Making a brighter presentation and improving assimilation of educational material with the help of the case method allows activating the mental, exploratory and creative abilities of students to optimize the process of assimilation of information. The combination of this method with others allows making future specialists to independently find ways to solve problems. This results in the assimilation of professionally significant special knowledge. The aim of the study was to determine the features of the application of the case method in the educational process in preparing students for future professional activities, identifying sources, structural elements and filling professional cases. The study involved the survey method and further testing to identify indicators of significance at the summative and control stage of the experiment. Methods used: diagnostic programme to study the level of educational activities by Riepkina, Zaika; assessment of the level of control and self-assessment actions; statistical and mathematical interpretation of empirical data with subsequent functional analysis of the research results. The study showed the high efficiency of the case method in the educational environment of higher educational institutions (HEIs). The indicator of students’ self-presentation after the application of the case method has changed significantly. This was reflected in an increased high level to 35.5%, a decreased medium level to 38%, and a slight increase in all levels in the experimental group students. Positive dynamics was revealed on all criteria for diagnosing the effectiveness of the case method in teaching: a decreased percentage of students with negative and relatively low markers and a corresponding increase in the percentage of students with positive markers of knowledge and learning the material. Further research can deal with development and implementation of case systems in view of certain majors, taking into account future professional activities.

The article describes the postmodern features of Ukrainian language education and psycholinguistic term system, which is important for understanding the direction of optimizing the language situation among young people. Then, after careful selection and multimodal analysis, the authors cite about 30 key features of youth speech in the late postmodern era. The urgency of the topic is determined by postmodernist trends that are still observed in Ukraine, as well as their specific impact on youth speech. The authors used a body of fragments of living youth discourse 2018 - 2020, as well as relevant methods of analysis: psycholinguistic, semantic, culturological, pragmatic (establishing practical motives for the use of language units); the method of establishing correlations between cultural, social and speech phenomena, as well as the method of generalization. The authors came to an important generalization: contemporary youth uses their speech in such a way that it can be decoded differently only in the current discourse - among other carriers of postmodern linguistic consciousness. And this is also a manifestation of the general game, performance and even the way of existence of the individual in a real or hyperreal society that is constantly communicating.

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