Introduction. The article presents the results of researching the samples of English-speaking literary heritage, which reveals psycholinguistic features of dialogical communication and peculiarities of communicants' perception of interactions meanings in dialogic speech. The technique of detecting the frequency of using different dialogues that differ in number of replicas is described. Objective. The purpose of the article is to characterize the psycholinguistic features of dialogical communication, to study units of the dialogue as means of forming a culture of communication of those who get aeducation. Methods. The methods of analysis of domestic and foreign works of art, analysis of dictionary definitions, methods of contextual and logical-semantic analyzes, elements of statistical analysis are used in the article. Results. It is substantiated that dialogue as a form of a communicative act is the most used form of verbal activity in which the text categories of communicants are implemented, their interpersonal relations are displayed, speech communication strategies appear, etc. Dialogue speech is characterized as a situational and thematic community of communicative motives in verbal statements consistently generated by two or more interlocutors in the direct act of communication. The frequency of the use of dialogues consisting of different amounts of dialogical unities is revealed. It is defined average number of dialogues consisting of dialogical unities; the frequency of dialogue with a different number of dialogical unities. It is considered the definitions of dialogue, dialogism, dialogical learning, dialogical speech, dialogical communication; it is characterized of the developed system of exercises and tasks for forming a culture of dialogical communication. Conclusions. It is concluded that for the formation of a culture of dialogical communication of the educational recipients, it is of great importance to turn to highly artistic samples of literature for the purpose of emotional perception of them; creating situations of empathy with the characters of the work by «impersonation» in these images; work on dialogical situations; the use of dialogues as a means of socialization.

The purpose of the article is to conduct a cultural reflection on the technology of neurolinguistic interaction between the director and the actor in the process of interpersonal communication when working on staging a performance. The methodology of research is in accordance with the culturological discourse and is based on the application of a set of general scientific methods for specific scientific methods. In order to study the problem in historical sequence, the historical method is applied. Illumination and analytical measurement of the constituent components of the problem under study required the use of a system-analytical method. In order to study neurolinguistic technologies as a cultural paradigm in the field of performing arts, a system-structural method for analysing a system of interconnected and interacting elements is applied. The hermeneutic method is used for cultural reflection of the creative interaction between the director and the actor and the interpretation of the theoretical provisions of the problem under study. To draw the general conclusions of the study, the method of generalisation is applied. Scientific novelty lies in the cultural reflection of the creative interaction between the director and the actor and the consideration of neurolinguistic technologies as a cultural paradigm in the field of performing arts. Conclusions. An analysis of the question raised in the article about the cultural reflection of the creative interaction between the director and the actor made it possible to state the importance of using neurolinguistic technologies as a cultural paradigm in the field of performing arts. It was found that neurolinguistic technologies, regardless of the specific purpose or content, are directly aimed at the creative interaction between the director and the actor, constitute a harmonic integrity and can always be used to establish a creative tandem when staging a performance. It is shown that the use of neurolinguistic technologies in the process of communication will contribute to a better mutual understanding between the subjects of the creative process and will favour a clear relationship between the director and the actor when working on the performance. Taking into account the neurolinguistic features of the actor’s priority sensory channel, using the techniques of reflection, adjustment and anchoring of the result obtained in the creative process will contribute to establishing a rapport between the director and the actor, will allow the director to consciously lead the actor throughout the entire creative process of working on staging the performance and will lead to the interaction between the director and the actor. Consequently, the culturological reflection of the creative interaction between the director and the actor made it possible to illuminate the complex of artistic principles that clearly work, are adequate to their purpose, give effective results and fully correspond to the nature and content of the cultural paradigm of modern stage art. Key words: culturological reflection, neurolinguistic technologies, creative interaction, actor, director, culturology, performing arts, cultural paradigm.

The article is devoted to the analysis of methodical features of the use of augmented reality as a means of forming the reading competence of pupils of the second grade of primary school. The paper presents the analysis of recent research on the importance of involving schoolchildren in the reading process. It is determined that in recent years the interest of pupils in reading has significantly decreased, and this in turn has affected the overall comprehensive development of pupils. It has been scientifically proven that reading plays an important role in the formation of a personality. Thus, thanks to reading, a person's horizons expand, their vocabulary is enriched, and their speech activity improves. Recently, the latest computer and Internet technologies have had a significant impact on the lives of the younger generation. ICT has made great changes in the organization of the educational process of the school. Teachers actively use Internet resources to achieve educational goals in various subjects, including reading. A sensitive period in the formation of pupils' reading competence is the period of primary schooling. The article identifies the features of the formation of reading competence of primary school pupils on the basis of the latest computer tools, analyzes the types of augmented reality Internet services that should be used in the formation of reading competence of primary school children: SketchAR, Quiver, BlippAR and others. Criteria, indicators of formation of reading competence of second-graders are developed: perception of works of art of different genres, readability, ability to build and express the opinion, motivation to reading. Based on the certain criteria and indicators, the levels of formation of pupils' reading competence were characterized. The method of formation of reading competence of second-graders by means of augmented reality on the basis of the BlippAR Internet service is offered. The results of the study prove the effectiveness of using the Internet service of augmented reality BlippAr as a means of forming the reading competence of second-graders.

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У статті розглядаються поняття «читання», «читацька компетентність» та її складові, «технологія формування читацької компетентності», «навчальний комікс», поняття організаційно-методичних основ формування читацької компетентності учнів початкової школи засобами створення коміксів та його переваги перед іншими формами методичної роботи. Здійснено аналіз онлайн-сервісів для створення коміксів та можливості їх викopистання для формування читацької компетентності учнів 3 класу на уроках в пoчаткoвiй шкoлi. Розроблено методичні рекомендації дo opганiзацiї poбoти з викopистанням онлайн-сервісів для створення коміксів на уpoках у 3 класi. Робота з коміксами – це зовсім новий погляд на навчання читанню. Застосування даної технології дає можливість сприяти розвитку мотивації учнів до читання, залучення їх до читацької діяльності, яка ґрунтується на учнівській ініціативності та самостійності у доборі текстів для читання та інтерпретації прочитаного. Під час читання учні розвивають уміння сприймати та аналізувати ілюстрований текст, оцінювати прочитане та перетворювати інформацію, уявляти, мислити творчо.