Professional activities of a teacher under the conditions of globalization and IT development of the society have determined stricter social and educational requirements for language training of students doing a Master's degree in pedagogy. The development of new generation Federal State Educational Standards (FSES) and professional standards resulted in the need for cross-cultural business competence (CCBC). This goal can be achieved, if a number of requirements are fulfilled, in particular

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... justification and identification of CCBC development principles. The goal of this article is to identify the principles behind CCBC development as part of a Master's degree in pedagogy; to study the foreign language curriculum in view of the application of these principles; exploration of the foreign language curriculum in view of the application of these principles. In Theory section the theoretical and methodological approaches to the development of communication, and therefore, cross-cultural competences, are reviewed; the analysis of research and publications is presented that considers aspects of the issue and forms the foundation for the article's authors. The results of the research justify the educational purpose of learning foreign languages; CCBC structure in the Master's degree curriculum is presented; the CCBC development principles and the foreign language curriculum in view of the application of these principles. The conclusion includes the justification of theoretical and practical value of the article. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 2937 Goal The goal of this article is to identify the principles behind CCBC development as part of a Master's degree in pedagogy; to study the foreign language curriculum in view of the application of these principles; exploration of the foreign language curriculum in view of the application of these principles. Theory The CCBC development, in particular, selection and systematization of curricula is influenced by the integration, communication and social and cultural approaches. The integration approach provides for the integration of goals for studying degree-specific subjects and foreign language goals. The integration of curricula is seen as a process and a result of the development of knowledge and skills, and respectively, methods and future professional activities. Integration carries out educational and development functions in the educational process. The development function determines the improvement of professionally relevant qualities, holistic and comprehensive personal development of a student doing a Master's degree in Pedagogy. For example, M Berulava defines the integration of general and professional training as follows: "... the process and result of the interaction between its structural elements, that lead to more consistent and comprehensive knowledge, better professional training and stronger motivation for studying general subjects" [1]. In the context of the integration approach recommendations, every academic subject is incorporated into an integral professional training system and the general system of cross-cutting collaboration. Considerable integration capacity of foreign language allows to use it as an information basis for CCBC development. At the same time professional communication competence elements correspond to the foreign language competence components with an additional professional sub-language aspect. The integration of foreign language training with business, economics and management elements allow to see CCBC as part of professional competences of a future Master in Pedagogy. With the social and economic dimensions, foreign language training becomes comprehensive, consistent and holistic. The overview of the modern research allows us to come to the conclusion that the integrated approach to language training is widely employed. Education methods that take into account crosscutting links are covered in a number of research papers on professional language training in a higher education institution (E. Komarov, Z. Perepelkina, O.Varnikova [2], E.Voevoda [3], I.Makashina [4], N.Popova [5]). The communication approach concerns the development of foreign language communication competence, while the social and cultural approaches stress the development of a cross-cultural competence. The history of the communication approach (up to the mid-1980s) demonstrated that the crosscultural communication skills on the cross-cultural level must be developed purposefully, otherwise communicators are in advance "hard-wired" to misunderstand and conflict one another [6] . Various research shows variations of cultural aspects of language training [7-9]. They share a common trait, as they regard cultural studies as a theoretical and practical aspect of language pedagogy. This means that social and cultural knowledge and skills are developed in the process of educational communication in foreign language parallel to language knowledge, skills and expertise [10] [11] [12] [13] . The interconnected communication and cross-cultural development of students is oriented towards the following: speaking a language in real-life situation of cross-cultural communication; becoming part of a language environment of native speakers; understanding and acceptance of a different way of life and behaviour with a view to reject the persistent stereotypes [14] [15] [16] .