The article analyzes the current state of research on the problem of communicative competence of the lexicographer in the scientific literature, and on this basis, the initial theoretical foundations of the research are formulated; based on a theoretical analysis of the essence, content and main characteristics of communicative competence, the main methods, techniques, tools and technologies necessary for the formation of a teacher's communicative competence were clarified; Pedagogical conditions are defined, which ensure the effectiveness of the development of communicative competence of future teachers in the process of self-control and self-improvement; the psychological conditions for the development of the future teacher's communicative competence in the process of self-control and self-improvement were investigated.

The present study discusses the peculiarities of developing foreign language professional competence of future specialists in a non-linguistic higher education institution. Purpose of the article is to examine the peculiarities of developing foreign language professional competence of future specialists in a non-linguistic higher education institution. The research used methods of comparative analysis, didactic methods and techniques, analysis and synthesis, as well as generalization. An analysis of recent publications on the topic has been conducted, revealing the specific features of foreign language professional competence of future specialists in a non-linguistic higher education institution. The article characterizes the specificity of foreign language professional competence of future specialists in a non-linguistic higher education institution. The main ways of developing teachers' professional competence are outlined, including work in methodological associations and creative groups, research and experimental activities, innovative activities and the acquisition of new pedagogical technologies, various forms of pedagogical support, active participation in educational competitions, workshops, forums, and festivals, synthesis of their own pedagogical experience, and the use of information and communication technologies. It is determined that the development of foreign language professional competence involves the development of creative individuality, the formation of sensitivity to pedagogical innovations, and the ability to adapt in a changing educational environment.

Nowadays, in the educational process of a higher education institution, it is necessary to use modern psychological and pedagogical technologies, which provide for the maximum intensification of the education of a student of higher education, because under the condition of his active activity, what he has learned can become an asset of his mind and personal qualities. The purpose of the article is to analyze the most effective interactive teaching methods and implement them in the teaching process of the discipline "Theoretical English Grammar". The article presents an overview of interactive learning methods and educational technologies that can be implemented in the process of studying the specified professional discipline. With active learning, the student of higher education acts as a subject of educational activity to a greater extent than with passive learning, enters into a dialogue with the teacher, takes an active part in the cognitive process, performing creative, searching, problem tasks. Active learning methods have a number of advantages, they allow to activate the learning process, the ability to put forward and formulate ideas; willingness to take justified risks and make non-standard decisions. The teacher acts as an organizer of the learning process, a group leader, a facilitator, and a creator of conditions for the initiative of those seeking higher education. Learning using interactive educational technologies involves a different from the usual logic of the educational process: not from theory to practice, but from the formation of new experience to its theoretical understanding through application. Under the condition of regular use of forms and methods of interactive learning, students of higher education develop productive approaches to mastering information, the fear of making an incorrect assumption disappears. Interactive training increases the motivation of participants in solving the discussed problems, which gives an emotional impetus to their further search activity, prompts them to take specific actions. Possibilities and practical significance of using the specified methods in the system of higher professional education are considered. The use of interactive teaching methods, which include new methods of "teacher-student" interaction, are considered, and innovations in the process of mastering educational material are identified. Both practical classes and lectures can be conducted in an interactive form (problem lecture, lecture-dialogue, lecture-provocation, lecture in pairs and others). The educational process with the use of interactive technologies and methods allows students of higher education to form social interaction, lively communication, and joint decision-making.

The paper deals with the study of the deformation, strength, and reservoir properties of rocks under various stress conditions, typical of great depths. The effect of all-round compression causes a change in the elastic, plastic, and strength characteristics of rocks. Some features of fracture formation and development in inhomogeneous solids under tension and compression were determined. The irreversible deformation mechanism of rocks under an uneven volume stress was considered. The irreversible deformation of rocks combines two types of deformation-intergranular slip, which produces the development of micro-fracturing, and intracrystalline slip, which mainly develops only at high pressure. The typical types of rock damage for uneven triaxial compression (transcrystalline and intercrystalline damage) were investigated. The phenomenon of loosening and increasing the volume as a result of irreversible deformations is mainly caused by the simultaneous formation of intergranular micro-cracks and micro-shifts along grain boundaries. As a result of these micro-dislocation combinations, macroscopic shift planes are formed, followed by irreversible deformation. On the surfaces of deformed samples, slip lines often appear; these are the traces of these macroscopic shift planes. Rock samples deformed due to high pressure are presented. The slip plane traces are clearly visible on the samples' surfaces. It has been stated that under conditions typical of 8-10 km depths, irreversible deformation occurs with decompaction of their structure, increasing the coefficients of porosity and permeability. The effect of rocks deconsolidation caused by stress can be so significant, that in some cases may even increase the volume of voids by 1.5-2 times. The processes of dissolution and leaching of chemically unstable elements are of great importance in determining the filtration capacity and reservoir properties of deep-lying rocks, affected by irreversible deformation changes. Different dependences of volume growth, decompaction intensity coefficient, and permeability coefficient on the overall compression under uneven triaxial stress-which was based on the data of sandstone and marble-have been illustrated. The volume growth is quantitatively determined with the help of the decompaction intensity coefficient, and it is correlated with the collector and filtration capacity of rocks.

The article considers the problem of the peculiarities of the formation and development of cognitive interest in students of non-language faculties in teaching a foreign language. The aim of the article − to reveal the essential characteristics of students' cognitive interest in learning a foreign language. The interpretation of the category of «pedagogical interest» is analyzed, the essence of the concepts «interest», «linguistic aspect», in modern research is revealed. It is proved that cognitive interest is the basis of professional competence of a teacher and the key to his successful professional activity in teaching a foreign language. When learning a foreign language, cognitive interest is formed during - the use of conversations and reports on local lore; lectures on the importance and role of a foreign language in the teaching and development of personality; − meetings and thematic conferences with native speakers; correspondence with peers; issue of poster information of local lore orientation; − preparation and conducting of excursions, etc. The author proposes a cognitive approach to learning a foreign language in educational institutions. Emphasis is placed on ensuring the effectiveness of teachers. The main provisions on the activities of teachers are defined: structured and organized educational material, the links between different elements of the subject content, how easy access to the subject, what are the possibilities of adapting the content of educational material to specific students, and the development of this content at different levels courses for students. In the process of work methods of analysis, synthesis, observation, conversation were used. The problem of forming a cognitive interest in learning a foreign language is extremely relevant. Only a teacher with developed thinking is able to solve the problems of a modern school, be able to interact effectively with students and create an interesting educational environment.