Purpose: To determine the peculiarities in learning Russian as a foreign language (RFL) and Ukrainian as a foreign language (UFL) by Arabic students at Ukrainian universities. Material: 112 Arabic francophone students aged 21-22 studied at preparatory departments in 5 Ukrainian universities participated in the research (n=54 studied UFL, n=58 studied RFL). Results: The test demonstrated that students who learned UFL showed the best results in listening (arithmetic mean of errors = 5.98, t=2.8, deviation of mean = 0.08, p≤0.01), worst results in grammar (arithmetic mean of errors = 6.67, t=2.9, deviation of mean =-0.18, p≤0.01). The students who learned RFL done more errors in grammar (arithmetic mean of errors = 7.81, t=2.9, deviation of mean = 0.02, p≤0.01), and showed the best results in speaking (arithmetic mean of errors = 7.22, t=3, deviation of mean = 0.24, p≤0.01). Conclusions: the research determined that the social and politic situation in the country influences a lot on the language skills of foreign students. The research confirmed that Ukrainian language is easy to learn than Russian language at least for the Arabic francophone students. The profound study of the problem issues, individual approach, and linguistic environment could solved the revealed problems.

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In this article one made a review of the literature based on the relationship between traditions and innovations in the pedagogical process over the last decade. In the article one summarized domestic and foreign scientists opinions on the topic of combining traditional and innovative forms and methods, their relationship and complementarity; the importance of traditions for the implementation of innovative models of education is considered; it is emphasized that the pedagogical tradition contains many elements, performs various functions and is reflected in a significant number of pedagogical technologies and methods, forms and means. Based on a full-text analysis of about 16 articles published in well-known databases and scientific journals, the study revealed the support of the vast majority of researchers concerning innovative educational methods. All the cited scientists have the idea that the introduction of innovations renews and strengthens the educational process. They focus readers' attention on the interaction of traditional and innovative teaching methods, since according to the waste majority of scientists, without preserving pedagogical traditions, the modernization of educational systems is unlikely to bring significant positive results. At the same time, in the entire collection of researched articles, there are several authors who consider traditional education to be more effective than innovative education. According to the scientist’s opinion, these two phenomena are not only interconnected and mutually determined, but also do not exist as separate phenomena. In other words, the tradition is an integral part of innovation, and pedagogical innovation always includes traditionally oriented elements.