EXAMINING OFFICERS’ READINESS FOR FOREIGN LANGUAGE INTERCOURSE IN INTERNATIONAL OPERATIONS EXAMEN DE LA PREPARACIÓN DE LOS FUNCIONARIOS PARA INTERCURSOS EN LENGUA EXTRANJERA EN OPERACIONES INTERNACIONALES ESTUDO DA PRONTIDÃO DE OFICIAIS PARA INTERAÇÃO DE LÍNGUA ESTRANGEIRA EM OPERAÇÕES INTERNACIONAIS

With the increase in the number of multinational peacekeeping, antiterrorist, search and rescue operations, it is significant for faculty members to understand the essence and structure of an officer’s readiness for foreign language professional intercourse. In this study, we examine Ukrainian cadets’ (future officers’) perceptions on importance of the studied phenomena and personality traits necessary for effective foreign language professional intercourse. Analysis of theoretical and practical foundations of an officers’ readiness for foreign language professional intercourse has been carried out. The motivational-emotional, cognitive-conceptual and functional criteria, their indicators and characteristics of the levels of its formation (initial, medium and sufficient) are specified. The total number of participants involved through questionnaires and interviews is 524 persons. The obtained data were subjected to statistical analysis, followed by qualitative interpretation and meaningful generalization. Recommendations for the faculty members are provided. This study has implications for both future educational decisions and potential areas of research.


Introduction
Over the last decade, the nature of international operations has changed significantly. Due Understandably, the need for reliable communication is exponentially more crucial in crisis and conflict situations than peacekeepers deal with on a daily basis (SCHARP, 2018). In order to properly perform the tasks of such missions, it is important for servicemen to be able to work in a multinational team, since the main task of all commanders, staff officers and chiefs However, "command language programs in the garrisons are not contributing much in terms of availability and efficiency or skills sustainment" (OUTZEN, 2012) and may lead to "lost tactical opportunities, garbled intelligence, frustrated negotiations and damaged partnerships" (OUTZEN, 2012).
All that acknowledged that "within the context of international cooperation that now exists across borders" (CHAUVOT, 2010), the need to train future officers for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations is underscored as one of the most effective tools available for the promotion and Given this, the formation of readiness for foreign language professional intercourse in international operations for peacekeeping, antiterrorist, search and rescue operations is a core problem that requires rapid solution at the theoretical and practical levels.
Aims and tasks. The purpose of the present survey is to carry out the analysis of theoretical and practical foundations of an officers' readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations.

Sampling Procedure
The Questionnaire with the invitation to participate was distributed within 350 final year undergraduate cadets and students of intensive language training courses of three major Ukrainian higher education institutions that train future officers: National University of Civil The percentage of interviewed officers with service up to 10 years was 65.6% (82 people), with service over 10 years -4.4% (18 people). At the same time, most of the servicemen had more than 10 years of service, namely -85 people (81.7%) and less than 10 years -19 people (18.3%) respectively.

Instrument
Participants were given a paper version anonymous Questionnaire written in Ukrainian.
The authors implied analysis, systematization, generalization methods to investigate the modern conceptual literature on the research issue, to distinguish the criteria and indicators an officer's readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations. The results of observations, interviews and the authors' Questionnaires (Annex A) were taken into account. The interviews revealed the factors that impact on the formation of cadets' readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations. Considerable importance was attached to conversations and interviews with the experienced officers, which allowed to determine the components of readiness, the understanding the importance of knowledge of a foreign language for professional intercourse in international military formations.
The observations helped determine the need for specific training for professional intercourse, to examine the activity of cadets in foreign language learning, other parameters that affect the quality of the academic process and the formation of readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations.
The method of observation allowed determining the adaptability of future specialists in a foreign language environment, their ability to assess the situation in such an environment, the ability to work in an emotionally rich field, make professional decisions on military management, as well as features of English communication and its importance for tasks as close as possible to military operations.

Data Analytical Procedure
The results of the study were processed by methods of mathematical and statistical data processing. Questionnaire as a method of mass data collection was conducted among officers, professor staff and cadets of universities. The obtained data were subjected to statistical analysis, followed by qualitative interpretation and meaningful generalization.

Theoretical Framework
There is a plethora studies related to multinational communication and intercultural understanding as well as peacekeeping operations (RAZAK; NIK; BAKAR; RAMLI, 2018).
The language proficiency of military personnel is the subject of attention of such scholars as ARISTARKHOVA (2019) Research on readiness for foreign language intercourse is relatively seldom carried out in military organizations, which are hierarchical and formalized (LEWINSKA, 2015).
The current research aims not to "pay lip service to the importance of foreign language capabilities on the battlefield", but to uncover the issue from the other side, broadening baseline capabilities of servicemen by making greater emphasis not on the language skills, but on their readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations, which has been traditionally viewed as "a niche Analysis of survey-and interview-based studies of the communicative practices of military community, has revealed that one impediment of modern academic theories and practices represent the lack of a vision or understanding of the essence and structure of readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations. In this regard, it is coherent that attention should be directed to the criteria, indicators and characteristics of the levels of its formation.
Another impediment is the lack of strategy, methodology and capacity for the training of It should be noted that the variety of tasks, operational and emotional tension, the need to adapt to adverse physical factors, formation of a new, unusual functional system of spatial orientation causes extreme versatility and high requirements for the psyche of an officer involved in international operations to maintain peace and security. In these conditions, successful implementation of military activities requires a harmonious combination of the personal, intellectual, physiological and physical professionally essential traits and qualities of an officer. These are: high emotional stability; stability of activity in conditions of growing fatigue; stability of activity in conditions of time shortage and/or insufficient information; selfcontrol; endurance to intense mental activity.
According to Lewinska (2015) not every military operation takes place in the combat environment and requires extreme sacrifices, however, an officer has to be on the highest possible level of motivation and emotional commitment.
It should also be emphasized that the abilities to quickly memorize visual and auditory information, accurately reproduce the information after a short visual or auditory perception,

Descriptive statistics on importance of an officers' readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations
The notable importance of the surveyed phenomenon is emphasized by the results of the evaluation of future officers' readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations carried out in National University of Civil Defence of Ukraine, Hetman Petro Sahaidachnyi National Army Academy and Kharkiv National University of Internal Affairs.

Students' (cadets') perceptions on importance of readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations
Results from the Questionnaire (Annex A) suggested that 75% of officers and contractors and 6% of cadets have previously taken part in the antiterrorist operations and the Joint Forces Operation in Ukraine. 63 servicemen (12%) took part in international peacekeeping or rescue operations.
We identified that 147 (49.83%) respondents perceive correctly the essence of the studied notion. 125 people (42.37%) provided answers with some errors, which can be explained by the fact that no previous training of participants has been done, and they encounter this concept for the first time.
A total of 119 people (95.2% from the officer corps) acknowledged the intense need to develop readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations and the appropriate level of foreign language proficiency to perform peacekeeping tasks. The same opinion is shared by 252 cadets (85.4%).
The surveyed officers revealed the uppermost need for the readiness for foreign language professional intercourse than the contractors and cadets. This can be explained by the fact that Consultations among faculty staff on this issue led to the assumption that the low rate among cadets (70%) in understanding the importance of the studied phenomenon indicates their lack of experience of military service in international military contingents.
However, 498 people (95.04%) admitted that, in their opinion, foreign language training in higher education institutions only partially meets the urgent needs of servicemen.

Students' (cadets') perceptions on personality traits necessary for foreign language professional intercourse in international operations for peacekeeping, antiterrorist, search and rescue operations
Every professional activity requires certain eminent qualities, which are being formed, developed and improved during professional training. Consequently, a graduate of a higher education institution must have formed essential professional qualities that will change during an officer's professional activity and acquire a more superior level of development.
The conducted survey allowed singling out the basic personality traits necessary for successful participation of an officer in international operations for peacekeeping, antiterrorist, search and rescue operations. A list of character strengths and competencies was given. The participants were then requested to judge each character's strength and competency separately based on their subjective perception of the importance  for foreign language professional intercourse of officers. These were in ranked divided into several blocks: management skills, intellectual, emotional and motivational, behavioral, spiritual and moral, communicative qualities and skills. and the productive (speaking and writing) skills were examined.
A challenging task for cadets was to quickly perform English language oral or written exercises in class. Only 14.32% of respondents were able to perform this task at a high level.
We determined that 55.85% of cadets can engage in a professional conversation in English, The cadets experienced considerable difficulties in composing interrogative sentences on everyday work issues, comprehending the oral information, and maintaining a spontaneous conversation, which contained extended additional messages, conveying messages in a written form.
As expected, speaking and listening became the most complex types activities for 86.83% of cadets. Nonetheless, these activities best meet the needs of military personnel, who will engage in interlingual and intercultural communication in the performance of their duties in international peacekeeping and security operations.
Since almost all groups of respondents determined that an officer should be fluent in a foreign language and be able to communicate on professional topics, we invited the contractors to self-assess their level of English language proficiency, which revealed that only 20.19% of can speak English fluently on professional topics; 36.54% can communicate only on everyday topics; 41.35% obtain the required minimum knowledge, others (1.92%) can express their opinions by means of an electronic translator.
Predominantly, the cadets exposed high motivation to participate in international peacekeeping operations, understand the need for proper training of foreign language to The analysis of textbooks and learning manuals also showed that teachers do not attach due importance to the formation of future officers' readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations, which allows to conclude that command language programs may exist on paper, but they are not enhancing future officers' readiness for foreign language professional intercourse.  English has become an official language of NATO; therefore, it is presently the lingua franca of many ongoing multinational peace operations (MEKONNEN YIBRAH KAHSAY, SINTLER, 2011). In accordance with the international agreement STANAG 6001 on the level of foreign language proficiency of servicemen to participate in international peacekeeping and security operations, servicemen must speak English language at the level of SMR-2 (NATO, 2010).

Structure of an officer's readiness for foreign language professional intercourse
In view of this, the indicators of the cognitive-conceptual criterion comprise the following: In view of this, the indicators of the functional criterion are as follows: Ø skills to establish and maintain contacts, capacity for teamwork; Ø ability to resolve conflicts; Ø ability to clearly and intelligibly convey information and instructions to subordinate personnel and civilians.
It is imperative to note that the abovementioned components and criteria cannot be considered in isolation, as they are integrative in nature and represent the conclusive result of professional training of the officers.
A level approach is taken to determine an officers' readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations. Level is the degree of quantitative and qualitative manifestation of various

Recommendations
The findings of current research can eventually have impact on both academic decisions and potential areas of research; some recommendation can be designated in the paper.

2.
It is pertinent to introduce forms and methods of personality-oriented, problembased and interactive learning into the educational process. Particular importance should be attributed to role-playing games, which, based on the potential problems of certain situational tasks, should be an effective means of acquiring knowledge, skills, abilities in a particular situation. They allow to propound and solve problems that reveal specific aspects of the activities of the servicemen; analyze the problems that focus the officer's attention on resolving problems when communicating in a foreign language, enhance the formation of language It is equally important for cadets to study the culture of English language communication with foreign colleagues while participating in international operations, as well as the language culture, history and realities of countries and organizations where English is the state or working language. Particular attention should be directed to the knowledge and skills needed to understand a variety of well-defined topics: current, past and future events, personal and family news, personal and public affairs, everyday work issues that describe people, places or things.

6.
The results of our study prove the inefficiency of implication of traditional methods of professional training of cadets in terms of building their readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations; in addition to obtaining the necessary information about the types, forms and methods of professional intercourse in typical and atypical situations, cadets must acquire practical skills. The lack of these skills leads to the fact that a future officer, who receives high marks in theory, is not ready for professional communication in a particular communication situation.

7.
The insufficiency of practical skills leads to the fact that a cadet who receives excellent marks while mastering the theory, is not ready for professional intercourse in a particular communication situation. We recognize the application of interactive teaching methods imperative for effective training of future officers. Interactive teaching methods are characterized by superior motivation and emotionalism, direct feedback between the REVISTA PRÁXIS EDUCACIONAL v. 17, n. 46, p. 1-23, JUL./SET. | 2021 VITÓRIA DA CONQUISTA | BAHIA | BRASIL participants of the educational process, their intense communicative and mental activity.
Interactive teaching methods are those tools of the educational process that contribute to the formation of skills and abilities (primarily -communication), mandatory for further professional activities; they intensify the cadets' enthusiasm, independence and imagination, ability to cooperate, boost training activities, eliminate the natural stiffness, allow to learn the material at a natural pace, and are effective in the context of individualization of learning.
Traditional lectures can be partially replaced by lectures based on an interactive approach, in particular: "Lectures-conferences", "Lectures-consultations" etc.

Conclusions
The results of this study are essential as they provide information to faculty staff on the importance of an officer's readiness for foreign language professional intercourse in international peacekeeping, antiterrorist, search and rescue operations. The latter is understood by the authors as a complex personal entity, comprising professional and linguistic knowledge, skills, abilities and personal qualities necessary for interlingual, intercultural communication whilst performing professional, socially significant duties in a foreign language environment to ensure peace and security. It can be assessed by motivational-emotional, cognitive-conceptual and functional criteria. The formation of readiness for foreign language professional intercourse can be manifested at the initial, intermediate and sufficient levels. Recommendations, developed on the basis of the conducted survey, are crucial for the teaching staff to be implied in the educational process, design of courses and further academic research.