Introduction. The main attention in the article is devoted to the concept of intercultural training, the definition of its types and the description of its forms. The purpose of the article is to illuminate the process of introducing intercultural training into the university’seducational space, to substantiate theoretically and to show its effectiveness in the process of experimental work.

Materials and methods. The main research methods are the analysis of scientific literature on the problem in the works of Russian and foreign scientists, regulatory acts of the Russian Federation in the field of education; general cultural informational trainings; general cultural interactive-oriented trainings; culturally-specific informational trainings; culturally-specific interactive-oriented trainings, interactive forms of training, diagnostic techniques, including observation, questionnaires, testing and data processing methods.

Results. The results of the pedagogical experiment demonstrated the effectiveness of applying intercultural training in the process of teaching the faculty of foreign languages’students. Analysis of the intercultural training’seffectiveness indicates its efficiency in students’ training for intercultural communication.

Discussion. It should be noted that in the university’seducational space using a content training modelis the most effective, because the sections’topics of the information block correlate with the topics of the disciplines of both curriculum’s blocks: the basic and the variable.

Conclusion. The conducted pedagogical experiment confirmed the efficiency of using intercultural training and its prospects. Students noted that they had formed new behavioral patterns and attitudes and obtained the necessary knowledge.

The process of the faculty of foreign languages’ students’ training for intercultural communication isprojected.

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