The article states that the use of modern learning technologies in Ukrainian language classes creates conditions for better assimilation of new material and activation of students’ cognitive activity, where the student himself / herself will discover, acquire and construct knowledge and his / her own competence in various areas of life. It is emphasized that a modern lesson cannot be imagined and implemented without the use of modern educational technologies. Pedagogical technology is a certain projection of theory and teaching methods in practice. It is noted that the modern regulatory documents of Ukraine outline the priority approaches to the organization of modern teaching in the language and literature field of education, in particular activity, communicative, integrative, systemic, personally oriented, competence-based. It was determined that pedagogical innovation is the introduction of new things into the goals, content, methods and forms of teaching and upbringing, into the organization of the teacher’s activities, and a characteristic feature of modern pedagogical ones is personally oriented education. Among the wide variety of modern technologies, the article describes information and computer technologies, project technology, critical thinking technology, interactive technologies that contribute to the implementation of a personally oriented approach in the learning process, provide individualization and differentiation taking into account the abilities of students, their level of knowledge. Information and computer technologies create conditions for obtaining information and diversifying modern lessons on the Ukrainian language. Technologies of critical thinking contribute to the processing of information, the construction of one’s own opinion based on experience, ideas, perceptions, the construction of conclusions and logical connections, evidence, and the expression of opinions clearly, confidently and correctly. Project-based learning teaches cooperation, fosters such moral values as mutual help and the ability to empathize, forms creative abilities, communication skills, a culture of communication, and creates a favorable language environment. In the process of project-based learning, the inseparability of learning and education can be traced. Interactive learning is the interaction of participants in the process of acquiring knowledge with the help of a teacher who has methods aimed at mastering this knowledge. As a conclusion, it is stated that the use of modern educational technologies makes it possible to organize the educational process more productively, effectively, interestingly, informationally rich and is one of the directions of activity of the New Ukrainian School. Further prospects of research in this sphere include the expansion of the list of innovative methods and the theoretical justification of their use during the study of the Ukrainian language.

The article considers the scientific category of “educational neuroscience” as a promising interdisciplinary field of research that studies relationship between education and the sciences of higher nervous activity. The role of theoretical research in the field of neuroscience for creation of modern distance educational technologies is determined. It is established that use of neuroscience in learning process expands and enhances competency characteristics of higher education students in research, diagnostic and professional activities. The problem of obtaining neuroscientific knowledge by higher education students, which will help provide future specialists with a sufficient communicative level of skills in everyday life and work environment, has been brought up to date. Evaluation of large-scale application of the distance learning system in the process of formation of communicative competencies of higher education students is carried out. The main problems that arise in higher education students and teaching staff when working in the distance learning system are analyzed. Possibilities of application of mobile devices and applications in educational process at a distance form of training are considered. The effectiveness of application of information and communication technologies in the process of formation of communicative competencies in higher education students is clarified. The positive and negative impact, advantages and disadvantages of distance learning for both higher education students and the academic teaching staff of higher education establishments, including in the context of neuroscience, have been identified and generalized.

In modern information society the ability to express well, argumentatively and effectively is the key to success. Vocational training of philologists in institutions of higher education consists of formation of the rhetorical personality who has rhetorical abilities, it means that he is able to create both monological, and dialogical statements, is capable to deliver public speeches, works with the text, and communicates foreign (Polish) language fluently. It is worth to mention that for effective development of rhetorical abilities it is necessary to define structural elements of linguo-didactic model. It is distinguished approaches, principles, pedagogical conditions, stages, methods. It is defined that the main approaches are communicative, competence-based and personally focused. It is distinguished both generally deductive, and specific, in particular the principle of integration of real communication into educational process; dialogical communication; continuity of training and education; individual approach, participativity; professional mobility, textocentrism, approximation. Methods are divided into traditional and interactive. Among pedagogical conditions it is distinguished introduction of stage-by-stage and purposeful development of rhetorical abilities of future philologists in the course of training Polish; creation of favorable communicative environment during studying Polish; usage of interactive methods of training in the course of studying Polish; motivation of students polonist to improve their speech. There are three stages in the technique of development of rhetorical abilities of future philologists in the course of training Polish. They are preparatory, main, control generalizing. Thanks to systematic and purposeful work in classes of foreign (Polish) language and the usage of the linguo-didactic model it is possible to improve rhetorical abilities.

The concept of «rhetorical competence of a philologist» is analyzed in the article. It is determined that the rhetorical training of students is a necessary component of the formation and development of the personality of the future specialist. However, for a future philologist this competence is professionally necessary. Based on the research of scholars on rhetorical competence, this concept is interpreted as a set of practical skills of a student of philology, who has learned the necessary block of theoretical knowledge and realizes it in reality, it allows him to successfully and effectively interact with other subjects. It is noted that a high level of rhetorical competence allows to achieve professional and life success, it is an indicator of intellectual development. The article emphasizes that rhetoric is not an independent subject in all universities, it is necessary to use elements of rhetoric in classes in higher education. Exercises and tasks that contribute to the formation of rhetorical competence are highlighted. It is noted that training exercises have a practical orientation and are intended to activate mental processes (memory, thinking, imagination, etc.), to improve speech and communication skills. Preparatory exercises help to reduce stress and overcome psychological barriers, distract and help to relax during the learning process. Analytical exercises help to train students ability to work with text, develop memory, analyze stylistic devices, structure information, etc. Creative (with the creation of own texts) and constructive (reconstruction of sentences, texts, etc.) exercises are productive in the training of philologist. Particular attention should be paid to the use of non-verbal means by students, including facial expressions, gestures. Equally important is the construction of dialogues, questions, the use of communicative exercises, games and situational tasks, because such tasks motivate students, arouse interest in learning, allow them to practice speech. The article emphasizes that working in groups, in pairs develops the ability of constructive dialogue, listen and hear the interlocutor, understand the position of the interlocutor, the ability to use verbal and nonverbal means, to overcome certain closeness in communication. Practical classes in the form of discussion, such as talk shows are important for the formation of rhetorical competence of future philologists. The authors summarize that rhetorical competence will make possible a high level of further professional self-education, will promote the realization of professional knowledge in productive and civilized ways of thinking and speaking.

Ранюк О. П. Формування риторичної компетенції студентів-філологів під час вивчення польської мови. У статті теоретично обґрунтовано поняття «компетенції» та «риторичної компетенції». Зазначено, як можна використовувати риторичний елемент під час вивчення польської мови. Представлено систему вправ та завдань на заняттях польської мови, спрямованих на формування риторичної компетенції.