The influence of game-based teaching at English classes with university students for soft skills development has been shown. The purpose of the article is to test experimentally the effectiveness of game-based teaching at English classes with university students for the soft skills development. The theoretical (analysis and synthesis), empirical (questioning, observation, discussion), experimental (pedagogical experiment) methods have been used. The pedagogical experiment helped to evaluate the obtained data. The article results are the following. The concept “soft skills” was established as well as the synonyms “skills for employment”, “people skills”, “non-professional skills”, “extra-professional skills”, “key skills”, “skills for social progress”, “skills of the 21st century”. The eight soft skills that can be developed with university students through educational games at English classes were determined. They were critical thinking, creativity, team management, emotional intelligence, people interaction, conflict management, flexible consciousness and stress resistance. The features of the identified soft skills were described. The influence of game activities to different soft skills was revealed. Different game activities to develop soft skills were shown at English lessons. The effectiveness of game-based teaching to soft skills development was analyzed. The conclusion is the effectiveness of soft skills development based on game-based teaching in English was proved.

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.

The article analyses the novel “The Hunger Angel” (“Atemschaukel” in original) by a German writer Herta Muller (Herta Müller in original), who received a Nobel Prize dedicated to literature. To achieve the paper purpose the following methods are used: the method of conceptual analysis, the method of science fiction analysis, the comparative method. In the novel the mentality of a dominant narrator is being observed. The narrator himself is genetically incorporated in the German ethno culture and his fate is bound to the specific Romanian, Ukrainian and Austrian realities. The novel can be freely associated with a special modeling estacade where the main directions of route-visual movement are verified. The events and figurative associations that are set out in the novel are actually being interpreted through the narrator’s conscience. A mental collision with senses of otherness, personal, different, counter-reality and parallel reality in the novel are shown. The geo mental collisions of the main character Leopold Auberg are made in a way that they can touch and consume personal and intimate feelings together with wide and global social tendencies that are inherent to the daily life events of second half of the ХХ century.

The purpose of this work is to identify and substantiate the problems of introducing innovations in the university.  For the purpose of the study the following methods are used systematic analysis of philosophical, pedagogical and psychological scientific literature, researching and summarizing of educating experience; the survey. Education badly needs effective innovations of scale that can help high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the teacher readiness to innovative activity. The analysis of the teachers accepts to innovations demonstrate that the implementation of pedagogical innovations accompanies certain problems of future teacher activity during training at the university. Main factors and reasons determining the teachers’ innovation resistance could be considered when preparing them for innovative activity as a crucial factor for modernizing the country’s education system.