The problem of ways of increasing motivation in the university foreign language teaching is analyzed. It is emphasized the motivation can cause the purposeful activity of a student’s personality in learning a foreign language. The analysis of scientific literature that is connected with the problems of motivation as a complex mechanism of the correlation of external and internal factors that determine the appearance and methods of implementation of educational activity forms, its focus on the internal incentives of knowledge gaining, is carried. Attention is focused on the fact that the efficiency of educational activities depends on the strength of motivation. The degree of success depends on the use of techniques and methods of the learning process organizing, which, in our opinion, contribute to the creation of motivational incentives of learning a foreign language: the linguistic and country-specific studies aspect, focus on professional activity, the use of computer technologies in extracurricular work, and educational process gamification. It is concluded that the internal motivation has a great motivating force, and its condition is the creation of the success situation by the teacher that can be reached with the help of reward for successful work system, attracting the additional material of country-specific studies nature, improving communicative skills, usage of educational platforms as homework, usage of the gamification to involve students in solving educational non-game processes and situations.

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The main approaches and algorithm of implementation of the successive approach to the development of skills of empirical research in the preparation of students in the direction of “Socio-Cultural Activity” are revealed. The features of concentric approach to research training of bachelors, masters and postgraduates are considered. Revealed the main directions and ways of formation of research skills in the framework of practical training, as well as the organization of independent work of students on the implementation of research projects. As part of the course “Methodology of scientific research” the development of variable modifications of the method of observation, as well as survey methods (conversation, interviewing, testing, questioning, expert survey) and methods of pedagogical experiment. The research procedures, their possibilities and limits of application are studied in detail. Special attention in the course of practical training re-quires mastering the skills to prepare a package of tools for pedagogical diagnostics, which is used to carry out measurements and fixing the parameters of the state of the object of study. According to the results of the study, students make analytical reviews of information, reflecting in a generalized form the specific features of the implementation of a technology in modern practice of social and cultural activities. In addition to the development of empirical methods, students learn the skills of presentation and testing of research results.

The theoretical justification of the linguistic and didactic potential of polycode texts for teaching professional communication in a foreign language is analyzed. The analysis of scientific literature related to the study of semantically complex texts, including information transmitted using various code systems is conducted. The concepts of “creolized” and “polycode” text are differentiated. Attention is focused on the fact that the texts of different semiospheres during decoding can be variably interpreted, depending on which linguocultural communities the communicants belong to. At the same time, it is pointed out that familiarity with the cultural codes of the target language and the multichannel inherent in polycode text can significantly improve the decoding and communication skills of students in the process of working with polycode texts. The conclusion is made about the significant didactic potential of working with polycode texts. Specific stages of work with such texts are proposed, and it is emphasized that the gradual inclusion of students in work with polycode texts that combine several codes for presenting information, allows them to most accurately understand the ideas inherent in the polycode text and conduct successful professional communication in a foreign language.