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STAGED APPROACH TO FORMATION OF A FOREIGN LANGUAGE COMMUNICATIVE RESEARCH COMPETENCE

This paper deals with the components of the competence model of a student of a university realizing a research in the sphere of the future career in a foreign language with the usage of computer science. The paper analyses statistics that confirm the necessity of the development of the foreign language communicative research competence in the sphere of the future career of Computer Science students in higher educational establishments. The foreign language communicative research competence is a complex and multidimensional term, which combines the following components of the student’s competency model: foreign language communicative competence, intercultural competence, career-oriented research competence, competence of scientific communication, educational competence and technological competence. The authors of the article present the methodology of organising staged research work of Computer Science students during their Bachelor degree program. On the one hand, any research work is organised according to specific stages. This paper gives seven stages of students’ research work. On the other hand, research work in higher educational establishments is realized in the form of formal and informal communication. These forms of scientific communication give an opportunity to identify the stages of the research work of students. This research work is realized in different forms during every year of education including the usage of computer science studies and information communication technologies. It starts with short reports and presentations on the careeroriented topic; and develops into interdisciplinary project for a year and a half duration which unites the work of foreign language teacher, teachers of careeroriented disciplines and Computer Science students. Moreover, this project work may be continued as Master's research paper. Analysis of statistics, psychological-pedagogical and methodological literature allowed the authors to determine the foreign language communicative research competence and highlight methods of their formation and development. Empirical methods include the questioning of university students and teachers,