Purpose: To determine the peculiarities in learning Russian as a foreign language (RFL) and Ukrainian as a foreign language (UFL) by Arabic students at Ukrainian universities. Material: 112 Arabic francophone students aged 21-22 studied at preparatory departments in 5 Ukrainian universities participated in the research (n=54 studied UFL, n=58 studied RFL). Results: The test demonstrated that students who learned UFL showed the best results in listening (arithmetic mean of errors = 5.98, t=2.8, deviation of mean = 0.08, p≤0.01), worst results in grammar (arithmetic mean of errors = 6.67, t=2.9, deviation of mean =-0.18, p≤0.01). The students who learned RFL done more errors in grammar (arithmetic mean of errors = 7.81, t=2.9, deviation of mean = 0.02, p≤0.01), and showed the best results in speaking (arithmetic mean of errors = 7.22, t=3, deviation of mean = 0.24, p≤0.01). Conclusions: the research determined that the social and politic situation in the country influences a lot on the language skills of foreign students. The research confirmed that Ukrainian language is easy to learn than Russian language at least for the Arabic francophone students. The profound study of the problem issues, individual approach, and linguistic environment could solved the revealed problems.

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The article deals with gamification mechanisms to increase staff performance and diversify the mechanisms of professional learning to improve the training of future librarians. In this the article we conducted a survey among students-interns of the university library on their attitude to gamification in the learning process. The results revealed that respondents mostly positively evaluate gamification as a tool in the process of acquiring professional knowledge. The gamification tool is used to increase the effectiveness of learning and to facilitate the adaptation of students to the professional activities of librarians. The results of the research can be used to identify the effects of the gamification tool on improving the efficiency of training processes and the professional growth of staff in various fields.

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This article is devoted to the analysis of effective methods of forming Ukrainian-language communicative competence in foreign students. This problem is important in the modern educational environment due to the growing number of foreign students studying in Ukraine. The necessity of developing and applying effective approaches that help learn Ukrainian language and culture effectively is emphasized. This article analyzes various approaches and innovative technologies used to develop Ukrainian-language communicative competence in foreign students. In particular, the effectiveness of the communicative approach, interactive technologies, and intercultural communication is considered. Multimedia technologies. The study found that the most effective methods are those that combine practical work with the language and use of modern technologies. In addition, an important condition for the successful formation of Ukrainian-language communicative competence is an individual approach to each foreign student and an understanding of his or her personal needs and goals.