Means of Forming Speech Competence of International Economists in the Process of Studying a Foreign Language of Academic and Professional Communication

The article addresses the problem of forming foreign language speech competence of future specialists in international economic relations within the framework of foreign language academic and professional communication. The relevance of the study is determined by intensified globalization, expanding international economic cooperation, and increased demands for professional communication skills of economists working in multicultural and multilingual contexts. Foreign language proficiency is viewed not merely as a tool for everyday interaction but primarily as an instrument of professional activity that enables effective participation in international economic, business, and academic communication. The study is grounded in the analysis of contemporary scientific approaches to foreign language competence development, including communicative, competence-based, intercultural, and integrated learning models. Particular attention is given to the formation of foreign language speech competence through the integration of professional content and language learning, the use of authentic materials, extensive reading, audio-visual resources, and interactive teaching methods. The pedagogical potential of CLIL, problem-based learning, case studies, business games, presentations, and training exercises is substantiated in the context of teaching a foreign language of academic and professional communication to future international economists. The conclusions emphasize that the effectiveness of professional training in higher education depends on the creation of appropriate organizational, methodological, technological, and psychological-pedagogical conditions for foreign language learning. The formation of foreign language speech competence enables future specialists to act effectively in professional situations, engage in international dialogue, and adapt to the dynamic demands of the global economic environment. Further research prospects involve developing and implementing a blended-learning-based model of foreign language competence formation.