Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

The motive of revenge is analyzed on the basis of the French topos, considered as a space of crime and punishment. It is noted that the novel by E. T. A. Hoffmann and the novel by J. Janin are united by attention to fate as a catastrophic concept inscribed in the picture of life in France. The relevance of the study is associated with the problems of the formation of national identity, national image by romantics of Germany and France. It is shown that the German romantic, who relied on fantasy as a means of understanding and cognizing life, became a model for J. Janin in the perception of “observed material”. Special attention is paid to the artistic embodiment of life as an “ugly abyss” in which the heroines of E. T. A. Hoffmann and J. Janin find themselves. The results of a comparative analysis of the novel, the action of which belongs to the second half of the 17th century are presented in the article. But the writer discusses the morals of the heroes from the point of view of the romantic canon, and the novel, the action of which is attributed to the end of the 20s of the 19th century. The novelty of the research is connected with the fact that the drama of human existence (female) is viewed as a result of the fragility of earthly existence, the loss of faith in the rationality of the universe. This approach made it possible to analyze the national forms of romanticism, the individual approach of Hoffmann and Janin to understanding the moral and the sinful.