Pedagogical Potential of Cognitive-Communicative Models in Foreign Language Training to Employees of International Companies

The article addresses the problem of the practical implementation of the cognitive-communicative approach in order to ensure the connection between foreign language instruction, professional communication, and the cognitive characteristics of adult learners. It is noted that contemporary conditions of corporate interaction impose increased requirements on meaningful and functionally oriented foreign language proficiency. The essence of the cognitive-communicative approach is revealed as a methodological foundation for adult foreign language training. The theoretical principles of this approach are described, and the variability of its pedagogical implementation is emphasized. The concept of a “cognitive-communicative model of foreign language instruction” is clarified and interpreted as an integrative system combining cognitive strategies and communicative practices. The logic of pedagogical modelling aimed at designing learning activities with regard to the pragmatic adequacy of speech actions is defined. Several cognitive-communicative models reflecting diff erent aspects of foreign language interaction in a professional context are presented and characterized. Methodological recommendations for the application of cognitive-communicative models in corporate foreign language training are formulated. The study substantiates the feasibility of pedagogical modelling of the adult foreign language learning process based on the cognitive-communicative approach as an independent direction in the development of corporate foreign language training methodology.