Noospheric Psychological-Educational Paradigm as a Methodological Basis for Teaching Russian-Language Business Communication to Foreign Students

In the context of the polyparadigmatic system of higher education, the noospheric psychological-pedagogical paradigm is considered, on its basis a lingvodidactic model is developed for the formation of professional-communicative competence (PCC) in Russian-language business communication among foreign students. The research focuses on the basic principles of the noospheric paradigm, which proclaims the co-development of a person, society and nature, the harmonization of students’ verbal thinking, their personal and professional improvement. The article presents the structural and substantive features of the model of teaching Russian-language business communication based on the principles of noospheric education to foreign students majoring in economics. In the structure of the projected methodological product, three interrelated components are singled out: content-target, organizational-technological and control-evaluative. The content-target component of the model is considered in the totality of social phenomena, processes and circumstances, as well as the basic regulatory documents governing the parameters of the model, its conformity to the needs of society and the attitudes of existing educational doctrines. The organizational-technological component determines the pedagogical tools necessary for the implementation of its content taking into account certain key principles of the noospheric paradigm. The control-evaluative component of the model represents it in the aspect of the levels that differentiate the degree of formation of the PCC in the field of business communication. The noospheric lingvodidactic model allows providing natural conditions for the formation of students’ motivation to learn the language of their future profession, to master effective speech-thinking and speech-behavior strategies of intercultural communication.