CHALLENGES OF PREPARING STUDENTS OF NON-LINGUISTIC UNIVERSITIES FOR INTERNATIONAL EDUCATIONAL PROJECTS
The paper concerns some questions of foreign language acquisition and challenges of bachelor’s participation in the international education programmes and courses fostering academic mobility to Russian young people, development of cooperation between countries and cross-cultural communication. Prior to participation, a serious preparatory work is needed, with a set of documents to be drawn correctly. The latter includes a certificate of the international tests of language proficiency, meaning a candidate demonstrates a B2-C1 level of proficiency. Hence, a teacher should have a full understanding of what is required from a learner, what is controlled and how it is assessed. The education process should then be organized in accordance with the expected results (especially an ability to present the main scientific results orally and in the written form, hold correspondence and discussions and so on). In modern conditions, achieving the required results demands effective education technologies and methods. A special attention is given to the case method implying an active problem-situation analysis and aimed at developing the skills of persuasion and argumentation, listening and understanding communicants and others. Practicing lexical chunks and clichés is another important activity. The leading requirements to the education process are application of information and communication technologies and management of students' individual work. In general, only a highly-qualified teacher possessing a broad-based professional knowledge, organizing learner’s activities in a creative way and paying attention to personal qualities may assure high results.