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This article considers the issue of indirect methodological training of a foreign language teacher and the formation of the methodological creativity basis in foreign language classes at the university. The authors analyzed the existing research within the framework of the stated problem and found that the process of integrated students’ linguistic and methodological training at the university has psychological and pedagogical, socio-psychological, psycholinguistic and creative grounds. The experience of practical work allowed authors to identify some groups of difficulties that students have during their pedagogical practice. They include: difficulties of goal-setting, difficulties in achieving the goals of the lesson, difficulties in reflecting on their own activities. It is argued that their consideration and overcoming are possible due to the reliance on the didactic potential of foreign language classes. From this point of view, the formation of the students’ methodological competence takes place, on the one hand, and, the mastery of a foreign language as a means of communication, a means of teaching and a means of organizing pedagogical communication is realized on the other hand. Integrated linguistic and methodological training of future foreign language teachers is organized in two stages: reproductive and reproductive-creative. On the basis of the presented materials, the authors developed a four-staged technology for the formation of students’ methodological skills in foreign language classes.

Professional communication is often understood as just an ability to read scientific texts and to have terminology knowledge. However, scientists of different nationalities have a different mentality. In order to interact successfully in a professional sphere, it is necessary not only to have the above-mentioned knowledge and skills, but also to be able to communicate with another culture representatives. Understanding the business partner’s mentality, as well as presenting your own identity in an accessible way is the key to fruitful cooperation. This is possible only if a Russian partner is creative and able to go beyond traditional ideas, patterns, relationships and create new meaningful ways and interaction techniques. In other words, this can be called creative thinking. The purpose of the study is to determine the levels of students’ cultural self-identity, offer the author’s approach, principles and assignments for designing a second language course. The leading research method was an experimental training conducted in both the intervention and the control group. The questionnaire method, methods of mathematical statistics and graphical results representation were used as well. Nizhny Novgorod State Linguistics University was the study experimental basis. The experimental training results showed an increase in the level of students’ cultural self-identity. The correlation between a sufficient level of cultural self-identity and professional success was proved. Thus, the intercultural dialogue implementation is a factor in the success of second-language professional communication.

The article deals with the problem of cultural identity in mastering a foreign language by adult students during the lifelong learning process. It reveals the meaning of the terms “self-identity”, “self-identification”, “cultural identification”. The problems of forming students’ intercultural competence, a deep view of their native culture, and awareness of their own ethno-cultural identity are discussed. The article reveals the potential of the discipline “Foreign Language” for the development of cultural identity, defines the role of linguistic education in enriching the individual picture of the world of students in the comparative context of different cultures. Recommendations on the organization of the pedagogical process in line with the current trends of the Federal Project “Education” are offered. The article highlights the stages of teaching foreign languages within the framework of the intercultural paradigm. According to the authors, cognitive-intellectual, emotional and behavioral components should be included in the educational process aimed at developing cultural self-identity. The authors consider the development of cultural self-identity of adults as a basic principle of continuous self-education. For the purpose of its practical implementation, cross-cultural trainings are used, namely, the creation of communicative situations, role-playing game, webinar, coworking and project. The development of distance education makes it possible to successfully implement webinars in the educational process, which make it possible to reach a wide audience and attract native speakers more easily. The co-working technology helps to create a creative atmosphere, quickly helps participants establish contact and establish friendships. The project activity allows one to thoroughly work out and analyze a specific task, search for conditions and methods aimed at achieving a practical result. The authors conducted experimental training in two blocks at Nizhny Novgorod Dobrolyubov State Linguistic University and OJSC “GAZ” in order to test the possibility of using various cross-cultural trainings for the formation and development of self-identity of adults when they master a foreign language. The results were evaluated by tests on the skills and abilities of cross-cultural communication, as well as a questionnaire of the audience’s evaluation of their ability to enter into intercultural interaction and develop self-identity. Thus, the authors come to the conclusion that mastering a foreign language from the point of view of the development of cultural identity of adults should be built on a contrast-comparative basis using various cross-cultural trainings that include materials of a comparative nature.

This article studies the issue of intercultural communication in a multicultural world. The main research questions are the role of multilingualism as an important mechanism for resolving intercultural conflicts in the context of identity problems, overcoming intercultural barriers, cultural gaps, the need to increase the cultural level and linguistic tolerance. Multilingualism presents a means of creating variants of the potential personal identity in the context of transculture. It is analyzed the lingua didactic aspect of the language worldview formation of the students at school and university that study the second and the third foreign languages. Multilingualism is a complex psycholinguistic phenomenon. It is considered in close connection with the concepts of linguistic consciousness, linguistic personality, since language is a way of thinking and a means of communication, and represents a worldview of an ethnos and linguistic personality. It is concluded that a linguistic personality who speaks several languages is a phenomenon characterized by the interaction in the linguistic consciousness of a person of sociolinguistic forms and norms of different cultural and socio-political characteristics. These are the linguistic categories of the native language, learned naturally and the categories from foreign languages, learned a second time. The possibility of forming a foreign-languages worldview determines the advisability of studying native and foreign languages in close connection with culture. The obtained results determine that students combine in their linguistic consciousness several language worldviews, which they possess approximately equally.