The author examines various aspects of building the capacity for media communication of foreign economic specialties students in the guided conditions within the organized media education settings. The author proposes using media language materials in foreign language teaching. The article stresses the importance of media-education factor in foreign language teaching, which is supported by topical pedagogical approaches of D. A. Mezentseva, E. S. Kilpelainen, N. A. Mikhailova, A. Dorr. Taking media-communication formation as a media competence into consideration, the article presents a methodological aspect of organizing the educational process, reveals the structure of foreign language communicative competence and the scheme of media-competence vectors and its development model. The author points out the importance of including courses in the curriculum for the students of foreign economic specialties, which are focused on the analysis of media; the applied vectors of foreign language teaching in the development of media communication as the basic media competence of a student focused on the work in the foreign economic structures (e.g. customs administration) are given. Particular attention is paid to the author’s typical course content and analysis of the advantages of using media resources by university professors in teaching foreign languages as part of professional communication ("blending learning"). In conclusion, the author emphasizes the need for a comprehensive and organized media education as a factor of synergy between mass media and professional competencies of future specialists, as well as the importance of using an integrated approach to the development of media communication as professional communication of graduates.
media communication, media competence, media reality, media literacy, media immunity, mass media, foreign languages, foreign economic activity
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