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62 НЕПЕРЕРВНА ПРОФЕСІЙНА ОСВІТА: ТЕОРІЯ І ПРАКТИКА (СЕРІЯ: ПЕДАГОГІЧНІ НАУКИ) ВИПУСК № 4 (61), 2019 ISSN 1609-8595 (Print)
https://doi.org/10.28925/1609-8595.2019.4.6267
Introduction. Actuality of the theme of the submitted
article is caused by the growing role of foreign languages
which now fill all spheres of human existence. This trend
is observed due to the expansion of international relations
of Ukraine, broader opportunities to travel abroad,
frequent use of the Internet resources. New social order
as for acquiring professional foreign languages skills by
tourism specialists is associated with the awareness of
their communicative and cognitive functions. Foreign
languages serve as an important tool for intercultural
communication as well as a special mechanism for
effective cooperation. Proficiency in foreign languages
affects the formation of professional competences of
future tourism specialists, thus, provides competitiveness
in the labour market and guarantees employment in the
specialty.
According to the analytical calculations of the
World Tourism Organization, the twenty-first century
will become an epoch of tourism, because even with a
pessimistic forecast of fluctuations on the tourism market,
by 2020, the number of tourist arrivals will amount to
1,6 billion people. In general, only from the beginning
of the twenty-first century the volume of international
tourist arrivals grew by 1,8 times and that of revenues
МІЖКУЛЬТУРНА ОСВІТА
І КОМУНІКАЦІЯ
INTERCULTURAL EDUCATION
AND COMMUNICATION
УДК 378.011.3-057.87:005.57-027.63
Mаiia Hаlytska
ORCID iD 0000-0003-4785-5623
PhD (Pedagogy), Associate Professor of Tourism Department,
National University of Ukraine on Physical Education and Sport,
1 Fizkultury Str., 03150 Kyiv, Ukraine,
maya070578@gmail.com
Nataliia Rekun
ORCID iD 0000-0003-2863-7241
PhD (Pedagogy), Associate Professor of Tourism Department,
National University of Ukraine on Physical Education and Sport,
1 Fizkultury Str., 03150 Kyiv, Ukraine,
nataliarekun22@gmail.com
FORMING STUDENTS’ READINESS TO INTERCULTURAL
COMMUNICATION IN TOURISM SPHERE: MAIN APPROACHES
The article analyzes the main approaches to forming students’ readiness for intercultural communication in the
tourism sphere, including: individual approach to students; problematic and creative nature of foreign language
tasks; use of modern innovative learning technologies; dialogue of the learning process; modeling of professional
communicative situations. The concept of «student’s readiness for intercultural communication» is considered as an
integrative professional characteristic of the individual, which determines the level of professionalism of the future
specialist in his or her foreign language communicative competence and includes needs, motives, psychological qualities,
subject and intellectual knowledge, skills and skills to perform professional tasks. It is concluded that foreign language
is an important tool for intercultural communication and at the same time a special mechanism of effective cooperation,
since it influences the process of formation of professional qualifications and competencies of future specialists in
tourism industry, which ensures their competitiveness in the labor market and guarantees employment in the specialty.
Ke y words: dial ogizi ng; interc u ltural com m unic ation ; modeling; tou r i s m sphere; studen t s’ rea dine ss to int e rcultu ral
communication.
© Hаlytska Mаiia, Rekun Nataliia, 2019
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– by 2,5 times (Mazaraki, Boiko, Bosovska, Vedmid,
& Okhrimenko, 2018, p. 68). At the present stage it is
important to solve the practical problems related to the
integration of the Ukrainian economy into the European
community, formation of a positive image of Ukraine,
expansion of opportunities for attracting foreign and
domestic tourists, optimal use of the available potential,
effective influence of social and regulatory institutions,
formation of new competitive advantages of the national
tourist product, attraction of investments, etc. (Mazaraki,
Boiko, Bosovska, Vedmid, & Okhrimenko, 2018, p. 81).
In terms of their professional duties managers of
tourism and hotel industry have to be able to cooperate
with specialists from foreign countries who speak different
languages and have various cultural backgrounds.
So the problem of training highly professional staff
is still urgent for Ukrainian tourism market. Future
tourism professionals should acquire foreign language
communication skills in order to interact adequately in
various areas of communication using the knowledge
of behavioural norms and intercultural communication
skills. This would allow them to create the atmosphere
of business communication with foreign partners in the
future work, and in particular to provide an opportunity
to use the language efficiently enough to freely express
their opinions, to convince a partner to make fundamental
decisions consciously, to know deeper the mentality of
the partners’ country.
It is worth emphasizing that a valuable component
of a communicative approach to language learning
is commonly considered learners’ independence or
autonomy, though this idea still remains a rewarding, yet
challenging goal for language teachers. Explicit learner-
centred approaches date back to the early seventies of
the XX century. One of their original features was the
practice of needs analysis, which in turn gave rise to the
development of language teaching for special purposes.
Learning objectives began to be defined, not just in
terms of strictly linguistic criteria, but rather in terms
of the sociocultural and professional needs of specific
groups of learners. This first stage in what were later to
be called «communicative approaches» was centred on
the definition of language content – «what» to teach
– although it soon came to include a redefinition of
methodology – materials and techniques, that is, «how» to
teach. Therefore, these early communicative approaches
were centred on the learner mainly because they set out
to describe the product of the learner’s performance and
the teacher’s methodology to promote the development of
the relevant competence (Mariani, 1992).
The concept of «students’ readiness to intercultural
communication» is considered as an integrative
professional characteristic of a person, which determines
the level of professionalism of a future specialist in his
or her foreign language communicative competence
and includes needs, motives, psychological qualities,
subject and intellectual knowledge, skills and skills,
skills and skills to perform professional tasks. Based
o n t h e t h e o r e t i c a l a n a l y s i s o f t h e s c i e n t i f i c l i t e r a t u r e
( T . V a k o l i u k , A . V o v c h e n k o , L . G a p o n e n k o , N . C a s t l e ,
L. Rabiychuk and others) and own research we have come
to the conclusion that the process of forming students’
readiness to intercultural communication in tourism
sphere will be effective if the following pedagogical
conditions are observed: individual approach to the
students; problematic and creative nature of foreign
language tasks; use of modern innovative technologies;
dialogizing of educational process; modelling of
professional communicative situations.
Thus, the object of the proposed work is the
process of forming students’ readiness to intercultural
communication. The subject of the study is the pedagogical
conditions of forming students’ readiness to intercultural
communication. The aim of the article is to define and
justify them. Given this, on the basis of theoretical
analysis of scientific literature and own research, the task
is to prove the effectiveness of the specified pedagogical
conditions. So, let’s reveal the content of pedagogical
conditions of students’ readiness to intercultural
communication in tourism sphere.
Individual approach to the students. We consider an
individual approach as teaching students’ intercultural
communication in a group according to certain program
but taking into account their individual and psychological
characteristics (Nikolaievа (Ed.), 2002). We consider
hand out cards as such that provide the most complete
perception of foreign language information by particular
categories of students and the use of computer programs
the most effective means of individual approach in class.
In self-study work we determine the following forms
of individual approach to students: independent work
under the guidance of the teacher; self-study mastering
of foreign language professional communication with the
help of textbooks and manuals, but under the guidance
of the teacher; self-study mastering of foreign language
professional communication without the help of the
teacher.
Problematic and creative nature of foreign language
tasks which ensure that each student has an active
research position is implemented within problem-solving
approach to tourism education. The main requirements
for problematic tasks, as noted by V. Vergasov (1985), are
most fully developed by M. Makhmutov and
A. Matiushkin. They are as follows: 1) contradiction that
lies in the content of information, the way to get to know
the truth lies in the detection and overcoming of
contradictions, not in the dogmatic stimulation of truth;
2) orientation on the student’s self-study and cognitive
activity; 3) correspondence of the educational information
w i t h t h e s t u d e n t ’ s k n o w l e d g e a n d m e t h o d o f a c t i v i t y ;
4) creation of difficult situations in solving a problem
which at the same time must be accessible to a solution;
5) maximum comprehension and absence of words and
expressions which are unknown to students.
Use of modern innovative technologies. Audio and
video tools as well as computer programs are considered
to be quite effective in tourism education, since they
provide the perception of information through students’
auditory and visual channels and have a positive impact
on the personality’s motivational sphere.
A lot has been done in the field of computerization
of training within computer-aided interactive approach
to language education: certain technical, didactic,
methodical capabilities of the computer as well as
advantages and limitations of its use are studied. The
techniques for creating and using computer programs for
learning foreign languages were developed. Thanks to
information technologies student can be considered both
object and subject of study. There are two types of activity
in the educational system, so it is advisable to consider
computer programs as means of teaching and learning
(self-education). The student works with the computer
64 НЕПЕРЕРВНА ПРОФЕСІЙНА ОСВІТА: ТЕОРІЯ І ПРАКТИКА (СЕРІЯ: ПЕДАГОГІЧНІ НАУКИ) ВИПУСК № 4 (61), 2019 ISSN 1609-8595 (Print)
program alone. Since the tasks are not assigned by the
teacher and the student is not aware of the programme’s
leadership, the educational activity seems relatively
independent to him, which helps to develop his potential
(Verlan, & Tverezovska, 1998).
It is important to emphasize that with the help of
computer the student learns material not only in new
conditions, but also in new ways. The point is not only
that the information he constantly received from the
textbook is now presented on the monitor screen, but in
the nature of the training. Continuous feedback causes
the student to remain active. While performing computer
program exercises a student cannot remain passive. This
means that in order to successfully complete the tasks,
the student must be as active as possible. He cannot be
indifferent as the training is conducted in a dialogue
mode. Passive perception and mechanical learning of
educational material is replaced by participative activities
aimed not only at mastering the material, but also at the
formation of communicative competence (Mashbyts
(Ed.), 1997).
Computer-aided learning provides the individual
work of each student. The individuality of the work is
manifested not only in the fact that each student works
in isolation from the others, but first and foremost in the
fact that the rate of completion of the tasks is determined
by the student, the psychological characteristics of his
personality, abilities, previous life and speech experience.
However, the computer cannot replace the teacher and
turn the classes into individual tutoring (Gershunsky,
1987). Thus, based on the mentioned above, we
have come to the following conclusions: 1) the main
methodological principle of the use of computer programs
in educational process should be their compatibility
with traditional means of education; 2) the computer
provides an opportunity to explain the course material,
receive feedback, analyze and correct students’ answers
simultaneously; 3) thanks to the feedback the computer
helps to identify and correct students’ mistakes, allows
to check students’ answers, in many cases not only fixes
the error, but also accurately determines its nature and
eliminates its reason; 4) computer programs provide
individual approach to students.
Our own teaching experience within tourism
education proves that the use of modern innovative
technologies together with other types of educational
activities should be rational. Determining the sound
balance of audio, video and computer interaction is one
of the main conditions for the effectiveness of educational
process.
Dialogizing of educational process is one of the most
important approaches to the formation of intercultural
communication, which promotes culture of professional
communication with foreigners and stimulates the
development of students’ creative abilities (Ananieva,
2002). We consider dialogizing of educational process as
joint activity of participants in the educational process
in the form of educational dialogue, which provides the
emergence of hypotheses, questions, models that reflect
the views and individual vision of the participants of
the educational process. It occurs between participants
in the following forms: teacher – student, student –
student, teacher – students, students – students. The
peculiarities of the teacher’s activity are not to provide
ready knowledge, but to encourage students to think,
to find information independently, to make conclusions
and generalizations. This is one of the effective forms of
learning organization that promotes the development of
students’ creativity and critical thinking. Moreover, it
should be noted that the ability of the foreign language
teachers to vary psychological and pedagogical roles
is actualized in the process of professional language
training. The level of methodological competence of the
ESP teacher is determined, in particular, by the ability
to choose behaviour patterns and combine roles that are
appropriate in a particular educational situation. The
role of facilitator within ESP training can be primarily
substantiated (Halytska, & Rekun, 2018, p. 61).
Basically dialogizing of educational process of
intercultural communication provides dialogic speech
studying. Scientists consider dialogic speech as the
process of speech interaction of two or more participants.
A feature of dialogic speech is its emotional colouring as
the speaker conveys his thoughts, feelings, attitudes to
what is being said. Another feature of dialogic speech is
its spontaneity. It is well known that each participant’s
speech behaviour in the dialogue is largely determined
by the speech behaviour of the partner. That is why
conversational speech cannot be planned in advance. This
leads to spontaneity, unpreparedness of speech actions,
requires a sufficiently high degree of automation and
readiness to use speech and speech material (Ananieva,
2002). In addition, dialogic speech is two-sided. During
communication the student acts as the speaker, then the
listener, who must respond to the response of the partner.
Dialogizing of educational process develops creative
and critical thinking, the ability to predict future
professional activities and the results. This approach
is possible due to the active position of the teacher and
students who are equal in communication.
Modeling of professional communicative situations
is a set of actions in the system «student-teacher»
interaction, aimed at the tourism students’ awareness
of the foreign language communication for professional
intercultural environment. As far as we can judge, such
approach would enhance the readiness of future tourism
specialists to intercultural communication.
Teaching on the basis of modelling of professional
communicative situations assumes the joint activity
of students and the teacher in accordance with the
conditions of real professional situations which imitate
personal characteristics and qualities, show the abilities
and skills required for future professionals in the field of
tourism.
The basis for the modelling of professional
communication situations is the educational speech
material, distributed as a problem model. Its content
is made up of communicative situations with role-
playing tasks for students. The fulfilment of these tasks
is aimed at forming students’ readiness to intercultural
communication. The need for modelling professional
communication situations in the process of teaching
students of foreign language communication is due to
the complexity and versatility of the real communication
process. Functional modelling of individual situations
can replace the real communication process and can be
the basis for learning foreign language communication,
because it allows to reproduce conditions that are adequate
in speech and take into account all the parameters of real
foreign language communication system.
Thus, under the concept of «model», after M. Amosov
(1968), we understand the system with its structure
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and function which reflects the structure and function
of the original. An important feature of the model is the
implementation of the following conditions (Fastovets,
1991): 1) an analogy condition (there are similarities
between the model and its prototype); 2) presentation
condition (model in the process of scientific knowledge
replaces the object of study); 3) extrapolation condition
(studying the model allows to get the information about
the original).
The concept of «modelling», followed by D. Yznadze
(1976), we consider as indirect, scientific method of
exploring cognition objects by exploring models. Using
modelling the students receive knowledge about an object
not through direct study (which is not always possible to
do) but with the help of studying its model.
So, in the article, modelling of professional
communication situations is applied in accordance
with the model of the real process of foreign language
communication and is considered as a set of pedagogical
actions that lead to speech interaction between
participants of foreign language communication and
aimed at developing communication skills, gaining
experience and communication.
The problem of modelling situations of foreign
language communication was investigated by Yu. Pas-
sov, L. Haponenko, N. Zamkova and others. When
communicating, students act not as abstract personalities,
but as carriers of certain social and communicative roles.
The basis for modelling professional communication
situations is artificial situations in which students are
offered roles that maximally take into account their
personal abilities, professional and communicative
experience.
Practical experience in modelling professional
communicative situations has shown high efficiency
in forming students’ readiness to intercultural
communication in tourism education. This is because
it occurs in such communicative situations that
quite mimic the conditions of real foreign language
communication. Students who have an interest and
motivation gain the opportunity to express their opinions
in the communication process, to reveal the peculiarities
of their outlook, to identify the character, to overcome
the psychological barrier that often occurs in the process
of communication in a foreign language. As a result, the
student’s speech activity becomes personally significant
and necessary part of the professional activity of future
tourism specialists.
We have identified the following features of model-
ling of professional communication situations: 1) the
organization of teaching foreign languages as means
of communication through simulation of artificially
created situations that are as close as possible to the real
communication process; 2) the partnership role positions
of the students and the teacher in specific communication
situations; the status of partners contributes to a
favourable psychological climate; 3) the selection and
the use of professionally oriented materials in tourism
for communication; 4) taking into account features
of etiquette communication and appropriate speech
behaviour.
Conclusion. So, the main approaches to forming
students’ readiness to intercultural communication in
tourism sphere which were identified in the article could
be outlined as an overall framework to develop practical
communication skills of tourism professionals required for
business contacts with foreign partners and colleagues.
This is one of the preconditions for implementation of
social order as for acquiring professional foreign language
skills by tourism specialists which correlates with the
basic requirements for the level of modern tourism
specialists’ profeciency.
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ФОРМУВАННЯ ГОТОВНОСТІ СТУДЕНТІВ ДО МІЖКУЛЬТУРНОГО СПІЛКУВАННЯ
В ТУРИСТИЧНІЙ СФЕРІ: ОСНОВНІ ПІДХОДИ
Галицька Mайя,
кандидат педагогічних наук, доцент кафедри туризму,
Національний університет фізичного виховання і спорту України,
вул. Фізкультури, 1, 03150 Київ, Україна, maya070578@gmail.com
Рекун Наталія,
кандидат педагогічних наук, доцент кафедри туризму,
Національний університет фізичного виховання і спорту України,
вул. Фізкультури, 1, 03150 Київ, Україна, nataliarekun22@gmail.com
У статті проаналізовано основні підходи до формування готовності студентів до міжкультурного
спілкування в туристичній сфері, серед яких: індивідуальний підхід до студентів; проблемний і творчий
характер завдань з іноземної мови; використання сучасних інноваційних технологій навчання; діалогізація
процесу навчання; моделювання професійних комунікативних ситуацій. Поняття «готовність студентів
до міжкультурного спілкування» розглянуто як інтегративну професійну характеристику особистості, що
визначає рівень професіоналізму майбутнього фахівця щодо його іншомовної комунікативної компетенції
та вк лючає потреби, мотиви, психологічні якості, предметні та інтелектуальні знання, уміння й навички,
які дозволяють успішно використовувати іноземну мову для виконання професійних завдань. Зроблено
висновок, що іноземна мова слугує важливим засобом міжкультурного спілкування і водночас особливим
механізмом ефективної співпраці, оскі льки впливає на процес формуванн я професійної кваліфікації та
компетентності майбутніх фахівців туристичної сфери, що забезпечує їх конкурентоспроможність
на ринку праці та гарантує працевлаштуванн я за фахом. У зв’язку з цим, актуалізується проблема
підготовки фахівців такого професійного рівня, які б якісно володіли уміння ми та навичка ми професійного
іншомовного спілкування, адекватно поводилися б у різноманітних сферах комунікації, використовуючи
необхідні знання про культуру, прийняту у чужомовному соціумі.
Ключові слова: готовність студентів до міжкультурного спілкування; діалогізація; міжкультурне
спілкування; моделювання; туристична сфера.
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ISSN 2412-0774 (Online) CONTINUING PROFESSIONAL EDUCATION : THEORY AND PRACTICE (SERIES: PEDAGOGICAL SCIENCES) ISSUE № 4 (61), 2019
ФОРМИРОВАНИЕ ГОТОВНОСТИ СТУДЕНТОВ К МЕЖКУЛЬТУРНОМУ ОБЩЕНИЮ
В ТУРИСТИЧЕСКОЙ СФЕРЕ: ОСНОВНЫЕ ПОДХОДЫ
Галицкая Майя,
кандидат педагогических наук, доцент кафедры туризма,
Национальный университет физического воспитания и спорта Украины,
ул. Физкультуры, 1, 03150 Киев, Украина, maya070578@gmail.com
Рекун Наталия,
кандидат педагогических наук, доцент кафедры туризма,
Национальный университет физического воспитания и спорта Украины,
ул. Физкультуры, 1, 03150 Киев, Украина, nataliarekun22@gmail.com
В статье проанализированы основные подходы к формированию готовности студентов к
межкультурному общению в туристической сфере, среди которых: индивидуальный подход к
студентам; проблемный и творческий характер заданий по иностранному языку; использование
современных инновационных технологий обучения; диалогизация процесса обучения; моделирование
профессиональных коммуникативных ситуаций. Понятие «готовность студентов к межкультурному
общению» рассмотрено как интегративная профессиональная характеристика личности, которая
определяет уровень профессионализма будущего специалиста в соответствии с уровнем его иноязычной
ком муникативной компетенции и включает потребности, мотивы, психологические качества, предметные
и интеллектуальные знания, умения и навыки, которые позволяют успешно использовать иностранный
язык для выполнения профессиональны х задач. Сделан вывод, что иностранный язык служит важным
средством межкультурного общения и одновременно особым механизмом эффективного сотрудничества,
поскольку влияет на процесс формирования профессиональной квалификации и компетентности
будущих специалистов туристической сферы, обеспечивает их конкурентоспособность на рынке труда и
гарантирует трудоустройство по специальности.
Ключевые слова: готовность студе нтов к межкультурному общению; диалогизация; межкультурное
общение; моделирование; туристическая сфера.
Стаття надійшла до редакції 01.09.2019
Прийнято до друку 28.11.2019
