FEATURES OF FOREIGN LANGUAGE TEACHING IN PROFESSIONAL TRAINING OF INTERNATIONAL RELATIONS SPECIALISTS

Abstract

The article examines in detail the significance of a foreign language in guiding students to professional activities in the field of international relations and diplomacy, as well as the need to develop effective international communication skills and competencies in foreign language teaching.

The introductory part of the article highlights the importance of intercultural relations between states and peoples in the system of international relations. The importance of intercultural communication and communication in ensuring peace and strengthening cooperation in different regions of the world is evaluated in the present complex time, when events are rapidly changing. During the last decade, the main requirements for the level and quality of professional training of specialists in the field of international relations are comparatively described.

The main part analyzes the important role of the level of knowledge of foreign languages in the success of international cooperation and in the implementation of the tasks assigned to the foreign policy council. The author's experience interprets the importance of constant improvement of existing language skills by diplomats in their maturation and continuous promotion from the diplomatic service level.

This part discusses the formation of linguistic, socio-cultural, sociolinguistic and discursive skills in foreign language learning of diplomatic staff.

Also, this part describes the need to develop intercultural communication skills in diplomatic activity. In particular, it is noted that differences in mentality lead to speech barriers in the process of communication and negotiations. Therefore, it is analyzed with examples that specialists working in the field of international relations study the socio-cultural environment, customs and traditions of the country whose language is being studied in the process of professional training.

The article  emphasizes the requirements for translators, the impact of knowledge of existing language dialects on the negotiation process, and the importance of mastering terms specific to the topics under discussion.

In the conclusion, it is shown that since a foreign language is not only a means of communication, but also a means of professional activity, the formation of linguistic and social competence in a foreign language, as well as skills and abilities based on knowledge, is a priority in the educational process.