Second foreign language has been recently introduced into the curriculum of Russian schools. However, the language programs are not scientifically based and tested. Teaching and learning aids are not developed, either teaching techniques. This becomes the theme of the research discussed in the paper. The purpose of this paper is to justify and characterize the scientific and methodological approach to the process of improving motivation for learning the second foreign language on the basis of analysis of educational theory and practice. The paper presents a scientific and methodological approach to the development of schoolchildren motivation for second foreign language learning; motivation levels of schoolchildren for learning the second foreign language are described; organizational and pedagogical conditions necessary to improve schoolchildren motivation for second foreign language learning have been identified (the teacher should know the students' first foreign language (English) proficiency level; analyze quantitative and qualitative characteristics of their motivation to learn German as the second foreign language; take into account students' individual cognitive characteristics and educational requirements in learning the second foreign language; the teacher should be aware of the fact that it necessary to increase motivation of each student regardless of their language proficiency level); a system of assignments to organize individual and group work of students to improve their motivation for second foreign language learning has been developed and tested. The significance of the research consists in proving the effectiveness of the developed scientific methodological approach to developing schoolchildren motivation for learning the second foreign language. The paper is of practical value for second foreign language teachers, as they can use the data as the basis for developing a system of assignments aimed at increasing their students' motivation.

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Публикация протоколов заседания Библиотечной комиссии Общества содействия дошкольному воспитанию демонстрирует оживленный обмен мнениями о «Степке-Растрепке» в 1915 г в среде педагогов. С одной стороны, «Степка-Растрепка» долгое время находился под запретом у педагогов, которые категорически отказывались признавать его художественную и воспитательную ценность. С другой стороны, профессиональные писатели и художники (А. Блок, З. Гиппиус, А. Ремизов, А. Бенуа, А. Остроумова-Лебедева) высказывались в защиту «Степки-Растрепки» и призывали не лишать детей столь веселого и занятного чтения. В преамбуле к публикации протоколов также приводятся краткие сведения о деятельности Общества содействия дошкольному воспитанию и работе его Библиотечной комиссии, на заседаниях которой обсуждался широкий спектр проблем, связанных с литературой для детей дошкольного возраста. Оригиналы протоколов хранятся в Фундаментальной библиотеке РГПУ им. А. И. Герцена и доступны всем категориям исследователей.Ключевые слова: Степка-Растрепка, детская литература, круг детского чтения, Общество содействия дошкольному воспитанию, Библиотечная комиссия, библиотека детской литературы, Показательная библиотека по детскому чтению, дискуссия о детской литературе, критика детской литературы.

The author highlights the importance of human social interaction in training university students. The paper presents an overview of the conceptual aspects of social interaction in scientific research. Based on theoretical approaches to the definition of social interaction, the paper defines "social interaction" in the context of the classroom activities. The aim of the paper is to investigate and define the first-year university students' interaction specifics in the learning process. The experiment involved 118 students from the Institute of Geology and Oil and Gas Production. On the basis of K. Thomas -Kilmann's test questionnaire focused on determining a leading interaction type in conflict situations, social interaction type specifics of the first-year students of technical specialties were determined and described.SHS Web of Conferences 69, 00093 (2019)