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English for Specific Purposes (ESP) is an important language course provided by the Universities. It is so due to necessity to train a specialist able to use foreign language in a real professional surrounding. Thus, ESP learners are supposed to acquire extensive terminological vocabulary related to their field of study together with receptive and productive skills enabling them to effectively communicate in professional surrounding. Developing ESP students' receptive and productive skills, as well as practical aspect of these skills training is the focus of the given research. Receptive and productive skills are essential language skills to develop while delivering both General English and ESP courses. Yet the difficulty to be faced while teaching ESP students is that ESP materials are filled with terminology, thus to be able to successfully perform the tasks, the learners have to master not only a foreign language but professional terminology according to their specialism as well. As it is specified in the article, formation of learners' perceptive and receptive skills while teaching them ESP may be challenging due to terminology which is inherent to the specific field of study. Reading, listening, writing and speaking are essential skills while teaching ESP students, therefore it is necessary to carefully choose materials learners should work with. Both graded and authentic materials are to be used in classroom activities; while the first provide the necessary training, the second let the learners see practical essence of using the skills and knowledge acquired. While developing ESP students receptive and productive skills, different activities may be applied. Among them are reading and listening to a wide range of both graded and authentic professional texts, from lectures in English to announcements, adverts and various broadcasts; summarizing the text orally or in a short written form; sentence completion activities; multiple-choice activities etc. It is also suggested in the article, that a combination of language activities is highly useful since reading materials can provide a good basis for spoken discussions while authentic listening materials can be a valuable source of the necessary language chunks.

The presented article is an attempt to analyse and bring together all the psychological factors, which, on the one hand, should be considered in the process of the assessment arrangement and implementation at university level in the translation classroom, and may contribute greatly to its efficiency in terms of informativity, objectivity and formative effect -on the other. Psychological foundations serve an important consolidating and integrating component that substantiates the key didactic and methodologic assessment provisions combining them with the relevant linguistic and translation aspects. To gain the declared aim, the author studies in details and interprets from the viewpoint of translation didactics and assessment such aspects of translation psychology as cognition, emotions and personality. Cognition appears to be one of the central processes to both translation performance and training. It rests on such psychological mechanisms as the students' attention, perception, memory of different types, creativity, problem-solving and mental faculty. The typical patterns, in which prospective philologists apply and combine them in the process of translation training by doing, frame their individual dominating learning styles that should be taken into account in the process of selection and design of translation competence assessment procedures and tools. Moreover, these patterns determine the students' individual translation styles, which are shaped in the process of learning and training and indicate their professional expertise. Affective or emotional factors deal with the students' motivation, attitudes and emotional intelligence. The ways to form and maintain intrinsic motivation to translation performance in the process of assessment are suggested. Attitudes and emotional intelligence require further investigation and research. While translator's cognitive functions affect its process, personality traits have influence on the translation product. The concepts of students' self-efficacy, explanatory style, locus of control and autonomy are also of great importance and should be taken into account in translation competence assessment. Finally, the concepts of reciprocal determination and zone of proximal development contribute greatly to the development of self-, peer-and group assessment procedures as well as the provisions of formative assessment accompanied with the scaffolding and feedback of different types and modes.

The purpose of the article is to analyze intercultural communication development and its formation in terms of the social world globalization, to consider the phenomenon of different people's cultures interaction, to study translation as an important component of intercultural communication. Methodology. The use of structural analysis methods, descriptive method, comparative analysis method allow to analyze the intercultural communication formation, its close development with human society, to establish certain relations between two texts in different languages (original text and translation text), to reveal the internal translation mechanism, as well as to identify changes in form and content that occur when original unit is replaced with equivalent unit of translation. Conclusions. Intercultural communication plays a significant role in the modern world. Development of economic, trade, and cultural contacts, increase in overseas tourism, possibility of getting education abroad, international students' exchanges, foreign internships and many other present days events and facts have intensively actualized the problems of interethnic and intercultural communication and interaction. Practice shows that in order to maintain and develop various contacts and forms of communication, not only the appropriate language, but also the names and rules of a different culture are necessary: behavior models, psycho-cultural etc. In the course of research it was proved that intercultural communication promotes enrichment and contributes to cultures mutual development. In the process of intercultural communication an important role belongs to translation, as far as it involves overcoming cultural distance between the communicants and

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