Introduction. The high demand for specialists in the area of physical education and sport with the teamwork skills, capable of addressing the problems effectively, communicative, resourceful, able to think creatively etc. and insufficiency of pedagogical conditions for physical training “soft skills” development in a higher school bring into focus the search for pedagogical possibilities including foreign language education potential. Justification and implementation of effective pedagogical conditions for physical training bachelors’ “soft skills” development when studying a foreign language within classroom and extracurricular work would resolve the problem. Materials and methods. The experiment on the testing of the pedagogical conditions was held in the Institute of Physical Training, Sport, Health and Safety in the Bunin Yelets State University in 2020–2021. For the research the students of the first and second years were chosen (n=68). The estimation of the students’ soft skills development level was carried out on the basis of theoretical analysis, synthesis, pedagogical observation and testing. The statistical significance of the results was approved with the χ2 Pearson test. Research results. The analysis of quantitative and qualitative data of the experiment showed a significant improvement of physical training bachelors’ ”soft skills” during foreign language studying through creating special pedagogical conditions (χ2 = 11,813> χ20,05). Discussion and conclusion. For the first time pedagogical conditions for physical training bachelors’ “soft skills” development during foreign language studying were justified and implemented on the basis of system and activity, subject-centered and context approaches. Pedagogical conditions imply the learners’ awareness of relevance of communicative, management skills, effective thinking and self-management; structural changes in a foreign language practical lesson, classroom and independent learners’ work. Under these conditions study guides can be developed; they can implement innovative pedagogical practices aimed at providing learners’ personal characteristics development as a predictor of a graduate’s professional success and competitiveness.

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Introduction. The necessity of master’s degree students’ creative activity enhancement during their future professional activity of a foreign language teacher in a higher school simulating and insufficient development of a technological aspect of the problem highlight the search for perspective pedagogical ways, among them on the basis of immersion technology. The aim of the research is to develop and implement master’s degree students’ creative activity enhancement experimental program which discovers methodological and technological support of the process studied and also identification and scientific justification for pedagogical conditions for its effective implementation. Materials and methods. 68 master’s degree students of the first and second courses of Voronezh state pedagogical university and Bunin Yelets State University (Russian Federation) participated in the pilot study. The level of master’s degree students’ creative activity was diagnosed on the basis of K. Zamfir’s method (A. Rean’s modification) of studying professional activity motivation; V. I. Andreev’s test “Self-development and self-education abilities assessment”, the authors’ questionnaire; the method of expert assessment; the method of self-evaluation and portfolio’s developments. The data processing was carried out on the basis of the χ2-Pearson statistical test. Research results. The first developed program of education master’s degree students’ creative activity enhancement on the basis of system, personal and activity oriented, professionally oriented approaches and identified pedagogical conditions for its implementation using the immersion technology potential allow to develop deliberately and gradually motivational, cognitive, activity oriented and reflexive component of creative activity. Effectiveness and appropriateness of the authors’ program and pedagogical conditions for education master’s degree students’ creative activity enhancement were proved (χ2 = 9.460 > χ20,05). Conclusion. The program predicts a tutorially methodological set development contributing to organization and technique support of education master’s degree students’ creative activity enhancement.

Елецкий государственный университет им. И.А. Бунина ул. Коммунаров, 28, Елец, Россия, 399770 В данной статье авторы раскрывают ряд педагогических условий, необходимых для обу-чения иностранному языку лингвистически одаренных школьников в системе дополнитель-ного иноязычного образования, обеспечивающих в полной мере специфическое содержание, формы и методы обучения и воспитания учащихся, нацеленные на решение конкретных пе-дагогических задач. Опираясь на конкретный языковой материал, преподаватель иностран-ного языка должен стараться создать такие педагогические условия в системе дополнитель-ного иноязычного образования, которые бы научили лингвистически одаренных школьников понимать мировоззрение и психологию представителей страны изучаемого иностранного языка, выражающиеся в основном с помощью художественных средств, имеющих множество единых философско-психологических, мифопоэтических истоков в глубокой древности, что во многом способствует формированию внутреннего мира лингвистически одаренных школь-ников.Ключевые слова: иностранный язык, языковая подготовка, лингвистически одаренный школьник, педагогические условия, дополнительное иноязычное образование, индивидуаль-ная образовательная траектория ВведениеПроцесс обучения иностранному языку (ИЯ) лингвистически одаренных школьников в системе дополнительного иноязычного образования (ДИО) на материале культуры страны изучаемого языка начинается с установления необ-ходимых условий, обеспечивающих взаимосвязь между интеллектуальной и про-дуктивной иноязычной деятельностью, нацеливающей лингвистически одарен-ных школьников на результативность, создавая личностно значимый продукт иноязычной деятельности, а также предполагает, что лингвистически одаренные учащиеся могут самостоятельно выбирать, измерять индивидуально образова-тельную траекторию, представляющую собой персональный путь, направленный на реализацию конкретного потенциала каждого лингвистически одаренного школьника.Работа со школьниками в ДИО предполагает эвристическое обучение ИЯ. «Эвристическое обучение характеризуется развитием не только школьника, но и траектории его образования», -отмечается основоположником этой теории об-учения А.В. Хуторским (Хуторской, 2006). Особенностью такого обучения явля-

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.