PROFESSIONAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF ECOLOGIST

The aim of this paper is to describe the experience of forming the professional foreign language communicative competence (PFLCC) in postgraduate study in the field of "Earth Sciences" at RUDN University. In accordance with the Federal State Educational Standard (FSES) " 05.06.01 Earth Sciences", postgraduate education in the environmental profile includes a set of competencies. The PFLCC is one of them. The PFLCC of an ecologist-researcher is the ability of a postgraduate student to perform in the mode of a secondary linguistic personality in the academic and professional situations of communication with colleagues/partners from other countries and his readiness to carry out intercultural academic and professional interaction in a multicultural environment in the field of ecology. According to the definition of the PFLCC the tasks of teaching in postgraduate study of the ecological profile are determined as: development of the readiness to perceive and understand foreign information, foreign scientific picture of the world; development of the ability to generate and perceive academic environmental discourse in the process of academic and professional activities; development of the ability to overcome communication barriers to achieve academic and professional goals; mastering of certain cognitive methods, allowing to perform cognitive and communicative activities; development of individual psychological characteristics and abilities of interpersonal academic interaction; development of educational and compensatory skills, as well as the ability of constant selfimprovement; stimulation of the intellectual and emotional development of an individual. The model of training is maximally correlated with future professional research activities and is set by the situations of academic communication. An analysis of the intercultural academic communication of ecologists allows us to determine its components and build a training model focused on spoken and written forms of academic communication and presented in the learning process as mutually complementary modules. Accordingly, the following modules are included in the training model: annotating and abstracting (written and spoken) of scientific texts of the ecological profile, scientific report, academic discussion, business correspondence, academic translation (written, spoken). The practical application of this model for a number of years has demonstrated its effectiveness, which is confirmed, in particular, by the publication activity in foreign languages in the proceedings of academic conferences and journals, as well as reports delivered at conferences, and participation in academic discussion during plenary and parallel sessions.