Abstract
The article deals with the problems of methodological modeling of intercultural scientific discussionin a foreign language as an international academic measure implemented through intercultural academic interactionof representatives of various cultural,linguistic and research communities. For professional-branch communicativepreparation of students of language specialties for effective participation in this scientific event in a foreign languageit is necessary: a) to determine the conceptual content of the term “intercultural scientific discussion”; b) to identifythe nomenclature of sequential fragmentation of intercultural communicative macro education in the micro educationterm on the basis of didactic-oriented content analysis of the system of activity for participants of intercultural scientificdiscussion in the socio-cultural academic role; c) to identify the main types of professional task assignments (in thecontext of international and national universities standards) created by a hierarchical system of foreign language forconsistent and dynamic communicative and cognitive development of students as an equal participant of interculturalacademic communication.