In the XXI century, the age of information technologies, traditional boarders between disciplines and subjects are being erased. This process gives the floor for new sciences to appear which integrate the qualities of several traditional for XX century disciplines. Students need to use the advantages of discipline merging, which raises the problem of integrated teaching and learning, especially when it comes to professionally oriented foreign language learning in computer and Internet mediated classrooms. The article deals with theoretical basis of integrated approach implementation in the formation of foreign language communicative competence to future programmers. The structure of integration in the classroom settings has been substantiated in the paper as well as the types and levels of possible integration patterns. The theoretical findings have been empirically verified in the study process of three educational institutions to prove the efficacy of the suggested pedagogical procedures.

The paper focuses on the issue of developing an environmental culture in future teachers in higher education institutions. The analysis of relevant findings shows that the issue of developing an environmental culture in future science teachers during professional training is an insufficiently examined segment of pedagogy. This research has attempted to specify and clarify such fundamental concepts as environmental education, environmental culture and development of environmental culture in the context of professional training of future science teachers. The environmental culture of future teachers is seen as an integral personal quality developed during professional training in higher education institutions and based on environmental knowledge and skills, environmental awareness, thinking and behavior which are projected into their professional activities. The process of developing an environmental culture in future science teachers is interpreted as a purposeful educational process, built with regard to general pedagogical patterns and didactic principles, substantiated pedagogical actions and measures (conditions), whose effective implementation leads to qualitative changes in the components of an environmental culture of future science teachers which they need to achieve environmental educational productivity in professional activities. The paper defines the components, criteria, indicators and levels of an environmental culture in future science teachers during professional training. Due to the analysis of scientific literature and practical experience, the paper defines and justifies pedagogical conditions which may contribute to developing an environmental culture in future science teachers. Besides, it presents the author"s model for developing an environmental culture in future science teachers during professional training. This model consists of four interrelated blocks: the target block, the theory and methodology block, the pedagogical organization and the results block. Also, the paper reveals the organization and the course of experimental work. Finally, it concludes about the effectiveness of the proposed pedagogical conditions for developing an environmental culture in future science teachers and shows the levels of its development.

The research is aimed at discussing multifaceted dimensions of integration in teaching and learning foreign languages for specific purposes, namely -English for Sciences. The author explored the relevance, necessity, efficiency, and challenges teachers face when teaching students ESP in terms of language and professional content integration. The integrated approach has been viewed as contextualised integration of occupational situations, language and speech activity, involving the necessary speech skills and language habits singled out for each particular situation. The participants of the study were 112 teachers from 6 Ukrainian Universities. Specially designed surveys were used in the experiment. The results demonstrated teachers' positive feedback on questions about the ESP relevance at technical universities. It was found that the course content, educational resources and materials should include that scope of knowledge and skills which will correspond to students' professional as well as communicative needs. It can be achieved by the integration of needs and target occupational situation analysis with the course objectives and its content. With a view of enhancing the integration approach in ESP, the author suggests recommendations to follow for successful implementation of the approach.

Дослідження національних особливостей німецької мови в рамках теорії варіантності неод норідних літературних мов та вивчення узуальної дивергентності фразеологічних мікросистем трьох національних варіантів виявляє цікаві переплетення інвентарних ресурсів та комунікативних стратегій у топосоціальності наднаціональної мови. Проблематика фразео логічної дивергентності поряд із лексикографічною полікодифікацією отримує додаткову верифікацію у реальних узусах ситуацій соціолінгвістичної варіативності. Ключові слова: фразеологічні одиниці, фразеологічні значення, компонентна структура, сигніфікативна варіантність.

Formuvannya hromadyans koyi kompetentnosti: pohlyad z pozytsiyi suchasnoyi pedahohichnoyi nauky. [Forming civic competence: a perspective from the perspective of modern pedagogical science]. 11. Selevko, H. (2004). Kompetentnosty y ykh klassyfykatsyya. [Competencies and their classification]. ВІДОМОСТІ ПРО АВТОРІВ БІДА Олена Анатоліївна -доктор педагогічних наук, професор, завідувач кафедри педагогіки та психології Закарпатського угорського інституту ім. Ференца Ракоці II. Наукові інтереси: підготовка науковопедагогічних кадрів в Україні. ДЗЯМКО Вікторія Йосипівна-кандидат педагогічних наук, доцент кафедри загальної педагогіки і психології Закарпатського угорського інституту імені Ференца Ракоці ІІ. Наукові інтереси: підготовка науковопедагогічних кадрів в Україні. МАРИНЕЦЬ Надія Василівна -кандидат філософських наук, доцент кафедри історії та суспільних дисциплін Закарпатського угорського інституту імені Ференца Ракоці ІІ. Наукові інтереси: підготовка науковопедагогічних кадрів в Україні.