The study of foreign languages in the era of the third millennium is perhaps one of the most important, life-affirming competencies for the modern man. One of the effective ways to maintain motivation among university students to learn a foreign language, do their language tasks and attend practical language classes is to establish a special emotional connection with the student, i.e. to activate emotional intelligence in the process of L2 learning and the teacherstudent interaction. The main goal of this research is to study the relationship between the level of development of a teacher's emotional intelligence (L2 teacher at the university) and the success of mastering a foreign language by students of linguistic specialties in a higher educational institution. The variety of methods for diagnosing emotional intelligence were used in this work (EmIn questionnaire by D. Lyusin; N. Hall and empathy level estimate by V.V. Boyko). Methods of statistical data processing-factor, correlation and regression analyses-allowed measuring and establishing a teacher's ability to understand students' emotions, manage their emotional sphere in order to achieve the most effective teaching result in foreign language classes. 22 senior students from the Institute of Foreign languages at Moscow State Pedagogical University participated in the experiment. The study made it possible to establish a significant correlation between the parametric data on the teacher's emotional intelligence and the academic success of a student studying a foreign language. A system of recommendations was introduced on the level of development of L2 teachers' emotional intelligence with the aim of establishing a positive emotional connection with students and creating a favourable learning atmosphere in L2 classes as well as achieving effective learning outcomes.

The paper aims at studying and analyzing the language implementation of the development of peoples ecological consciousness in the present-day Russian and English-speaking media discourse environment. The modern media discourse has become an important source of various environmental lexical units which can affect peoples consciousness and change their behavior in a more eco-friendly way. The research is based on two parallel and opposite scientific approaches integrated in the media discourse which are ecologisation and anthropocentrism. The study is built on the analysis of the language models of ecological issues in different popular national and international media editions of Russia and English-speaking countries; in TV documentaries; on YouTube channels; in eco-friendly bloggers speeches and texts. The findings of the research showed that the media discourse environment is actively inculcating green ideas into peoples consciousness today both in Russia and abroad. More people are trying to follow the conscious consumption lifestyle. The media language is also becoming an important tool in introducing new environmental lexical units - neologisms - which are easily disseminated in the media discourse space and are actively being adopted by society. Overall, this research has confirmed the idea that the present-day language of the media discourse space is a powerful mediator of a new life sustainable development philosophy which helps human consciousness evolve in an eco-friendly way and try to make our planet a safer, healthier and more comfortable place for living.

The article covers the problem of the relationship of teacher’s consciousness and the individualization of learning. Special attention is paid to the historical aspects of the problem of individualization of education and its various interpretations in the works of researchers. It is shown that today the situation of social uncertainty, which requires a person to constantly choose a social position, action, way of achieving their goals, stands behind the problem of educational individualization. The professional consciousness of the teacher is considered as a form of life of the subject, providing a solution to professional problems in the process of teaching. Taking into account the relationship between consciousness and the individualization of learning, the authors show how this problem is resolved when the reflection and goal-setting mechanisms are included in the paradigm of joint activities between a teacher and a student, ensuring the development of professional and pedagogical consciousness at the stage of higher education. Thus, educational and professional activities and mechanisms for the development of consciousness of subjects of activity, conditioning each other, find their place in the context of solving problems of implementing the individualization of learning of the subject (child).

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