The purpose of the present study was to determine what features associated with the macrolevel of lexical competence vary as a function of an increase in second language (L2) proficiency. The macrolevel of participants' word knowledge was described with respect to six variables that are commonly associated with three proposed macrolevel dimensions, namely quantity, quality, and metacognitive awareness. Sixty-four participants (native speakers of English, L2 advanced learners, and intermediate learners of English) self-rated their familiarity with 73 lexical items and were asked to generate word associations to the words they identified in a verifiable way as known. The data analyses showed that some measures, such as vocabulary size, word frequency effects, number of associations, and within-group consistency of participants' associative domain, are more sensitive to L2 learners' increasing proficiency than others (e.g., nativelike commonality of associations). We thus conclude that some aspects, such as quality and quantity of L2 lexical competence, develop as the proficiency of the L2 learners increases, whereas others, such as learn

This article analyzes and summarizes the results of a study conducted through a survey of parents and interviews with teachers interacting with each other through innovative forms (trainings, team building, workshops) in an informal environment and sought a correlation with the quality of student-parent-teacher communication, in terms of online learning. The researched innovative solutions and activities are presented to the future pedagogues in order to improve the pedagogical preparation of the pedagogical students from the Faculty of Pedagogy of Sofia University „St. Kliment Ohridski “and their motivation for the realization of fully- fledged relationships, a two-way relationship with parents as a major factor in increasing the effectiveness of the educational process.

This article analyzes and summarizes some of the results of a research conducted with a survey of teachers applying innovation in their pedagogical daily lives and students who have conducted their public practice in an online environment. The researched innovative solutions and activities, methods and techniques, the shared by leading teachers-innovators good practices („master classes“) with the future pedagogues are the basis of the indicated ideas and proposals for improving the pedagogical preparation of the pedagogue students from the Faculty of Pedagogy at Sofia University „St. Kliment Ohridski” by implementing the studied experience in the curriculum of academic disciplines aimed at providing not only theoretical but also practical knowledge and skills.

The article presents and analyzes the conducted training seminars in the form of shared good pedagogical practices; the criteria for selecting a teacher to share his/her pedagogical experience and ideas with the future pedagogues in order to better prepare them for the performance of their professional duties in terms of distance learning, blended learning, in person learning; the innovative moments in the shared procedural innovations and innovations in the services are highlighted; the results of the survey of students' opinions and evaluation positions on the effectiveness and applicability of the proposed ideas are summarized and analyzed.