Because they are so widespread, the use of saponites is significant in many industries. The modification of saponite-rich clay minerals is known to improve their existing characteristics and may provide new functional properties. The objective of the present paper was to characterize the effects of adding nanosized graphene-like molybdenum (Mo) and tungsten (W) sulfides on the textural and surface characteristics of composites based on native saponite and saponite pre-modified with nanoscale magnetite. The textural characteristics were investigated by the nitrogen adsorption-desorption method and scanning electron microscopy. The total acidity, Hammett Brönsted centers, and Quasi-Equilibrium Thermo Desorption (QE-TD) Lewis centers were characteristics used to probe the acid-base properties of the modified composites. In all cases, modification proved to have a significant effect on both the surface and textural properties of the clay matrix. Modification of the native saponite by graphene-like Mo and W sulfides resulted in a decrease in the specific surface area, except a slight increase in the surface area of the magnetite-containing saponite was observed. Analysis of the acid-base characteristics of native and magnetite-modified saponite (MMS) indicated the ability of modified MoS2 and WS2 additives to alter the acid-base state of the surface. The addition of graphene-like Mo and W sulfides increased the total acidity of native and MMS, with MoS2 modification being more promising because, in almost all the samples, saponite composite materials increased the number of both Brönsted and Lewis active centers compared with WS2, which was determined by the corresponding methods. The acid-base characteristics of the saponite-containing samples, which were studied in an aqueous medium by various methods, are in good correlation with each other, and are consistent with the sorption activity of cationic and anionic dyes.

The article aims at conducting empirical research of university students’ readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students’ independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students’ independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students’ independent work in the study of ESP, integrating them into a coherent whole.

The article is devoted to the actual problem of the teacher's professionalism, namely, creative competence, which is understood as the ability to create new professional products and high performance results through the implementation of the creative abilities of the individual. The approaches to pedagogical activity as a creative process are analyzed. It is noted that the question of the structure and qualitative characteristics of the teacher's creative competence as a system of changes is still debatable.

Нипадимка А. С. доктор філософії з галузі «Гуманітарні науки», доцент кафедри сучасних європейських мов Державний торговельно-економічний університет Сафіулліна Л. М. старший викладач кафедри сучасних європейських мов Державний торговельно-економічний університет м. Київ, Україна

The article deals with the issues of studying Latin by law students in non-linguistic universities for special purposes. We analyse lexical-morphological groups that create legal terms which were borrowed from the Latin language into Ukrainian and became a significant part of the professional language in the field of jurisprudence as well as the ways of word building. This article aims at showing a high degree of phonetic, morphological affinity and similarity of lexical phenomena in the Ukrainian and Latin languages, which not only facilitates the study of Latin in particular, but also facilitates the process of its study by law students. Special attention is drawn to the groups of nouns: 1) feminine and masculine nouns of the first declension in-a, which came to the Ukrainian language with the preservation of the original form (note, person); 2) masculine and neuter nouns ending in-us,-er,-um of the second declension, that did not lose their original endings, acquired in Ukrainian the meaning of masculine gender (forum, consensus); 3) masculine nouns in-or,-er of the third declension with unchanged stem which have in the Ukrainian language the category of masculine (corpus, punishment cell); 4) feminine nouns in-or,-er of the third declension, that changed in Ukrainian their endings in-iя, retained the feminine gender in the Ukrainian language. The article analyzes Latin adjectives that formed a considerable number of nouns in the Ukrainian language. The first group includes adjectives of the first and second declensions ending in-us,-a,-um that, having lost the adjective endings, have come into the Ukrainian language as masculine or feminine nouns. The second group includes nominalized adjectives of the second class ending in-al,-ar that lost their generic endings. The analysis of the abovementioned legal terms suggests an extremely high degree of affinity of phonetic, morphological and lexical phenomena in the Ukrainian and Latin languages. The article is illustrated by a number of Latin terms that provide substantial assistance to students in mastering special knowledge from a range of professional disciplines, facilitate the learning of a professional foreign language and contribute to enhancing the professional motivation of students and their 'early' professionalization.