Purpose of the Study: The urgency of the problem under investigation is due to the fact that the issue of gifted students' education is one of the most difficult and interesting aspects of contemporary pedagogy. The purpose of the article is to identify the psychological characteristics of the gifted students' development. In this article, the school difficulties of gifted students are revealed and the causes of internal and external nature are analyzed. The authors pay special attention to the social and emotional consequences, which can be rather destructive if appropriate assistance is not provided by teachers, psychologists, and parents. Methodology:The leading approach to the study of this problem is a method of theoretical analysis and synthesis of social, political and psycho-pedagogical literature. Results:The main result of the study is a theoretical analysis of the relationship between learning and the development of gifted children and their psychological characteristics. Application:The materials of the article can be useful for teachers, students and a wide range of readers interested in the problems of gifted students' education.

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The study conducted a questionnaire survey of university students, the purpose of which was to determine how students do their independent work while learning a foreign language and to reveal the difficulties in this process .The whole learning process of a structured in such a way as to arouse students' interest in those materials on the language that carry important and new information, in order to constantly maintain the desire to learn the language at home, so that students can see this need. Only in this case the study can have a positive effect on the development of such student qualities, purposefulness, organization, and perseverance.  A brief analysis of students' answers about difficulties in independent work while learning foreign languages, the investigation emphasize that for the organization of the foreign language learning process, it is important to investigate not only the issues of the teacher’s work, questions of teaching methods, but also questions of organizing student’s work, namely, questions of studying and mastering skills in foreign languages.

Purpose of the study: The problems of the self-education of the person, the organization of his/her self-directed activity have deep historical roots and considered to be one of those pedagogical problems that have remained relevant regardless of certain historical conditions, being the focus of researchers for almost a century and a half. The authors have analyzed the concept of self-directed learning in Russian and foreign pedagogy, introduced the formation of self-education in domestic and foreign pedagogical science and identified the essential characteristics of self-education in different historical periods. Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, historical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; the method of the unity of historical and logical consideration of pedagogical phenomena. Results: The historical retrospective of processes of formation of self-education presented in the context of social development shows that essential characteristics of self-education are caused by a set of historical, economic, political and social factors including the entire logic of development of education in general. The author defines the essence of self-education in the context of a new paradigm of development of education – Life-Long Learning. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Formation of the Concept of Self-Education in the History of Russian and Foreign Pedagogy is presented in a comprehensive and complete manner.

Purpose of the study: This article proposes a system for teaching English spelling as one of the aspects of mastering a word, i.e. mastering the acoustic, semantic, functional, and graphic-orthographic sides of a word. The task of the given research is considering the operational content of the process of re-encrypting audio signals into alphabetic, i.e. act of writing itself, as one of the components of writing.Methodology: The analysis of the process of replacing acoustic signals with letters in the act of writing in order to identify its structure is based on scientific ideas about the patterns of functioning of the speech mechanism, of which the act of writing itself is a part. The content of learning activities in mastering English spelling includes sets of actions for both teachers and students. The approximate stage in the activity of mastering English spelling begins with the presentation of a visual image of previously orally worked out words.Results: After identifying signs of learning difficulties in a graphic orthographic form of the words being acquired, a kind of problem situation is created, i.e. there is a need to choose actions that would most effectively overcome difficulties. The teacher helps and guides this choice. Teaching orientation in educational material, training individual actions and inclusion of acquired words in written speech activity are recognized as the main stages in such training. The authors actualize the need for specially organized didactic processes -learning steps that together form a learning activity, which is a way to form the mechanisms on which the act of writing is based. Applications of this study:This research can be used for the universities, teachers, and students.Novelty/Originality of this study: In this research, the model of the Content and Organization of Teaching Orthography as one of the Components of Written Speech is presented in a comprehensive and complete manner.