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.

The object of our research is a group of nicknames-phraseological units that are semantically oriented to a man in Russian and English languages, which includes the nicknames of famous personalities and celebrities, namely politicians, heads of state, athletes, writers and publicists, artists, showmen, oligarchs, as well as historical personalities. Nicknames are active in both social and professional jargons. The nicknames of teachers can be heard only in the speech of schoolchildren of a particular school. The nicknames of politicians, oligarchs sound in the speech of a certain rather closed corporate environment. Despite this, this language platform has become widely used both in the pages of the periodical press and on numerous Internet sites. Firstly, the article presents a theoretical review of the literature. Then authors offer their own classification of nicknames, which includes 12 nominations. On the basis of which a comparative analysis of these nicknames is carried out.

This article is devoted to the problem of individual learning path regarding the professional development for future specialists. Structural components and elements of individual learning path are revealed in the article. The results of experimental work which includes implementation of individual learning path of professional development for future specialists are presented. The authors conclude that individual learning path of professional development for future specialists is understood as personal strategy of the student's professional growth, the improvement of his /her personal qualities, formation of professional competencies, which are based on the recognition and subjunctivization of professional goals, values, norms, and recognition of the uniqueness of the individual as well as the creation of conditions for the realization of its potential.

The theoretical analysis of the category "social group" has been presented in the article from the position of sociological and general psychological approaches. The conclusion has been drawn that a social group -is the system of activity that serves, firstly, as the social environment acting on a person and, secondly, he himself experiences other individuals' influence. Because of this, group influences serve as a mediating system between a person and society. Social groups of teenagers with deviant orientation have been identified. The analysis of content characteristics of such groups has been given, their significance for each member of the group and teenagers' orientation to interaction within this group. The conclusion was made that firstly, teenagers who are prone to deviant behavior, possess personal and individual specific features which determine the manifestation of deviations in their behavior and getting into groups of teenagers with similar specific features. Secondly, groups satisfy the needs of teenagers who are prone to deviant behavior, in communication, in spending their free time, self-assertion. Further, due to elevated conformity, teenage groups with deviant orientation become more rigidly structured and closed for other people, which leads to teenagers' withdrawal who are prone to deviant behavior, in the framework of the anti-social environment. And finally, staying in the deviant milieu leads to the teenager's personality deformation which is expressed in a greater rupture of interpersonal ties with the positive milieu, as well as the person's orientation development to deviant behavior. This article can be of use to teachers of educational institutions and practical psychologists.