Future Managers’ Communicative Competence Formation in the Process of Learning English

The article is devoted to the issue of communicative English competence formation as a component of future managers' professional activity during their studies at higher education institutions of Ukraine. The author states the purpose, object, subject, and tasks of the research; analyzes the scientific literature, developments of Ukrainian and foreign scientists on the problem, and the educational and professional curriculum for the students majoring in "Management"; conducts questionnaires, diagnostic interviews, studies pedagogical and methodical experience, makes qualitative and quantitative analyses of the experimental data. The theoretical significance of the research is the following: the author defines the main theoretical provisions for the construction of a methodological model which aim is the formation of future managers' communicative English competence in the system of higher education; clarifies the concepts "a modern manager's communicative competence" and "a future manager's communicative readiness". The practical significance is in the development of scientific and methodological support and recommendations which are the basis for improving the quality of future managers' professional English training. The work reveals the essence and content of modern managers' communicative competence; the basic requirements for learning English at higher educational institutions that train specialists in the specified specialty; the description of the developed model is given as well. The pedagogical conditions for the successful implementation of the specified model are identified and experimentally substantiated. According to the content of future managers' professional activity preparation, a communicative invariant is distinguished. The students advance their communication skills and needs. The curriculum and methodological support are created for the more effective learning of the English language; control and correction of this process is carried out on the basis of identifying the level of already formed communicative competence; the main structural feature of teaching English for non-linguistic specialties is presented too. It consists in its division into two modules: the main one, which is acquired by all students regardless of the professional education profile, and the professionally oriented or variable one.