Аbstract. In the article, the authors raise the question of the relationship between the pupils' perception of the teacher and effective meaning transmission. The study identified socio-psychological qualities and nonverbal patterns of teacher behavior that influence the effectiveness of meaning from the point of view of students. Students prefer to come into contact, with a teacher who has characteristics such as sincerity, leadership, compassion, restraint, responsibility, kindness, cordiality and others. It is established that among the nonverbal patterns of behavior that contribute to the effectiveness of meaning, pupils are considered "gestures appropriate to the situation communication", "communication distance, which is regulated in accordance with the situation" and "the manifestation of the ability to listen and speak".The competence of the modern teacher includes the ability to establish effective communication and adequate educational process contact with the pupils [1]. This competence includes all the skills and abilities of the teacher: organizational, authoritative, perceptive, academic, didactic, speech, communicative, etc. the Level of development of all these components of the teacher's personality has an impact on the formation of the pupil's personality, the development of cognitive and value sphere. Meaning formation is a nonlinear process defined by a large number of factors and conditions [2], in the center of which there are agents of socialization -teachers and parents [3]. And today the problem of meaning transmission and meaning formation in the educational process remains relevant for research in pedagogy and psychology [4,5,6].The modern psychologists today has diagnostic tools to identify the qualities and abilities of the teacher. However, modern questionnaires can not give a full objective description of the teacher as a subject of educational relations and, even more difficult, to identify how it is perceived by pupils in the learning process. The teacher can have a large amount of knowledge, be methodical and organized, however, on the part of pupils there may be low motivation for learning, a weak interest in the subject. Why? What factor is not taken into account? Social psychologists note that the image of a person, his behavioral there was following. Such a teacher is silent and unsure of himself, he neglects the rules of the school's statute or is completely submissive, he is inconsistent in his statements, does not necessarily, is dishonest in carrying out his duties and, without diligence and attention, fulfills them, is emotionally unstable. Among the most important characteristics of nonverbal communication of a teacher, which contribute to the effective meaning transmission were noted: glance, facial expressions, gestures, voice demonstrating interest in the interlocutor, indicates the ability to understand others, warm eyes and gentle, harmonious poses, synchronous, identical to the partner poses. Pupils noted that with the help of intonation he can able to focus on im...

The article considers the psychological and pedagogical conditions necessary for the formation of the value-semantic sphere of students technical specialties. The article is devoted to the theoretical aspects of the value-semantic approach in modern education. The problem is considered through the prism of concepts that consider the valuesemantic sphere, the problem of meaning, factors and conditions that affect the process of forming meaning-life and value orientations in youth. The degree of formation of the value-semantic sphere affects the quality of life, self-determination, and overall satisfaction with life. Various approaches to the formation of meaning-life and value orientations are considered.

The article describes the 2013-2019 study, conducted at Taras Shevchenko National University of Kyiv (Ukraine), and involved 221 undergraduate students of Computer Science and Cybernetics Faculty. The research aimed at developing students' motivation to selfimprovement of foreign language (FL) proficiency as a whole and listening comprehension competence in particular. We made a primary focus on listening comprehension improvement in the English for Specific Purposes (ESP) classroom since the students had performed poorer in listening than in the other ESP final exam activities. A new methodology for listening comprehension skills development through computer-assisted training activities related to the participants' professional environment (technological) was proposed. The experiment, which encompassed a three-stage metacognitive strategy training based on TED Talks online conference resource, was carried out. New was the idea that the students multitasked at all experiment stages -Listening Comprehension Input, Live Listening Comprehension, Listening Comprehension Output -that is, combined a "live listening" activity with reading, writing and speaking practice. Statistical analysis of the 2013-2019 ESP exam results based on the descriptive method, single-factor ANOVA and effect size measurement quantitatively proved the efficacy of the implemented methodology. The worked-out methodology might be used an alternative to traditional teaching techniques due to approach fruitfulness.

The article analyzes the problem of professional development of the individual from the moment of choosing a profession at the senior stage of training in an educational institution and building an individual professional route, to the formation of professional identity at the stage of completion of training at a University and readiness to engage in independent professional activity. The article deals with the issues that lie at the origins of the professionalization of the individual, related to the formation of complete, clear ideas at the stage of training at school. The results of an empirical study of the professional identity of University graduates are presented. The respondents were students-bachelors in the number of 150 people. The following methods were used: "A questionnaire aimed at studying ideas about the object of activity (E. I. Rogova), methods for studying the status of professional identity (A. A. Azbel, A. G. Gretsov); diagnostics of self-efficacy using the Maddux and Scheer method. It is established that the status of formed professional identity prevails among graduate students with high self-efficacy, the status of moratorium prevails among graduate students with medium self-efficacy, and the status of imposed professional identity distinguishes graduate students with low self–efficacy.

Ukrainian undergraduate students face challenges in demonstrating high-level proficiency in most of their academic writing. As an integral part of academic achievement, writing skills are essential for success at the various levels of students’ future career paths. Thus, academic literacy has raised considerable attention to teaching English as a second language. This study explores the writing competence level of 90 first-year students of Computer Science and Cybernetics Faculty at Taras Shevchenko National University of Kyiv and analyzes essay errors that are identified, classified and explained. The study describes the main categories of errors and reveals the causes of their production. It is evaluated that the major types of errors committed in students’ writing are: word choice, word spelling, verb tense, articles, and prepositions. We consider that the main reasons for errors are the native language interference, the lack of English academic writing knowledge and insufficient English grammar and functional use practice. Focusing on the importance of encouraging students to develop their academic literacy, we defined the approaches and strategies that can help teachers and language learners to overcome difficulties in writing. After defining the essay errors, the students were given a set of tips on academic writing proficiency and presented with contrastive L1-L2 comparisons, which resulted in significant improvement of the required academic writing skills. Finally, we measured the impact value of error difference aimed at describing the relationships between pre-analysis and post-analysis writing. Learning academic writing literacy may be an appropriate way to arise overall disciplinary literacy with the students.