Readiness for communicative-critical activity in future military specialists in the process of foreign language education: structure and content

The study aims to determine the specific features of the structure and content of readiness for communicative-critical activity in future military specialists formed in the process of foreign language education. The article examines the structure of readiness for communicative-critical activity in future military specialists as a combination of motivational, cognitive-operational, and reflective components, mutually integrated and interdependent. The scientific novelty lies in the presentation of a set of indicators of readiness for communicative-critical activity in future military specialists in the process of foreign language education, characterizing the content of the components of this phenomenon. As a result, a definition is given of readiness for communicative-critical activity in future military specialists in the process of foreign language education. This is an integrative-personal state of future military specialists, characterized by a stable motivation to carry out communicative-critical activities in the process of learning a foreign language; possession of theoretical knowledge and practical skills necessary for solving communicative military-professional tasks in a foreign language based on critical analysis of information; the ability to self-analyze and self-assess personal preparedness for future independent communicative-critical activity.