The changes in the socio-economic and spiritual spheres of modern society, trends in the renewal of the educational process put forward new demands to the level of modern teachers professional and pedagogical communication culture formation. The solution to this problem objectively requires the development of more flexible curricula of professional growth, aimed at the efficient formation of their professional and pedagogical communication culture. In this regard, this article presents the project of the curriculum "Fundamentals of professional and pedagogical communication culture formation", which allowed reveal its effectiveness for teachers who has two years of experience of professional activity. The materials of the articles are of theoretical and practical value for teachers of secondary schools, and for teachers -beginners of high schools and colleges of vocational education.

The objective of this article is to improve the research and methodology work at university providing regulatory and instructional work of university teachers. The submitted article presents a way of managing a scientificmethodological work in terms of process approach that ensures quality of educational activities at university. The basis of the submitted work are the ideas of total quality management including the cycle of continuous activity improvement. The authors have developed the principles and process algorithm "Management of research and methodology work at university," diagnostic tools of evaluating university teachers' activity. This article is intended for educators, researchers, heads of educational institutions involved in design and management of research and methodology work in higher education.

The article is devoted to the problem of formation of the intercultural communicative competence of students in process of learning foreign languages. The urgent problem of vocational education is the preparation of students for the use of a foreign language in communicative and professional activities, as well as the formation of intercultural communication. Along with professional and communicative skills, a graduate of a university should know the cultural and social characteristics of other nationalities. It allows them to orientate themselves in repetitive sociocultural situations, make a dialogue with representatives of foreign cultures, seek and find ways to resolve interethnic and interconfessional conflicts and have such qualities as tolerance, openness and willingness to communicate. Formation of intercultural communicative competence among students implies awareness of the native culture and other cultures, their interrelationships; ability and readiness for communication prevent conflicts that inevitably arise from such contacts; the ability to build new patterns of behavior, based on the values and norms of different cultures.

Nowadays many foreign language teachers are not enough aware about the significance of the research component within their profile discipline, arguing that students even in their native language do not have enough use of fundamentals in their scientific professional activities. Therefore, this article is aimed to study the role of foreign language teacher when mastering students' research skills in the process of learning English as a foreign language. The study results have confirmed that process of mastering students' research skills when learning foreign language is directly connected with their teacher's own research skill level. These article materials have practical value both for foreign language teachers and for students enrolled for foreign languages programs of education sciences faculties at high schools.

The material on the problems of the formation of professional competencies of foreign students of a non-linguistic university while studying the discipline "Russian as a foreign language" is presented. The features of the formation of communicative competence in the classroom are described in detail with a personality-oriented approach in the process of learning the Russian language as a foreign language. In the educational process with foreign students, a special place is occupied by professionally oriented reading. The methodology of teaching Russian as a foreign language presents different types of reading. The methods of studying, familiarization and viewing types of reading are described in detail, which are relevant in the study of Russian as a foreign language. In the process of formation and development of the communicative competence of foreign students, attention should be paid to the learning objectives, the content of the educational material, to focus on the professional motivation of students needed to develop communication skills and abilities, to communicate with teachers of special disciplines. The teacher should take into account that when teaching a language, it is important to include such approaches to modern students in the educational process in order to obtain high-quality results that they could subsequently use in their professional activities. The paper notes the need to choose professionally-oriented textual material for reading, which is so necessary for foreign students. According to the authors of the article, professionally oriented reading is both a goal and a means of teaching Russian to foreign students, as well as the need to familiarize students with the original literature in the specialty in order to successfully apply the knowledge and skills acquired in the Russian language classes in the educational process.