E. Solovyova, D. Sabirova, F. Shigapova

Kazan Federal University (RUSSIAN FEDERATION)
In the contemporary fast-paced multicultural world the significance of foreign language communication in the future professional activity of undergraduates is undeniable. As a result the development of a professionally-oriented linguistic personality is viewed as a topical issue, crucial for a person to be capable of overcoming the stereotypes, conducting inter-cultural dialogue in everyday and professional environments. The article focuses on exploring the potential of integrated foreign language and culture study academic courses to improve vocational training in non-linguistic majors at Kazan Federal University, Russian Federation.
The article examines the role of the integration of cultural and linguistic disciplines in the formation of professional motivation, values and relevant knowledge about the culture of the countries of a studied language, integrative competencies seen as the goals and results of vocational education as well as development of personal qualities required in the future professional activity, integration and socialization of future professionals.
In the article the authors presented the theoretical model tested in many years of their teaching practice. This model reflects the specific features of the integrative linguistic and cultural approach aimed at developing a professionally-oriented linguistic personality of students doing non-linguistic majors. The authors also identified the structural components of the model, including its theoretical basis and methodology, goal-setting, motivation, content, technology and assessment components. Furthermore, the authors provided interactive and integrative technologies to successfully realize their model.
The research data collected with the help of traditional research methods of observation, product analysis and questionnaire allowed the authors to come to a number of conclusions. The most important of them is that integration of linguistic and cultural disciplines allows to significantly improve the professional development of the linguistic personality in non-linguistic majors. The majority of these students thrive to learn foreign languages and view them as a valuable means of mastering their profession and improving their career prospects. Finally, the unique integrative model provided by the authors introduces basic values and traditions of national cultures, encoded in language and art as a cultural activity and allows to form the personality of the graduate with a holistic, systemic world view, the future expert in his/her field who has professionally oriented foreign language skills and competence based on professional and linguistic knowledge of general and professional culture.