Formation Of Language Competence Research Articles

The role of web applications in the development of multilingual competence in CLIL courses in higher education

The purpose of the work is to determine the role of web technologies to ensure the formation of multilingual competence within the CLIL approach. For this purpose, a survey was conducted among students of various specialties, however, with a special emphasis on students of technical universities. The survey was conducted among 58 students. Questionnaires were used, including questions about the use of web applications in various forms of education. The results of the survey showed the high efficiency of using web applications in CLIL courses for the formation of both language competence and subject knowledge. The CLIL method combined with modern web applications proved to be an effective tool in the students' learning process. The implementation of the program of this approach allows not only the problem of educational overload, but also the strengthening of the general development of students, including their language skills. In the conclusions, it is noted that for the successful implementation of the CLIL program, it is necessary to provide students with essential terms and to acquire a foreign language and the availability of trained teaching staff.

Formation of language competence of a child in many preschool and early school years

Artykuł określa podstawowe koncepcje rozwoju mowy dziecka. Analiza poszczególnych jego etapów połączona jest z przedstawieniem sposobów stymulowania poprzez działania rodziców, opiekunów, a następnie nauczycieli edukacji przedszkolnej i wczesnoszkolnej. Opanowanie przez dziecko elementów języka stanowi o jego kompetencjach komunikacyjnych, a tym samym o skuteczności porozumiewania się w sposób adekwatny do zastałych warunków czy określonej sytuacji. Nieodłącznym elementem nabywania kompetencji językowych przez dziecko jest więc nie tylko bierne słuchanie i powtarzanie zasłyszanych słów czy zwrotów, ale także umiejętne włączanie dziecka w tworzenie własnego języka, budowanie słownika poprzez poprawianie i wzmacnianie wypowiedzi. W artykule zwrócono również uwagę na konieczność stymulowania potrzeby mówienia dziecka, zwłaszcza w początkowej fazie kształcenia. Sposób i jakość przekazu informacji, kontaktu werbalnego z dzieckiem już od okresu prenatalnego ma dla jego rozwoju istotne znaczenie i może dać wymierne efekty w późniejszym czasie. Istotą artykułu jest przekazanie najważniejszych informacji związanych z kształtowaniem mowy u dzieci. Publikacja stanowi formę pomocy naukowej dla studentów pedagogiki oraz nauczycieli z zakresu edukacji przedszkolnej i wczesnoszkolnej. Zawarte w niej treści służą także edukowaniu przyszłych rodziców, których wiedza dotycząca tak zaawansowanego i złożonego procesu, jakim jest rozwój mowy, powinna odgrywać znaczącą rolę w procesie wychowania i kształcenia nowego pokolenia.

КРИТЕРИИ ОТБОРА АУТЕНТИЧНЫХ ЛИНГВОСТРАНОВЕДЧЕСКИХ ТЕКСТОВ ДЛЯ ОБУЧЕНИЯ УСТНОЙ РЕЧИ СТУДЕНТОВ НА НАЧАЛЬНОМ ЭТАПЕ ИЗУЧЕНИЯ НЕМЕЦКОГО ЯЗЫКА В ЯЗЫКОВОМ ВУЗЕ

Criteria for Selecting Authentic Linguistic and Cultural Texts for Teaching Oral Speech to Students at the Initial Stage of the German Language at a Language University Summary The article is devoted to the study of effective teaching of oral speech of students at the initial stage of studying German in a language university, which depends on the careful selection of authentic linguo-cultural materials. The selection criteria should be focused on the target orientation, methodological approach, authenticity of resources, individualization of training, and a systematic approach. The correct choice of materials plays a key role in the formation of language competence and the successful development of students' oral speech. Key words: linguaculture, linguistic-cultural materials, selection criterion, authentic texts

THE PROCESS OF FORMING THE LANGUAGE COMPETENCE OF STUDENTS STUDYING FOREIGN LANGUAGES

This article raises topical issues related to teaching English. The main issue of the study is the formation of language competence among junior students who speak a foreign language at the Intermediate level. The purpose of this study is to form the language competence of students studying foreign languages in the course "Practical grammar of the English language by two modules: direct speech and the sequence of tenses". The article presents the exact facts and provisions, which increases the value of this work. The authors rely on the Concept of foreign language education of the Republic of Kazakhstan, national and foreign literature, analysis of the views of Kunanbayeva S.S., Galskova N.D., Shchukin A.N. and Safonova V.V., Larsen-Freeman D. and Anderson M. A distinctive feature of this article is that it offers an unconventional method of teaching English grammar: automation of grammatical knowledge, skills, and skills of students based on a competence-based approach. This article is a scientific work reflecting the results of the conducted research. The paper analyzes the experimental work, focuses on the effectiveness of the competence-based approach in teaching a foreign language, the conclusions are presented in the form of tables and diagrams, the features of the application of the competence-based approach in the process of teaching junior students are clarified. It is worth noting that the authors have proposed a model for the formation of students' language competence. The model consists of four stages: Perception of the model, Imitation of the model, Substitution and transformation, Communication This article may be useful for teachers of higher educational institutions and students of language specialties. Key words: competence, language competence, foreign language education, the concept of foreign language, language specialties.

A professionally oriented component in foreign language classes of non-linguistic specialties at a university (on the example of legal documents)

This article is devoted to the peculiarities of working on a professionally oriented component in foreign language classes with students of non-linguistic specialties of higher educational institutions. The relevance of this study lies in the fact that today this direction remains a priority in the methodology and didactics of teaching foreign languages, as it reflects the demands of modern society, namely, the formation and development of a competitive personality capable of quickly adapting to the realities of the modern world of innovation and technology. The purpose of the article is to generalize the concept of professional orientation of a foreign language class at a university in non-linguistic specialties. The authors of the article view in detail on the methodological features of working on legal documents in a foreign language class, consider various types of work that ultimately lead to the formation of intercultural language competence, which is the key goal of the discipline “Foreign Language” at the university. The presented practical material can be taken as an example, adapted to the target groups and integrated into the educational process, and the developed recommendations may be of interest not only to young teachers, but also to experienced methodologists, following which the process of teaching a foreign language with a professionally oriented component can be more interesting and efficient. It was revealed in the process of work that the use of exercises and tasks recommended by the authors, using interactive technologies, makes the process of mastering professional vocabulary entertaining, and also makes it possible for students to use it in further communicative situations.

PSYCHOLOGIC-PEDAGOGICAL PRINCIPLES OF STUDYING GERMAN SOCIAL DISCOURSE (BASED ON VOCABULARY MATERIAL FROM HANDBUCH KNIGGE BY BIRGIT ALTHAUS)

On the basis of modern approaches, the article substantiates the problems of learning the vocabulary of German social discourse in classes at higher education institutions. The definition of discourse has been clarified according to various theories and approaches. The main aspects of studying the vocabulary of social discourse are highlighted. Based on the systematization and generalization of the theoretical assets of domestic and foreign researchers, as well as through comparative analysis, the main methods of learning social vocabulary were established: 1) use of factual material with a sufficient number of texts on social topics; 2) study of stable phrases and clichés; 3) the possibility of forming language competence with a set of exercises; 4) creation of conditions for independent work of students; 5) use of dictionaries and reference books. The method of working with the book Handbuch Knigge by Birgit Althaus, which is devoted to the rules of behavior and etiquette in various situations of everyday communication, is described. Based on the text, the choice of vocabulary of social discourse for students is substantiated (compound words, established clichés, non-equivalent vocabulary, idiomatic expressions, etc.). It was determined that vocabulary of social discourse has recently become one of the most studied spheres in modern linguistics. A comprehensive approach to the problem of learning social vocabulary stimulates the formation of language competence, which in turn leads to the formation of a holistic view of the culture and language of the German people. According to this, the research of social vocabulary for students with the aim of its further use in some day-to-day situations is promising.
 Keywords: social discourse; compound noun; stable expression; correct use; background knowledge; language competence; speech situation; mentality.

Language Competence as a Basis for Improving the Quality of Teaching of Younger Schoolchildren in the National-Russian Educational Environment

The article discusses issues related to the formation of language competence of younger schoolchildren studying in the conditions of national-Russian bilingualism. The problems of teaching and mental development of younger schoolchildren in the conditions of bilingualism are currently gaining special importance. The aggravated tendencies of assimilation of some ethnic groups by others lead to the loss of national traditions, culture, and language.Russia is a multinational country, it has always been characterized by migration processes, active cultural penetration of some ethnic groups into others. The Republic of RSO-Alania is also multinational and is also subject to all these phenomena. Conflicts and socio-economic crises occurring in the CIS countries and Russia lead to the appearance of migrants. The problems of introducing migrants to the culture, including the language, of the community in which they are forced to live, are particularly relevant.One of the problems of bilingualism is its impact on the development of language competence of students in relation to the second language, especially since migrant children are forced to study in a second, non-native language for them. The lack of formation of speech competence entails school failure (L.V. Yassman). In his research, V.P. Yassman proves that with the development of speech competence, the active intellectual development of the child also occurs. Thus, language competence is one of the conditions not only for the successful education of a migrant child at school, but also for positive socialization in society.

Linguodidactic Testing in the Digital Environment as a Tool for Teaching and Controlling the Formation of Language Competence of Foreign Speakers

The article analyzes the system of test tasks in Russian as a foreign language at the stage of pre-university training, designed to control the language competence of students.The aim of the study is to provide high-quality test technologies that contribute to the formation of language competencies of foreign speakers in the conditions of distance and blended learning formats, to analyze their effec-tiveness in study monitoring, self-control and corrective measures.The test materials and the results of the current, interim and final test control in Russian as a foreign language serve as the material of the study. The test materials were created by the authors on the Moodle platform for teaching foreign citizens at the stage of pre-university training at Southwest State University and were uploaded to SWSU’s electronic information educational environment.The Moodle platform has a wide range of tools for designing test tasks, statistical processing of test results, which allow teachers to get information about the quality of tests.The authors of the study conducted a selective statistical analysis of the tests for the current, interim and final control, followed by the adjustment of certain test questions. Statistical analysis took into account such parameters as ease index, standard deviation, random guess score, target weight, effective weight, discrimination index, discrimina-tion efficiency.Automated control at the initial stage of learning Russian as a foreign language is systematic and regular and makes it possible to check the knowledge and skills in vocabulary and grammar acquired in the process of learning, allows the teachers to objectively evaluate and compare the successes and shortcomings in the educational activities of foreign stu-dents, to identify the level of language proficiency, excluding the teacher’s subjective opinion of the student and provides for the possibility of feedback, significantly reduces the time spent on checking and analyzing the results.The authors came to the conclusion that the analyzed tests optimize the learning process and objectify control, give students the opportunity of self-control and teachers the opportunity of varying ways to control and manage stu-dents’ independent learning activity.

ДИДАКТИЧНІ ЗАСАДИ ВИКОРИСТАННЯ ЕЛЕКТРОННИХ СЛОВНИКІВ В ПРОЦЕСІ ВИВЧЕННЯ НІМЕЦЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ

The article analyzes the didactic principles of electronic dictionaries as a type of information and communication technologies when learning German as a second foreign language. The object of analysis was online dictionaries: ABBYY Lingvo, Multitran, Babylon NG, Duden online, Langenscheidt online. These electronic tools are effectively used at the Department of Applied Linguistics of the Lviv Polytechnic National University o in the process of teaching German as a sпecond foreign language and the cycle of translation disciplines for the training of specialists of the first (bachelor) level of higher education in the field 035 "Philology" (disciplines: "Modern German Language", "Practice of Speech", "Translation practice", "Translation workshop"), fields of knowledge 03 "Humanities" in face-to-face, distance and mixed learning conditions. It is noted that in the era of digitization, electronic means of education, in particular lexicographic sources, occupy a significant place in the educational process, becoming an integral part of it, which is explained by the successful competition of electronic sources with their paper counterparts. Electronic dictionaries make it possible to optimize the volume and composition of articles, combine different forms of information presentation (text, sound, graphics, animation), supplement and correct the content of databases, rationally structure information using hypertext technologies. The research is based on scientific and methodological principles regarding the use of electronic dictionaries in the process of learning foreign languages, developed in the works of domestic and foreign authors. It was concluded that the didactically correct use of digital tools (electronic dictionaries) in the process of learning foreign languages serves to form four types of speech activity and translation skills, contributes to the formation of universal language competence and innovative culture of the pupil/student and teacher/teacher.

Bilingual education as a means of improving future natural sciences teachers quality of education

The article deals with the problem of introduction of the elements of bilingual education in professional training of future natural sciences teachers. It has been found out that Ukraine has some historical experience of introducing bilingual education in general secondary education institutions. It has been revealed that the main drawback, in this perspective, is the training of future teachers who would be able to provide the opportunity for school students to study natural sciences subjects in two languages. The content of the elective course "Science teachers training in US universities" which is taught in English, as one of the means of ensuring a "parity model" of bilingual education for future natural sciences teachers and a "displacing model" has been revealed. Learning of this course involves a dual purpose - the formation of students’ knowledge of the concept of natural sciences teachers training in the United States (structure, features of the content, forms and methods of natural sciences teachers training under conditions of continuous pedagogical education) and adaptation of this knowledge to the educational process in Ukraine; formation of intercultural interaction skills. The peculiarity of the training technology is that teaching is carried out in English depending on the level of students’ foreign language competence formation and educational tasks complexity. It has been established that the teaching methods which include the use of different doses of assistance during the performance of cognitive tasks and differentiating of their complexity level are effective while teaching this course. The use of such teaching methods allows to provide each student with the optimal conditions for the maximum satisfaction of his cognitive needs and formation of communicative skills. These methods involve a gradual transition from collective forms of work to partially independent and fully independent and performing of the tasks, the complexity of which is growing. The effectiveness of the content of the course "Science teachers training in US universities" according to such a criterion as didactic quality has been experimentally proved. The quality of its study by the criterion of formation of methods of mental activity and development of types of speech activity has been confirmed.

THE USE OF COMPUTER INNOVATIONS IN THE SPHERE OF LEARNING FOREIGN LANGUAGES IN EDUCATIONAL INSTITUTIONS OF UKRAINE

The article, based on the analysis of the latest scientific research on the digitization of modern education, reflects the experience of using computer programs and the computer as a whole, the role of innovative technologies in the field of education, and significant attention is paid to the study of languages. The authors of the article argue that the digitalization of education today reaches a new level of actualization and improvement of mastery, the study of certain fields and sciences, as well as the possibility of gaining experience in work with the improvement of already acquired skills in various spheres of activity. The authors emphasize that modern programs provide an opportunity not only to promote the effective development and learning of a foreign language but also to monitor the performance of tasks, and to develop training exercises that are individually suitable for each student.
 The authors outline the results of the diagnostics of the level of computer programs in the field of education, and the provision of statistics on the use of programs, which today occupy a primary place in the development of science and education as a whole. The article determines the methods of improvement and preparation for language learning and the role of computer programs in the field by communication and actualization of educational programs, which are selected for each student, as well as methods of control over the performance of tasks and practices by intercultural communication.
 When using various innovative technologies in the field of education, there is an increase in motivation to learn a foreign language and the possibility of individualizing the educational process, which gives the results of quality education, a creative approach to optimal conditions for completing tasks, and gradual steps for learning a foreign language.
 A separate component should be the pedagogical interaction between the teacher and the student, which ensures the creation of optimal conditions for the free use of educational materials and teaching practices, and the exchange of experience between the teacher and the student. Since the foreign language environment becomes an integral part of the life of every person who studies a foreign language, the importance of foreign language communication between representatives of other peoples and cultures should be noted.
 The authors single out the ideas which deserve the implementation of computer programs in the field of education, the study of the latest technologies that we receive every year, as well as the formation of language competence.
 The article highlights the problems that may arise when using computer programs in the educational process, digitizing educational materials and combining them into one whole database that is convenient for students, as well as the implementation of the educational process taking into account the state of war in Ukraine.

THE MODEL OF FOREIGN LANGUAGE COMPETENCE FORMATION OF FUTURE ENERGY ENGINEERS

The paper presents the model of the formation of future energy engineers’ foreign language competence, which conditionally reproduces the process of step-by-step learning of a foreign language for professional purposes and the development of practical knowledge and skills of receptive and productive types of linguistic activity under specifically created conditions due to the use of a range of specially selected didactic and methodological toolkit of informational, audiovisual and visual type focusing on project learning technologies. Based on the results of the research, its main components were determined and analyzed, and their inverse relationship and interaction were substantiated too. It was established that the developed model belongs to the structural and functional group. It was found that the structure of the model is determined by a complex of interconnected and complementary elements, which are combined into four blocks: motivational-target (goal, task, social order), didactic-methodological (approaches and principles of learning), content-processual (stages of foreign language training, pedagogical conditions, methods, technologies, forms, means of education), evaluation-resultative (components, levels), formation of foreign language competence, result). The functionality of the model is characterized by a set of properties that reveal its ability to perform a number of functions, in particular: educational, organizational, technological, managerial, cognitive, developmental, communicative, competent, controlling. The model design of foreign language competence formation for the future energy engineers was carried out taking into account the specifics of the professional training of higher education graduates specializing in the field of knowledge 14 Electrical engineering and the specifics of their future professional activities. It has been determined that the implementation of the suggested structural and functional model into the educational process of students’ foreign language learning results in the formation of a foreign language competence of would-be specialists in the field of power engineering, who are able to perform all the types of engineering activity using the relevant metalanguage in their professional environment.
 Keywords: model, structural and functional model, formation, foreign language training, foreign language, foreign language competence, future energy engineers, higher education applicants, education environment, knowledge.

Specifics of Assessing Students’ Achievements in Foreign Language Learning in a Mixed-Level Groups

The study presented in the article focuses on the typical problems arising from the unified approach to the assessment of students’ knowledge of a foreign language disregarding their initial level of foreign language proficiency. The aim of the study is to develop an optimal approach to assessing knowledge considering the starting level, intermediate and final goal of mastering the program of the whole foreign language course. It is suggested that at the initial stage of learning in a mixed group the emphasis should be placed on the individual progress of the student, then the practical implementation of the differentiated approach at the stages of current and final control is described, the key principles in the assessment are investigated and implemented. The article presents a step-by-step description of the testing of the proposed approach. The research methods include the study of methodological and psychological literature, the system of identifying the language level of students, the method of analysis and synthesis of experience and practices of teaching a foreign language in groups with different levels of language competence formation, the empirical method of observation of the learning process, conducting a survey among students, the method of analysis and description for fixing the effectiveness of the proposed approach. The practical significance of the work implies the possibility of implementing the proposed approach to assessment as an effective mechanism for motivating students to learn a foreign language, creating a psychologically comfortable learning environment, a means of objective control and setting learning objectives, contributing to the training of specialists in international relations who speak a foreign language at the required high level.

The role of evaluation tools in the formation of linguistic competence of students of non-linguistic specialties

This article discusses ways to control the formation of linguistic competence of students of non-linguistic directions of training in modern conditions of teaching foreign languages. Special attention is paid to such types of control as dictation, test, translation tasks and mental map, which can be effectively used both as part of the current control and during the final certification. There are different types of dictations: bilingual, monolingual, continuous and selective. The basic requirements for tests as one of the evaluation tools are established. The importance of translation tasks in the framework of monitoring the formation of students' language competence is noted. The role of creating mental maps and working with them in the integrated assimilation of new information, as well as in the development of creative abilities when learning foreign languages on the example of French and German, is emphasized. In the conditions of technologization of the educational process, new forms of conducting these types of control are proposed: online dictation, computer testing, creating mental maps using various Internet services. Attention is focused on training sites containing monolingual online dictation and tests designed for different age groups and levels of foreign language proficiency.

The efficiency of language teaching through integration in future philologists’ foreign language competence formation

The article aims at determining the impact of integrated methods and approaches to language learning on the development of various students’ foreign language competencies. Methods. The research involved the questionnaire method, the method of expert evaluations, and the method of analysing the development of language competences. The obtained data were processed by the methods of mathematical statistics. Results. It was found that the indicator “grammar knowledge” had a high correlation with “vocabulary” (r = 0.73) and “listening skills” (r = 0.69), which indicates the tendency of students with a high level of grammar knowledge to enhance their vocabulary and improve their listening skills. Some other indicators such as “writing skills” and “speaking skills” also had a fairly high correlation with “listening skills”. Conclusion. Summarizing the conducted research on the effectiveness of language learning through integration when building future philologists’ foreign language competences, it can be stated that this approach is effective and contributes to the improvement of language learning quality in higher educational institutions. Prospects. Future research could focus on different languages and students’ nationalities.

UNITY OF STUDYING UKRAINIAN AND LATIN LANGUAGES AS A BASIC COMPONENT FOR SUCCESSFUL LANGUAGE PROFESSIONAL COMPETENCE FORMATION OF MEDICAL WORKERS

The article is devoted to problematic issues of language training of future doctors and identifying the ways to overcome them. The purpose of the article is to analyze the effectiveness of traditional pedagogical technologies of professional language training of future medical workers, and to review main problems of language perception, typical difficulties and directions for changing teaching methodology in order to improve learning outcomes and to ensure their high quality. During the research the following tasks were solved: teaching methods were described, the analysis of the newest pedagogical technologies was made, and recommendations on improving teaching methods for language disciplines in higher medical educational institution (HMEI) were given. The author has analyzed functions and features of teaching methodology for Latin and Ukrainian languages as disciplines of the social-humanitarian cycle of HMEI that provide the language competence formation of future professionals. The changes occurring in the public life of Ukraine determine the search for new approaches and requirements for the training of highly qualified specialists. The main task of medical educational institutions is to create conditions for the development of the student’s personality, his professional speech, as one of the main components of professional competencies of the future medical worker. The material of the article will provide an opportunity to improve the methodology and practice in teaching these courses. Latin language has a special function in medical sphere; its knowledge provides communication for specialists not only within the country but also internationally. It is concluded that, despite the loss of its basic communicative function, Latin still has a significant historical, cultural and educational significance. The role of Latin, Ukrainian and foreign (English) languages deserves to be studied in further research not only being a factor in the formation of a specialist, but also for an educated and multicultural personality.

INTERACTIVE STUDYING AS A METHOD OF INTERPRETER’S FOREIGN-LANGUAGE COMPETENCE FORMATION

The article substantiates the necessity of he foreign-language competence formation of specialists inthe translation sphere during the process of studying a foreign language for professional purpouse, business and secondforeign languages. The modern state of interpreters’ preparation for professional activity is analyzed.Practical mastering of a foreign language is considered as a process of acquiring of a communicativeprofessionally oriented foreign competence by students. It is revealed that the level should not be lower than that whichallows the usage of a foreign language in scientific, informational and professional activities.It had been determined that the foreign competence of interpreters is an integrative quality that includes the
 level of mastering of foreign language knowledge, skills and abilities and consists of linguistic, communicative, socio-cultural and professional competences.
 As a result of the study, it was found that, skills of free communication in a foreign language and translation skillsneed particular knowledge in the field of economics, science or technology. The specialists with such level of languageproficiency must have not only knowledge and skills of foreign language, but also a profound understanding of foreignlanguage culture and realities.Effective formation of foreign language competence of specialists in the field of translation takes place in theprocess of studying such disciplines as: “Foreign Language (for Professional Purposes)”, “Business Foreign Language”, “Second Foreign Language”.The meaning of foreign language (for professional purposes) for experts in the sphere of interpretation isanalyzed. The process of foreign language competence formation, which is a necessary component of a full-fledgedprofessional training of interpreners had been described.The research reveals that the introduction of interactive studying methods is due to the application of the mainaspects, namely: projects, business games, web-quest, excursions, etc.It is proved that an important aspect in foreign language competence formation is the usage of informative andcommunicative technologies in education, which includes the using of information and communication technologies ineducation, work with computer and multimedia educational programs, distance learning technologies in foreignlanguages, creation of presentations, usage of resources of the World Wide Web Internet.

Особливості формування мовної компетентності молодших школярів при корекції в них порушень писемного мовлення

The article is devoted to the problem of the formation of language competence of junior schoolchildren in the process of prevention and correction of disorders of written speech in them. In children with persistent disadvantages of oral speech at phonetic - phonemic underdevelopment (PPU), general speech underdevelopment (GSU), systemic underdevelopment of speech (SUS) at delayed mental development (DMD) deficiencies of pronunciation of sounds and phonematic processes are observed. In addition, insufficient formation of lexical and grammatical generalizations, cognitive and communicative functions of speech are characterized for children with GSU, SUS at DMD. These shortcomings in the development of various components and functions of speech as a system make it difficult for such children to form the ability to distinguish and, in accordance with the rules, use different units of language. The article reveals the directions and features of the formation of language competence of junior schoolchildren. The work of the formation of knowledge about language units (sound, letter, syllable, word, combination of words, sentence, text), parts of speech (noun, verb, adjective, pronoun, preposition, adverb), combination of words and types of sentences is considered. The formation of skills of speech analysis and synthesis (phonemic analysis and synthesis; analysis and synthesis of syllable; analysis of sentence by words, synthesis of sentences from words), skills of elementary morphological analysis of parts of speech, morphemic analysis of a word, elementary syntactic analysis of sentences is highlighted. The formation of language competence of children with PPU, GSU, SUS at DMD should improve the effectiveness of correctional and developmental work on the prevention and overcoming of disorders of written speech in them. The formation of this competence will stimulate manifestations of cognitive activity in the study of native language, will contribute to better awareness of schoolchildren about compliance with language norms and rules, more conscious and controlled implementation of written tasks.

FUTURE PHILOLOGISTS’ LANGUAGE COMPETENCE FORMATION ON THE BASIS OF ASPECT INTEGRATION

The article deals with possibilities of future foreign language teachers’ language competence formation at the universities of Foreign Languages.
 The importance of highly qualified new generation specialists, who are able to adapt quickly to a new polycultural information society, ready for fruitful beneficial cooperation with the representatives of other countries is stressed. Particular attention is paid to Common European Framework of References for Languages, requirements of Bologna Convention and new Ukrainian educational strategies for future teachers’ and philologists’ professional training.
 Different approaches to students’ professional training at the university have been analyzed. The advantages of integrated language competence formation as a means of students’ independent general and linguistic horizon’s development and future self-education have been highlighted.
 The authors of the article claim that integrated language competence formation enables the learners to move away from learning the same linguistic notions in different subjects, to combine language knowledge in terms of students’ future profession thus showing them the importance and value of it. The peculiarities of the first-year students’ language competence formation are presented.
 The necessity of designing an integrated language module as a complex of teaching aids and teaching materials for each topic studied is considered.
 The characteristics of the 4 C’s components (content, communication, cognition, culture) of the integrated language module on the topic "Meals" and the integrated skills for each of them are described.
 The effectiveness and expediency of integrated language competence formation both for university teachers and students were experimentally proved. The results of interviewing and incomplete tests presented in the article speak about the qualitative growth of students’ language knowledge, habits and skills.

Linguocultural Adaptation of Migrants in the Context of Educational Migration to Russia

International educational migration is an integral element of the modern world, which actualizes the problem of adaptation of educational migrants. Linguocultural adaptation is especially interesting, because it determines the strategy of adaptation and the result of the further integration of the migrant in the new society. The purpose of the article is to study the linguistic and cultural adaptation of the subjects of international academic migration in the context of the new space of everyday life. The empirical basis of the research was the results of an interregional study within the framework of a qualitative approach using the methods of in-depth and semi-structured interviews, conducted in March-April 2021. 20 informants were interviewed. The case study method became the tactic of the qualitative approach, the Krasnodar Territory and the Novosibirsk Region acted as local cases. In the Krasnodar Territory, people from Arab-Muslim countries were interviewed, students from China were interviewed in the Novosibirsk Region. The analysis of the interviews allowed us to identify the factors that determine the success of linguocultural adaptation of educational migrants, as well as the main difficulties in the process of formation of language competence and, consequently, linguocultural adaptation of both students from Arab-Muslim countries and Chinese students. The research showed that attention to the ethno-national characteristics of foreign students, to their system of motivation in organizing the learning process, inclusion in the culture of the host community, contribute to faster and more successful linguocultural adaptation. It was concluded that new types of identity are determined in the process of linguocultural adaptation by the degree of empathy of the migrants’ native culture. The research results can be used in the formation of adaptation programs for educational migrants in Russian universities.