This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.

The relevance is caused by the need to train mobile social teachers with a high level of adaptation to the changing working conditions and capable timely, reasonably, optimally and quickly to solve social and pedagogical problems of people of different age and social categories. The purpose of the article is in defining the role of applied bachelor degree in training of mobile social teachers in the conditions of professional-mobile practice. The leading method is comparative analysis of social teachers training in the conditions of state educational standard of 2005 and new generation standard FGOS-2010. The article presents the method of projects as the leading kind of activity of practice-oriented training in the direction of applied bachelor degree of future social teachers in the conditions of practice. The method of project activity can be realized in training of specialists in different direction of training and profile.

Purpose of the study: The relevance of the issue under study is conditioned by the necessity to form professional-verbal formal education in the bachelors of pedagogical universities. The goal of this article is to determine qualitative characteristics of professional-verbal formal education in bachelors of pedagogical higher school, substantiation of use of forms and methods for generation of professional-verbal formal education. Methodology:The empirical method is a leading method for studying of this problem, as it allows to observe the process of formation of professional-verbal formal education of bachelors, to measure and compare indicators of the level of the professional-verbal formal education by means of performing specialized tasks; methods of mathematical statistics and graphical imaging of the study results are also used. Results:The concept of formal education is presented by the authors as a totality of personalistic and professional-verbal properties of a teacher and is regarded as a property which determines living standards of the man as an indicator of the human and intellectual capital, as an indicator of the efficiency of the social and professional activity. Applications of this study:The materials of this article can be of use in practical work for teachers of linguistic disciplines of not only universities but also secondary schools and colleges; they also can be of interest to teachers and psychologists of the education system and for all related to vocational-pedagogic activity.Novelty/Originality of this study: A set of measures has been developed and approbated which is necessary and sufficient for the generation of the professional-verbal formal education in bachelors; use of game situations at academic classes and conducting of various events in out-of-classes time, etc. were proposed.The revelation of qualitative characteristics of a future teacher's professional-verbal formal education is the basic subject of our study PHILLIPS, L. A., MELHORN, E., & CRUZ, B. R.Professional-verbal formal education is a man's integrative property acquired in process of his professional becoming which expresses a certain degree of mastering of the social experience and ability to us a generalized experience in the sphere of one's professional activity.On the basis of the study of definitions and attributes of the formal education category in works by G.N. Serikov, we gave singled out qualitative characteristics of a teacher's professional-verbal formal education.1. Awareness means presence of knowledge about communication, kinds thereof, speech quality (correctness, purity, accuracy, consistency, richness, communicative rationality), about the literary norm (imperative and dispositive; major and minor; of common use and with a restricted usage; orthoepic and accentological; grammatical and syntactical; lexical and phraseological); about oral and written form of speech, about speech artistry, functional styles, etc. Here we can also mention the knowledge about informational exchange (rules of communic...

The relevance of the researched problem is driven by the need to use the independent work of students at in-class and out-of-class activities at university to develop their communicative competence in the context of implementing the Federal State Educational Standards of Higher Education of the new generation. The purpose of the article is to make a case for the possible and necessary use of the independent work for the development of the students' communicative competence. The leading method of the research is empirical one that allows to monitor the independent work, to measure indicators using specifically designed assignments, tests, etc. and to compare those indicators, as well as methods of mathematical statistics and graphical representation of results. The assignment complex that is necessary and sufficient for the effective development of students' speech competence has been developed and tested: assignments for in-class and out-of-class activities, game situations on professional topics, various events during extracurricular time, etc. The materials of the article can be used in the practical work of teachers of linguistic disciplines not only in universities, but also in colleges, and are also of interest to all those who are involved in professional and pedagogical activity.

The relevance of the research problem due to the need for effective adaptation of the first year students to the study of linguistic disciplines in the framework of Federal state educational standards of higher education realization of a new-generation, for getting information on the difficulties faced by the first-year students due to the appearance of new disciplines, innovative curricula, forms and methods of training, as well as the interest of organizers of educational process in high school in the high results of development of educational, personal and professional competences. The goal of the article lies in justification of the possibility and necessity of conducting various activities, which aimed at the successful adaptation of the students. The leading method to the study of this problem is empirical, which allows to monitor the process of adaptation of the first-year students, to carry out the measurement using a specially developed assignments, tests, etc., and comparison of the indicators; as well as the methods of mathematical statistics and graphical display of results. The set of activities are developed and tested which is necessary and sufficient for the efficient adaptation of the first-year students: organization of the tutors´ work, the use of game situations on a professional theme, various activities outside the classroom, etc. The article can be useful in practical work of linguistic disciplines teachers not only in universities, but also at schools, colleges, as well as interesting to all who are connected with the professional pedagogical activity.