COMMUNICATIVE STRATEGY "PROJECT PROPOSAL" AS A METHOD OF TEACHING A FOREIGN LANGUAGE TO STUDENTS OF BUSINESS SPECIALTIES

The increased international activity of Russian organizations seeking cooperation entailed a tendency to focus domestic business space on international standards in verbal and written professional intercultural communication with the aim of increasing the level of competitiveness in the world market. This circumstance brings the necessity of expanding the knowledge of business specialties students who study in higher educational institutions about the ways of communicative impact on discursive partners, about linguistic mechanisms and means of implementing the beliefs. This poses a challenge for foreign language teachers to increase the level of communicative skills of graduates from Russian universities as a tool for effective international cooperation and a necessary condition for long-term business relations. The purpose of this article is to consider the application of the methodology for teaching students the strategy of the "Project proposal". This strategy allows foreign language teachers to educate students to convince a potential investor that the proposed project can rationally solve a certain problem with the help of qualified personnel, in a reasonable amount of time and on mutually beneficial terms. A Project proposal is a type of business discourse. The Project proposal is a document for a consistent and detailed description of operations aimed at solving a problem. In the process of project implementation or upon its completion, a new or improved product/service is obtained. A project proposal can be both a response to a request from a certain company to submit a proposal and an internal document of the company prepared by employees who offer specific actions to improve the efficiency of the company. In this article, the authors consider the basic elements of the Project proposal structure, the use of various persuasive communicative strategies of professional communication, which are implemented through various communication tactics and offer a system of exercises for teaching written and oral communication, consisting of three stages and carried out in three ways: - use of dialogue-sample/mastering standard skills; - automation of standard skills application; - creating communication situations/developing skills in free communication. In conclusion, the authors emphasize that for the successful oral and written professional communication skills formation, it is necessary to train students to use systematically all available tools and techniques implementing cooperation strategies. It is of special importance for the teachers to evaluate not only students' knowledge of various language structures and vocabulary but also the ability to effectively use them in professional communication situations, which is the main goal for teaching a foreign language as a professional communication tool.