Introduction. The article discusses the process of formation of foreign language speech behavior of students. The purpose of the study: development and testing of educational and methodological recommendations containing texts about typical German character traits, traditions, pre-text and post-text tasks, intercultural simulations, creative exercises, tasks for compiling syncwines and clusters.

Materials and Methods. The achievement of the goal of the study was facilitated by the use of such methods as review of scientific and methodological literature, description and generalization of the authors' own experience. Culturally-specific authentic texts about the mentality, national culture of the Germans and the peculiarities of their communicative behavior became the material for the development of educational-methodological recommendations. The texts presented in the educational and methodological recommendations were didacticized and contained pre-text and post-text tasks.

Results. The authors of the article analyzed the expediency of working with educational materials that reflect the individual characteristics and characteristics of the communicative behavior of representatives of other cultures, their mentality, traditions and etiquette norms in order to form a foreign language speech behavior of students. It is proved that the use of specially developed educational and methodological recommendations in the educational process contributes to the formation of foreign language speech behavior of students.

Discussion. The authors summarize and comprehend the results of the analysis of the work of scientists and practicing teachers on the problem of the formation of foreign language speech behavior of students. It is concluded that the results of the work done by the authors mainly correlate with the methodological positions and points of view of other authors and scientists.

Conclusion. The conducted research confirmed the efficiency of the implementation of educational-methodological recommendations for the formation of foreign language speech behavior of students as a condition for effective intercultural dialogue. The experience of work on the formation of foreign language speech behavior of future teachers in foreign language classes at the university confirmed the efficiency of the application of educational-methodological recommendations specially developed by the authors.

The use of educational and methodological recommendations specially developed by the authors contributes to the formation of foreign language speech behavior of students, as they contain materials that stimulate the development of this process (their specificity is in the use of authentic texts containing information about the etiquette norms adopted in the country of the language being studied, intercultural simulations that contribute to correct choice of dialogic units and socio-culturally colored lexical units, etc.);

The communicative orientation of the process of formation of foreign language speech behavior of future teachers, mediated by the national context and the specifics of the behavior of carriers of another culture, contributes to the efficiency of this process.

1. Karasik V.I. (2022), Modelirovanie funkcij yazyka [Modeling language functions], Yazyk i kul'tura, 58, 29–42. DOI 10.17223/19996195/58/2. EDN: FECXVO (In Russian).

2. Vishnevskaya L.P. & Timchenko M.V. (2019), Inostrannyj yazyk kak fenomen nacional'noj kul'tury i put' k mezhkul'turnomu ponimaniyu [Foreign language as a phenomenon of national culture and the path to intercultural understanding], Mir nauki, kul'tury, obrazovaniya, 1 (74), 223–225. EDN: ZCBTMT (In Russian).

3. Demko T.N., Fedoseeva L.N. & Alekseeva T.E. (2021), Rechevoe povedenie prepodavatelya kak faktor oduhotvoreniya myshleniya [Speech behavior of the teacher as a factor of spiritualization of thinking], Prikladnaya yuridicheskaya psihologiya, 2 (55), 103–112. DOI 10.33463/2072-8336.2021.2(55).103–112. EDN: GSCTMU (In Russian).

4. Ostyakova-Pochezherskaya G.A. (2022), Kommunikativnaya kompetentnost', vyrazhennaya v rechevom akte [Communicative competence, expressed in speech act], Izvestiya Sankt-Peterburgskogo gosudarstvennogo ekonomicheskogo universiteta, 5-2 (137), 169–176. EDN: HJLSTV (In Russian).

5. Nikitina E.Yu., Afanasjeva O.Yu. & Sviridova A.V. (2023), Teoretiko-metodologicheskaya navigaciya razvitiya rechevogo imidzha budushchego uchitelya [Theoretical and methodological navigation of the development of the speech image of the future teacher], Vestnik Yuzhno-Ural'skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta, 1 (173), 154–181. DOI 10.25588/CSPU.2023.173.1.007. EDN: LRJDRN (In Russian).

6. Yarmakeev I.E., Pimenova T.S. & Abdrafikova A.R. (2022), Autentichnost' kak metodicheskaya kategoriya v teorii i praktike prepodavaniya inostrannogo (anglijskogo) yazyka [Authenticity as a methodological category in theory and practice of foreign (English) language teaching], Filologiya i kul'tura, 1 (67), 228–234. DOI 10.26907/2074-0239-2022-67-1-228-234. EDN: UFRTRI (In Russian).

7. Kalinina E.E. (2022), Rol' autentichnyh tekstov v razvitii kommunikativnoj kompetencii [The role of authentic texts in the development of communicative competence], Kazanskaya nauka, 5, 145–147. EDN: HRDEON (In Russian).

8. Syutkina M.Yu. & Mironova L.A. (2020), Interkul'turnaya kompetenciya v yazykovom obrazovanii: integrativnyj podhod [Intercultural competence in language education: integrative approach], Biznes. Obrazovanie. Pravo, 4 (53), 455–458. DOI 10.25683/VOLBI.2020.53.409. EDN: RKOEIU (In Russian).