The article deals with the implementation of cross-cultural oriented training to higher vocational school language education. The necessity of a student's cognitive personality development in the process of intercultural competence formation is discussed. The intercultural competence structure that includes three levels of parameters (the level of the basic parameters, the level of key parameters, the level of cognitive parameters), necessary for effective cross-cultural interaction, is

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... d. The notion of "cognitive readiness for intercultural communication", which is, to authors' opinion, crucial for the productivity of intercultural communication is introduced. It consists in conscious attitude to intercultural communication as the process of the world cognition, its goals and objectives, process and outcomes. The stages of the educational process aimed at integrated development of communicative skills of intercultural communication and cognitive readiness for intercultural communication are described. They provide the integrated development of different cognitive strategies as part of communicative language teaching. The examples of exercises that help implement cognitive orientation of training into the development of students' communicative skills within one lexical and grammatical topic are proposed. Pedagogical conditions to be created in the educational process are referred. These include: 1) polymodality of students' perceptual experience; 2) multiaspectiveness of communicative exercises that allows combining different cognitive strategies; 3) a specific sequence of exercises; 4) the dominance of group work activities that provides students with the opportunity to solve communicative tasks in collaboration, integrating various strategies of perception, processing and interpretation of foreign language information.