The study objective is to substantiate and implement modern electronic automated monitoring systems to improve the testing of speed-strength abilities in the process of physical education. Materials and methods. To solve the research tasks used the methods of comparing and contrasting are used and analysis, synthesis, abstraction, formalization and technical modeling. Results. The developed capacitive sensor device for control of speed-power abilities is presented. The device is built on a combination of modern nanotechnology and microprocessor systems. As part of the device, the array of active electrodes with digital output registers an input signal from a marker placed on the monitoring object and whose position changes during the exercise. Then the digital signal through the interface and the communication line, goes to the signal converter, where it is processed and wireless transmission devices signal goes to the personal computer, where the result of the exercise is displayed. Conclusions. Use in pedagogical control of the physical education process of the developed device provides reliable objective test data with little loss of time to ensure the quality of control.

The paper aims to give a comprehensive cognitive and semiotic analysis of translation strategies implied in the translation of the film “Darkest Hour”. Regarding a film as a communicative process mediated by certain semiotic features makes it possible to analyze the semiotic character of film discourse in translation. Thus, it was decided that translation is not just a speech-oriented process but a communicative act taking place within a definite semiotic space in a cross-cultural perspective. The semiotic model of cinematic discourse has a complicated structure and is analyzed based on semantic, syntactic, and pragmatic criteria. The choice of the semiotic system primarily depends on the communicative situation and its recipients. As the semiotic system of the film “Darkest Hour” is both socioculturally and situationally conditioned, the translator reconstructed the sense of the source language text by implying the translation transformations that assured the accuracy and adequacy of its translation into the target language text.

Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.

Національний лісотехнічний університет УкраїниВанівська О.І.Львівський регіональний інститут державного управління Національної академії державного управління при Президентові України ПІДВИЩЕННЯ РІВНЯ ВОЛОДІННЯ ІНОЗЕМНОЮ МОВОЮ СТУДЕНТАМИ НЕФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ ВЗО ЯК НЕОБХІДНА УМОВА МІЖНАРОДНОЇ АКАДЕМІЧНОЇ МОБІЛЬНОСТІ Анотація. Стаття присвячена проблемі вивчення іноземної мови студентами нефілологічних спеціальностей у вищій школі. Окреслено загальні тенденції навчання іноземної мови студентів нефілологічних спеціальностей з точки зору її викладання як академічної дисципліни. Розкрито можливі шляхи підвищення рівня володіння іноземною мовою та проаналізовано процес іншомовної підготовки студентів нефілологічних спеціальностей. Встановлено, що сформовані комунікативні навички є одним із головних факторів, що сприяють формуванню професійної мобільності студентів. У статті зазначено, що в основу організації процесу вивчення іноземних мов покладено Рекомендації Ради Європи, відповідно до яких викладання іноземних мов повинно базуватись на спільних для всіх країн Європи цілях, змісті та методах навчання, маючи на меті досягнення загальнорекомендованих кваліфікаційних рівнів, які забезпечать ефективне іншомовне спілкування в межах європейського простору. Ключові слова: іноземна мова, рівні володіння мовою, знання, уміння і навички, студенти нефілологічних спеціальностей, іншомовна комунікативна компетентність, професійне іншомовне спілкування.Summary. The article is devoted to the problem of learning a foreign language by students of non-philological specialties at a higher school. Outlined are the general tendencies of teaching foreign language to students of non-philological specialties in terms of its teaching as an academic discipline. Possible ways to improve the foreign language mastery are revealed, and the process of foreign language training of students of non-philological specialties is analyzed. It is found that the developed communicative skills are one of the main factors contributing to the formation of students' professional mobility. The purpose of the article is to study and substantiate the main ways of improving students' foreign language mastery in non-philological specialties in the context of Ukraine's integration into European educational space. The basic principles of learning foreign languages at a higher school should be the communicative orientation, continuity and personal creativity of the student in the educational process. The main objective of studying a foreign language in higher education institutions is the formation of communicative competence in the learners, the basis for which is communicative abilities, formed on the basis of language knowledge and skills. The basis for organizing the process of foreign language learning is the Council of Europe Recommendations, according to which teaching of foreign languages should be based on goals, content and methods of learning common to all European countries, with the aim of achieving the generally recommended qualification levels...