This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.

Purpose of the study: The topicality of the issue under study is caused by the interest to peculiarities of the Russian national routine verbal communication, and to constants and variables thereof. The goal of the article is finding certain peculiarities of family communication which are revealed against the background of the Russian verbal ideal. Methodology: A leading approach to the investigation of this issue is linguo-culturological one which allows revealing value systems, apprehensions and stereotypes realized in family conversations of Ural town colloquial language native speakers and contributing to harmonization of communication between the family circle members, both close and distant. Results: As a result of the undertaken analysis, it was found that communicators’ socio-centric view of life is supported by the value sets on cooperation, the entourage’s respect, jocosity, communicative confidence, and sociability; value of complicity to the family circle and family memory were revealed; the trend to direct valuation use was denominated; it was shown that it is the popular-tongue environment wherein apprehensions of Russian people about children’s obedience, fate and justice are tied up (Alapuro, R., Mustajoki, A., & Pesonen, P. (Eds.). (2011)). Applications of this study: Materials of the article can be of interest for researchers of the Russian communicative culture, colloquialisms, teachers of Russian language as a foreign language, specialists in scope of communication optimization, higher and secondary school teachers, people forming and perfecting skills of conflict-free communication within the Russian verbal ideal. Novelty/Originality of this study: The authors established that participants of a family communication take definite verbal efforts for providing communicative concord and harmony supporting speech traditions flowing out from parents’ families. The socio-centric mental outlook of speech partners is achieved through realization of conversational sets on cooperation, respect to close people, communicative confidence and frankness. Senior family members translate communicative stereotypes that are adopted in their parents’ families.

Purpose of the study: The relevance of the issue under study is conditioned by the necessity to form professional-verbal formal education in the bachelors of pedagogical universities. The goal of this article is to determine qualitative characteristics of professional-verbal formal education in bachelors of pedagogical higher school, substantiation of use of forms and methods for generation of professional-verbal formal education. Methodology:The empirical method is a leading method for studying of this problem, as it allows to observe the process of formation of professional-verbal formal education of bachelors, to measure and compare indicators of the level of the professional-verbal formal education by means of performing specialized tasks; methods of mathematical statistics and graphical imaging of the study results are also used. Results:The concept of formal education is presented by the authors as a totality of personalistic and professional-verbal properties of a teacher and is regarded as a property which determines living standards of the man as an indicator of the human and intellectual capital, as an indicator of the efficiency of the social and professional activity. Applications of this study:The materials of this article can be of use in practical work for teachers of linguistic disciplines of not only universities but also secondary schools and colleges; they also can be of interest to teachers and psychologists of the education system and for all related to vocational-pedagogic activity.Novelty/Originality of this study: A set of measures has been developed and approbated which is necessary and sufficient for the generation of the professional-verbal formal education in bachelors; use of game situations at academic classes and conducting of various events in out-of-classes time, etc. were proposed.The revelation of qualitative characteristics of a future teacher's professional-verbal formal education is the basic subject of our study PHILLIPS, L. A., MELHORN, E., & CRUZ, B. R.Professional-verbal formal education is a man's integrative property acquired in process of his professional becoming which expresses a certain degree of mastering of the social experience and ability to us a generalized experience in the sphere of one's professional activity.On the basis of the study of definitions and attributes of the formal education category in works by G.N. Serikov, we gave singled out qualitative characteristics of a teacher's professional-verbal formal education.1. Awareness means presence of knowledge about communication, kinds thereof, speech quality (correctness, purity, accuracy, consistency, richness, communicative rationality), about the literary norm (imperative and dispositive; major and minor; of common use and with a restricted usage; orthoepic and accentological; grammatical and syntactical; lexical and phraseological); about oral and written form of speech, about speech artistry, functional styles, etc. Here we can also mention the knowledge about informational exchange (rules of communic...

The relevance of the researched problem is driven by the need to use the independent work of students at in-class and out-of-class activities at university to develop their communicative competence in the context of implementing the Federal State Educational Standards of Higher Education of the new generation. The purpose of the article is to make a case for the possible and necessary use of the independent work for the development of the students' communicative competence. The leading method of the research is empirical one that allows to monitor the independent work, to measure indicators using specifically designed assignments, tests, etc. and to compare those indicators, as well as methods of mathematical statistics and graphical representation of results. The assignment complex that is necessary and sufficient for the effective development of students' speech competence has been developed and tested: assignments for in-class and out-of-class activities, game situations on professional topics, various events during extracurricular time, etc. The materials of the article can be used in the practical work of teachers of linguistic disciplines not only in universities, but also in colleges, and are also of interest to all those who are involved in professional and pedagogical activity.

A necessity in the development of the comparative grammar of the Russian and Tajik languages and a need in solving of many disputable issues of the syntactic knowledge, moreover, the lack of fundamental researches on comparative studying of the words order in Russian and Tajik allows to define our research as for actual. The objectives of the article are studying of the words order in Russian and Tajik within comparative and typological aspects formulization of peculiarities of interaction between the structural-grammar and actual aspects of studying of words order in sentences of the languages themselves. In order to achieve the objectives, the authors used a method of direct observation of word arrangement in texts when expressing the grammatical and logical base of the sentence; linguistic experiment the content whereof is various types of transformation; comparative method by means whereof differences are exposed in communicative structures of analyzed sentences, statements and types of words order in sentences and statements and descriptive method. Studying of variants of syntactic structures in the two languages expose national specificity of the semantics of the verbal execution of a statement in these consistencies/inconsistencies. The results allow expansion of theoretical knowledge of the role of words order and other means of actual articulation of a sentence in the Russian and Tajik languages as well as working out the theory of words order in sentences, the communicative structure of a sentence and functional grammar.