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An important role in achieving a high level of effectiveness of learning Ukrainian as a foreign language is played by the contextualization of learning, which contains both cultural and educational components, as well as the consideration of positive emotional factors. The article deals with the peculiarities of the contextual approach to the study of Ukrainian as a foreign language, which contributes to the development of intercultural communication skills. Emphasis is placed on the feasibility of integrating positive psychology into teaching methods, which reduces the level of anxiety of students and increases the efficiency of work in an emotionally supportive environment. The basis of the research is the analysis of the results of work with foreign students at the Kyiv Medical University. The purpose of the work is to find out the influence of studying the Ukrainian language as a foreign language on the process of intercultural communication as an important factor of adaptation of foreign students to a new cultural environment, to consider ways to increase the effectiveness of intercultural communication with representatives of different cultures, to emphasize the expediency of using positive psychology in the development methodological approaches to teaching the Ukrainian language to foreigners. The methodology of the work is based on the study, analysis and generalization of both the results of research on teaching methodology and the results of educational activities organized with studentsforeigners in order to reveal the concept of intercultural communication and ways of increasing motivation, it is also based on qualitative and quantitative research methods. Conclusions. A comprehensive approach to the further development of the methodology of studying the Ukrainian language as a foreign language will create conditions for psychologically comfortable integration of foreign students in the social and cultural life of Ukraine, for successful education in Ukrainian universities. On the one hand, an increase in the level of motivation is facilitated by a contextual approach of the teacher, which selects appropriate cultural components of interest for students, encourages them to overcome certain social communication barriers and to use more opportunities to communicate with native speakers, to seek to better understand the mental peculiarities of the native speakers of the country, where a foreign student lives. On the other hand, an important factor in the success that can significantly determine the well-being of both the student and the teacher is the consideration and systematic use of advances in the field of positive psychology. Further research and development of secondary linguistic personality issues in the process of studying Ukrainian as a foreign language, attention to such necessary prerequisite for effective and purposeful work as creating a psychologically comfortable learning environment, creating situations of success will promote intercultural communication and stimulate both student’s and teache’s development, to find new interesting and effective forms of interaction. КУЛЬТУРОЛОГІЧНІ ТА ПСИХОЛОГІЧНІ АСПЕКТИ ВИВЧЕННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ Важливу роль у досягненні високого рівня ефективності вивчення української мови як іноземної відіграє контекстуалізація навчання, що містить як культурологічний, так і навчальний компоненти, а також урахування позитивних емоційних чинників. У статті розглядаються особливості контекстуального підходу до вивчення української мови як іноземної, що сприяє розвитку навичок інтеркультурної комунікації. Зроблено акцент на доцільності інтегрування позитивної психології в методику викладання, що зменшує рівень тривожності студентів і підвищує ефективність роботи у емоційно сприятливому середовищі. Підґрунтям дослідження є аналіз результатів роботи з іноземними студентами в Київському медичному університеті. Мета роботи – з’ясувати вплив вивчення української мови як іноземної на процес інтеркультурної комунікації як важливого чинника адаптації студентів-іноземців до нового для них культурного середовища, розглянути шляхи підвищення ефективності інтеркультурної комунікації з представниками різних культур, зробити акцент на доцільності використання позитивної психології у розробці методичних підходів до викладання української мови для іноземців. Методологія роботи базується на вивченні, аналізі та узагальненні як результатів досліджень з питань методики викладання, так і результатів організованої зі студентами-іноземцями навчальної діяльності з метою розкриття поняття інтеркультурної комунікації та шляхів підвищення мотивації, на якісних та кількісних методах дослідження. Висновки. Комплексний підхід до подальшої розробки методики вивчення української мови як іноземної створюватиме умови для психологічно комфортної інтеграції студентів-іноземців в соціальне та культурне життя України, для успішного здобуття освіти в українських ВНЗ. З одного боку зростанню рівня мотивації сприяє контекстний підхід викладача, який обирає відповідні цікаві для студентів культурологічні складові, спонукає долати певні соціальні комунікативні бар’єри і використовувати більше можливостей спілкуватися із носіями мови, прагнути краще зрозуміти ментальні особливості носіїв мови країни, у якій певний час проживає студент-іноземець. А з іншого боку важливим чинником успіху, що може суттєво визначати самовідчуття як студента, так і викладача, є врахування і системне використання досягнень у галузі позитивної психології. Подальше дослідження і розробка питань формування вторинної мовної особистості у процесі вивчення української мови як іноземної, увага до такої необхідної передумови ефективної та цілеспрямованої роботи, як створення психологічно комфортного навчального середовища, створення ситуацій успіху сприятиме міжкультурній комунікації і стимулюватиме як студентів, так і викладачів до подальшого розвитку, до пошуку нових цікавих і ефективних форм взаємодії., {"references":["Cherenshchykova D. (2012). Aksiokorektsiya pedahohichnoho spilkuvannya u vyshchykh navchal'nykh zakladakh zasobamy pozytyvnoyi psykholohiyi. Psykholohiya osobystosti. No. 1(3), pp. 184-194. (In Ukrainian).","Chundak A. (2016). DINZ doslidzhuye stanovyshche inozemtsiv u vyshakh Ukrayiny. 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The problem of teaching of Ukrainian as a foreign language in terms of bilingualism is regarded in the article. The features of teaching of Ukrainian professional speech for foreign students are determined. The attention is focused on issues related with overcoming difficulties on the issue of foreign students’ motivation in learning Ukrainian. The importance of teaching Ukrainian language for foreign audience is proved. It is noted that the Ukrainian linguodidactics is at the stage of formation nowadays. The crucial role of the language teacher in the process of the formation of Ukrainian professional language of foreign students is shown. It is stressed that without a high level of culture of professional speech of future foreign specialists, it is impossible to talk about their readiness for professional activities as well as their professional integration. Attention is paid to the methodology of teaching Ukrainian language with regard to interaction with other language systems. The ways to facilitate the process of adaptation of foreigners on the way of mastering Ukrainian language and Ukrainian professional language in particular are determined.&nbsp

Phraseological dictionary is a subtype of educational lexicographic works for foreigners who study Ukrainian, the need in which is not satisfied yet. Thus it is of great importance to work out methods to select phraseological minimum as a basis for future monolingual and bilingual learner’s phraseological dictionaries for foreigners. The purpose of this article is to describe and analyse criteria and approaches used for selection of phraseological units for their usage in linguistics and didactics of Ukrainian as a foreign language. The article deals with analysis of approaches approved in Slavonic scientific environment to form phraseological (paremiological) minimum, also prospects of their formation in the context of linguistics and didactics tasks are outlined. The following methods of selection were analysed: socio-linguistic experiment, method of direct observation, corpus-based methods – as well as scientific results acquired by their means. To the author’s point of view, the potential of this research is in creation and approval of the complex methods to form Ukrainian phraseological minimum adjusted to be used for foreign learners, methods which can be used as a basis when creating monolingual and bilingual (multilingual) dictionaries.

The article is devoted to the problem of formation of cross-cultural communication of foreign students in the process of learning Ukrainian as a foreign language. Theoretical and pragmatic ways of intercultural communication methods for foreign language speakers in four types of speech activity have been substantiated. There have been determined linguistic and didactic principles of learning the Ukrainian language as a foreign language using proprietary technology of interaction of different approaches that promotes the development of effective cross-cultural competence of foreign students. The main components of the innovative technology of work with foreign language audience have been characterized; a system of tasks and exercises aimed at mastering linguistic, socio-cultural and pragmatic competences has been set. There have been determined linguistic and methodical problems of comparative methodology, which proprietary technology LTIRP with the usage of authentic texts is based on. Traditional and new forms, methods and techniques of teaching foreign students in the process of formation of cross-cultural competence have been considered.

The concept, the structure and the types of innovative educational technology aimed at personal-oriented education – technology of language portfolio is regarded in the article. The possibilities of using of the technology of language portfolio as an effective tool of self-assessment of achievements of foreign students in the process of learning of Ukrainian language are analyzed in the article. The author notes that the use of technology of language portfolio in teaching of foreign students Ukrainian language allows to specify learning objectives, better organize educational process, form unique curriculum of mastering the language, understand and design the strategies and techniques of their own educational activities, promote the development of speech skills and self-esteem of foreign students. The experience in the development and the usage of the technology of language portfolio in the process of teaching of Ukrainian as a foreign language, created in Kharkiv National Automobile and Highway University is represented in the article. The positive impact of the usage of the noted technology for the increasing of learning motivation of foreign students, formation of the responsibility for the results of their academic work, as well as formation of the settings for the cooperation of students and teacher in the process of learning is highlighted, because the language portfolio serves as a tool for self-assessment and self-knowledge.