Study of Humanitarian High School Students’ Readiness for Intercultural Communication Formation
Bibliographic record
Abstract
The scope of the international activity of Russia has increased today. This fact demands a good knowledge of foreign languages. Foreign languages are used by high schools graduates in foreign offices of Russian companies, in foreign companies abroad and for communication in all sorts of professional conferences. Modern high school graduates’ competitive advantage, career and success in life is determined along with qualifying characteristics by their following abilities: to adapt to the new information space in the international environment; to be professionally trained to participate in international business communications; to be able to adapt all personal qualities in a particular labor market. Adequate verbal behavior in any profession requires the development of not only the language skills, but also knowledge of the laws, customs, and national mentality of the studied country language. All this requires a qualitatively new approach to foreign language teaching. The article reveals the essence and the basic characteristics of readiness for intercultural communication, the principles of readiness for intercultural communication formation and educational potential of the discipline “Foreign Language” in the formation of this readiness. The study found levels of the students’ readiness for intercultural communication development , defined criteria and proposed diagnostic tools, and complex problem-communicative methods of social and functional competencies formation, providing professional orientation and substantial basis in the course of students’ foreign language activities. The results of experimental work suggest the viability and validity of pedagogical conditions of humanitarian high school students’ readiness for intercultural communication formation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".