLEMS AND PERSPECTIVES

The subject of the research is the organizational and pedagogical conditions of formation of the readiness of future specialists in the service sector in professional activities. The purpose of the research is the organizational and pedagogical conditions that contribute to the formation of the readiness of future service professional of dialogue communication in their professional activities are determined in it. Research methods. The complex of scientific methods and approaches are used: systemically, comparative, factorial, which made it possible to realize the conceptual unity of the research. The result of the work. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (specialist of service sector), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of future specialists of service sector highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future specialists of service sector. Field of using result. The results obtained create a theoretical basis of activation of practical teaching of dialogue communication of future specialists of service sector. Conclusions. The highlighted of organizational and pedagogical conditions are sufficient and capable of ensuring the successful formation of their readiness of future specialists of service sector to dialogue communication in their professional activities. To improve of the level of language and professional culture, future specialists of service sector should constantly work on themselves; consciously and responsibly treat their professional and speech activities of social importance. The combination of different activities of future specialists of service sector is the integration such kinds of activities as educational-speech, communicative and tourist, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication.