Search

The primary challenge in teaching Ukrainian as a foreign language is to identify language units, speech genres, or text types relevant for use in the educational process to develop the communicative and linguistic-cultural competence of learners. Given the significance of gastronomic culture in the modern world, a culinary recipe can serve as a valuable source of information about national cultural traditions and material for developing communication and intercultural skills. The article explores the concept of a ʼculinary recipeʼ and the specific characteristics that make it a distinct type of text with potential applications in teaching Ukrainian as a foreign language. It argues that the linguistic and didactic potential of a culinary recipe is grounded in its features, such as compact size, the presence or potential use of visual aids for information presentation, a typical and repeated text structure, and optimal lexical content in terms of frequency of usage and stylistic neutrality. This content includes background and non-equivalent vocabulary, borrowings, internationalisms, hyperonyms, hyponyms, words related to product names, dishware, and other kitchen utensils, gustatory and deverbative culinary adjectives, as well as culinary verbs and verbs related to food processing. The article also emphasizes the presence of typical structural models in word combinations and sentences. Special attention is given to the appropriateness and effectiveness of studying dish names and processing productive grammatical models, particularly word combinations. It highlights the importance of avoiding categorical imperatives in language materials and suggests processing culinary instructions primarily with the verb form in the 1st person plural. In conclusion, the author recommends the integration of culinary recipes into Ukrainian language classes for foreign language learners, particularly for students at proficiency levels approaching A2–B1.

The scholarly and practical interest both within Ukraine and globally towards theoretical exploration, practical methodologies, and technologies fostering critical thinking and exemplifying academic integrity across the European and international landscape aligns with the imperative of advancing higher education within a framework of innovative student development. This article aims to investigate the impact of instructors teaching Ukrainian as a foreign language on the cultivation and enhancement of critical thinking skills and academic integrity among international students. The research methodology is rooted in R. Paul and L. Elder’s theory, emphasizing a dual-component structure of critical thinking encompassing elements of thinking and intellectual standards. The approach integrates our own professional reflections, insights from colleagues, data collection, student questionnaires, and scientific observations of their academic. This study clarifies the principles underlying the introduction of optimal tools from the arsenal of philological disciplines. These tools are designed to nurture critical thinking skills and instill adherence to academic integrity principles among foreign students at Kyiv National University of Technologies and Design, particularly within the framework of the elective course “Interesting Ukrainian: Conversation Club”. Additionally, it analyzes quantitative indicators reflecting the acquisition of critical thinking skills and adherence to academic integrity among foreign students. The findings affirm several key points: Firstly, instructors wield significant influence in raising foreign students’ awareness of the importance of upholding academic integrity ideals. Secondly, teachers possess the capacity to structure educational modules effectively, fostering the development of critical thinking skills within their disciplines. Thirdly, this approach stimulates foreign students to perceive themselves as integral contributors to the educational process, nurturing their sense of responsibility and professional awareness. Finally, the study highlights the most effective methods for cultivating academic integrity.

The article continues a series of studies dedicated to teaching the Ukrainian language to foreign students who either know or have experience in studying Russian. This group comprises foreigners from post-Soviet countries, as well as foreign master’s and postgraduate students who previously studied in Ukrainian higher education institutions in Russian. In compliance with the Law on Education, they are now studying Ukrainian or learning it as the state language of their current country of study. The mastery of a new foreign language, as is commonly known, is built upon existing speaking experience, which determines the methodological necessity of comparing the systems of the known language with the language being studied. Such a comparative analysis allows the identification of common features in both languages and facilitates the application of previously acquired knowledge and skills in learning a new foreign language. Interference, understood as the interaction of different language systems, directly impacts the acquisition of a new language system. The foundation for studying and regulating interference processes lies in the contrastive approach. Contrastive linguistics aims to identify differences and similarities between modern languages, aiding in determining the directions of interference and explaining the cause of typical errors. In our previous articles, we explored interference effects when Russian-speaking foreigners studied the Ukrainian language, focusing on phonetics, grammar, and syntax. These studies involved a comparative analysis of the functional-communicative organization of sentences, exemplified by the examination of ways to express subject-predicate relations in Ukrainian and Russian. Functional-communicative grammar emphasizes the pivotal role of syntax as a system that organizes all other language levels. It views a sentence from a communicative organizational perspective as an utterance formed according to a specifically defined structural scheme, with the structural core being the predicate. The predicate designates specific positions for the participants in the situation described by the proposition (subject names or actants) and their quantity. The proposed article investigates various types of extenders for the predicative centre of sentences, considers primary methods of expressing object, meaning, and circumstantial relations in both simple and complex sentences, and highlights key differences in expressing these relations between Ukrainian and Russian. These differences merit the attention of Russian-speaking learners to prevent interference errors. The methodical recommendations provided herein may prove beneficial to teachers and methodologists in developing training programs, crafting textbooks, and designing teaching materials for Ukrainian language instruction tailored to specific groups of foreign learners. They also serve as valuable resources for novice teachers in preparing for practical classes.

The article defines tasks and outlines approaches and ways to implement a short-term Ukrainian language course for foreign students of a preparatory department using a course developed by the teachers of the Language Training Department of International Education Institute for Study and Research of V.N. Karazin Kharkiv National University as an example. After the adoption of English as a medium of instruction at Ukrainian higher institutions, those international students of preparatory departments who do not have the appropriate language level have to learn two languages, i.e. English as a medium of instruction, and Ukrainian as the host country’s state language, which is crucial for functioning in the social and cultural environment. A limited amount of classroom time for learning Ukrainian makes it a challenge for teachers and methodologists. The core task is to develop a short-term course that would contain all the main structures of the Ukrainian language. In addition, there is an objective to build a communication competence sufficient to help the students adapt to a new social and cultural environment while studying in Ukraine. As a result, the students should master the Ukrainian language at the A2 level, which corresponds to the “basic user of the language”. The article includes the initial language proficiency level requirements according to the Common European Framework of Reference for Languages as well as the standards of Ukrainian as a foreign language at the A2 level. The authors also highlight how communicative methodology combines a structural approach and deductive, inductive, implicit, and interactive teaching methodologies. There is a conclusion on the relevance and advisability of such methodologies for the short-term Ukrainian language course for international students. The paper contains an analysis of the structure and content of the textbook “Learning Ukrainian” by V. Komarova, T. Laguta, and I. Sukhova based on the developed course materials. The book stands out among the other textbooks of Ukrainian for international students due to its condensed form and scrupulous selection of educational content. Moreover, the textbook corresponds to the needs of future international students who will be getting higher education in English at higher education institutions in Ukraine by forming communicative competence in Ukrainian. The authors examine the approaches and methods of teaching that correspond to the purpose and features of teaching a short-term course. The article showcases the communicative approach as the most widespread language educational method while studying any foreign language, and the Ukrainian language in particular.

Immersion of foreigners in the Ukrainian linguistic and cultural environment requires the teacher, as a facilitator of this process, to use effective methods and techniques of working with materials of linguistic and sociocultural content, the development of which is an urgent task of modern linguistic didactics. The author considers the linguistic and didactic potential of the Ukrainian cultural concept VYSHYVANKA in teaching Ukrainian as a foreign language in the framework of the contemporary educational and methodical paradigm, namely the competence-based approach to learning. The powerful linguistic and didactic potential of the ethnocultural concept VYSHYVANKA can be used both in the practical course of Ukrainian as a foreign language and in teaching special educational disciplines, particularly with distinct linguocultural and/or scientific components, as well as in students’ research practice. This ethnocultural concept can be an object of research in course papers of philology students and their master theses. When studying a foreign language and culture it is appropriate to use comparative or cross-cultural analysis. This concept plays an important role in forming general communicative competence (in particular, its lexical and grammatical components), intercultural communicative, and linguistic and cultural competences. The paper offers specific exercises and tasks for the development of the defined competencies in various types of speech activity: 1) for foreign undergraduate students of the philological specialties, students of preparatory departments, and for non-philologist foreigners of all levels of education (the focus is on lexemes with a national and cultural component: vyshyvanka, to embroider, embroidery, etc.); 2) for foreign masters and postgraduate students of philological and cultural specialties (the focus is on the ethnocultural concept VYSHYVANKA, its nominative field, and structure; the particular importance of the value dimension of the concept). The article contains some recommendations on the use of specific song material in classes on Ukrainian as a foreign language (“Two colours”, “Song about a towel”).

The article is another part of a series of scientific and methodical studies on the formation and development of language training methods for foreign students at classical university. Previous research has analyzed the formation of the conceptual foundations of language training of educational migrants of various study profiles, the history, principles, and features of language education of students of higher education of non-linguistic and philological specialties based on the activity of the Language Training Department 1 of V. N. Karazin Kharkiv National University. The third part is devoted to the analysis of problems and achievements of the department in teaching Ukrainian as a foreign language. The gradual transition to teaching the state language was carried out from the end of the 90-s of the XX century. This required a rethinking of methodological approaches and principles, the development of principles and provisions of the methodology of teaching Ukrainian as a foreign language, and educational and methodical support of the teaching process. The research tools of the article as a part of the series are the method of systematic analysis of the scientific work on the linguistic problems of the Ukrainian language done by the department’s specialists, characteristics of dissertation studies, scientific publications, didactic work, and their methodical implementations. The main stages of the formation of the methodological foundations of teaching Ukrainian as a foreign language at classical university, the optimal methods of teaching language aspects, the formation of speech activity skills, the intercultural communication are also highlighted in the paper. The authors defined the main scientific and methodological principles and components of the educational process organization (in particular, the development of the program as one of the main factors in the creation of methodical and informational support for language training of foreign students studying at Ukrainian universities). The authors relied on the concept of language education of foreigners presented in the first article of the series, the structure of the modern educational paradigm, analysis of the influence of the competence approach on curricula creation, and professionally oriented language training of foreigners. The article also contains an analysis of some educational and methodical Ukrainian language guides and manuals that have been used for forming components of communicative competence of educational migrants during language acquisition in a new social-cultural environment, in the academic space of a Ukrainian classical university.

The significantly accelerating pace of life and the increasing amount of information along with the emergence of new cognitive features of modern students have triggered the necessity to select the appropriate ways of presenting educational information. One of the ways to solve the problem is to involve various aids for visualizing knowledge, by providing language and communicative samples during the language training process of foreign students at Ukrainian higher education institutions. This article reveals the essence of the visualization concept, substantiates its use in teaching the Ukrainian language to foreign students, and covers the principles of visual aids selection such as goal orientation, functionality, complexity, and system quantization. The article provides the experimentally tested types of educational materials created with the help of visualization, such as infographics, word clouds, mental maps, memes, and wimmelbuchs. It is proved that the implementation of visual aids in the educational process also has a positive effect on the formation of cognitive interests, and improves the development of such qualities as initiative, independence, and tolerance in intercultural communication. The obtained results show that the selected types of visual aids foster the conscious acquisition of the Ukrainian language, the formation of aspect language skills, and the development of language skills as the basis of communicative competence of foreign students. The authors outline the role of Ukrainian teachers: to create such visual aids which not only complement the language materials but also reflect the socio-cultural context, i.e., form part of the Ukrainian-speaking environment. The use of the proposed set of visual aids for language training of foreign students provides ample opportunities for the formation of phonetic, lexical-grammatical, and communication skills, creates the effect of immersing a foreigner in the linguistic and cultural context visualizing each fragment of communicative interaction in brief form, and at the same time fulfills the function of a visual stimulus for communication.

The article explores important aspects of the use of integrated learning in studying Ukrainian as a foreign language, in particular the Ukrainian vocabulary of medical terminology. Systematization and improvement of the terminological system in the created integrated courses of language disciplines will contribute to the successful mastery of medical terminology. Integrated teaching of Ukrainian as a foreign language has the primary goal of developing a complete system of educational and methodological support for the entire period of study, taking into account, first of all, the specifics and directions of development of the specialty chosen by a foreign student. The absolute educational requirements for the development of curricula and work programs and appropriate methodological support for each stage of language learning are consistency, correctness, systematicity and relevancy of the professional and language material, constant interdisciplinary coherence, and coordination, taking into account trends and features of rapid international development of medicine. Teaching Ukrainian as a foreign language should be aimed at careful thematic selection of textual and relevant terminological material for the best mastering of a certain professional discipline, taking into account the specific stage of study and this category of higher education. In the process of multifaceted interdisciplinary integration, it is extremely important to offer a dosed content terminological load for a foreign student in accordance with a specific stage of training in medical specialties. It is necessary to present a terminological material not only from simple to more complex but also taking into consideration system connections both at the level of the Ukrainian medical system of terms and that of modern interdisciplinary terminology. Professional vocabulary developed in the classroom during the study must contain basic terms, relevant concepts, and definitions of these concepts with regard to Ukrainian and international standardized documents. The relationship and coordination between professional and language disciplines in integrated learning are increased if the system of terms is understood and presented not just as a number of medical nominations but as an extremely dynamic logical and semantic unity.

The article deals with the peculiarities of learning the Ukrainian language by foreign applicants for higher education. Based on the personal practice, analysis, and generalization of scientific sources, the author outlines the peculiarities of the formation of Ukrainian-language competence of foreign students. The emphasis is placed on the formation of their communication skills as a necessary component of learning a foreign language. The author characterizes the content of the concept of “Ukrainian-language communicative competence” in terms of teaching Ukrainian as a foreign language. This concept is defined as establishing and maintaining the necessary contacts in the Ukrainian-speaking environment based on knowledge, skills, and abilities possessed by foreign communicators, taking into account the content, needs, motives and social norms of behavior in a particular situation. It is very important to engage a language class in communication situations, which allows the students to remember the vocabulary and grammar of the Ukrainian language better. This can be achieved by using various forms of organization of foreign students’ education. The article presents a system of communicatively oriented tasks and exercises for the formation and improvement of communicative competence of foreign students. The system of exercises is aimed at gaining knowledge and skills in the main types of speech activities, which are implemented in both written and oral forms. The communicative situations offered in the study of Ukrainian as a foreign language should reproduce the speech process in real life, which will encourage foreign students to communicate. The author argues that repeating similar phrases in the same type answers is a useful method as this allows students to improve their language, quickly choose the right words, word combinations, and whole constructions. Prospects for further research are to improve and develop a system of tasks and exercises for the development and improvement of all types of speech activities of foreign students.

The modern visually-oriented world is the world of real and virtual possibilities due to the application of information technologies. Therefore, television and the Internet are used not only for entertainment but also for educational purposes in all the spheres of human activity including education. In didactics, audiovisuals play an important role in mastering foreign languages. The appropriateness of their use in the educational process is stipulated by their implementation facilitating all general didactic learning principles – activity, consciousness, consistency, and visualization as well. Audio and video materials are aimed at improving the perception efficiency of the program material, checking the level of its assimilation, and mastering the abilities and practical skills for application of the acquired knowledge. The aim of our analysis was an attempt to define the most basic principles for the formation of competence in a foreign language in students from non-language institutions of higher education based on the use of audiovisual teaching aids. During the study, the authors conducted an analysis and synthesis of the best pedagogical practice, generalized their observations, and experimentally verified the validity of using audiovisual teaching aids in the formation of foreign language competence of foreign students of the preparatory department and the main stage of training (1st-4th year students), and 1st-2nd year Ukrainian students of Vinnytsia National Technical University. The article clarifies the concept of foreign language competence. There have been analyzed the main methods of forming students’ foreign language competence based on the use of audio and video materials (phonetic recordings, texts recordings, audio lessons, podcasts, video clips, video films, electronic textbooks, online dictionaries, video conferences, virtual seminars, telecommunication projects). The authors have substantiated theoretically and tested experimentally the effectiveness of the use of audiovisual teaching aids and their influence on the formation of speech competence among Ukrainian and foreign students. They have proved that while using audiovisuals in the classroom one should take into account the cognitive patterns of students’ learning activities, and their readiness to perceive and assimilate the learning material. It is also important to ensure an organic combination of specific audiovisuals with the teacher’s professional skills. The creation of the foreign language communicative environment will help both optimize the training of future engineers of foreign language professional communication, and also form their professional communicative competence.

The article is devoted to the development of a methodology for teaching feminitives of the Ukrainian language to foreign students. The authors analyze the structure of modern feminitives in the Ukrainian language, select units for training, and propose exercises to consolidate knowledge of the learned material. The problem of the formation of feminitives in different languages is relevant in connection with democratic social processes. Another area of study of feminitives concerns their structural features. The problem of the formation and functioning of feminitives is closely related to the phenomenon of linguistic political correctness in the use of gender-labeled words (especially the names of professions), the problems of word formation, and intercultural differences in the use of gender-neutral and gender-labeled words. The relevance of the work is due to the lack of development of a methodology for teaching feminitives in Ukrainian as a foreign language. Vocabulary plays an essential role in teaching the Ukrainian language to foreign students. The systematic accumulation and expansion of vocabulary are one of the main tasks during language learning. The general derivational tendencies of the development of feminitives of the Ukrainian language are: increasing the productivity of the suffixal way of the derivation of feminitives; updating and expanding the word-formation base of feminitives, especially through numerous borrowings; archaization of some derivational types of feminitives; activation of previously unproductive types; the spread of feminitives in the professional sphere to designate women by position, specialization, by type, place of activity, success, achievements, etc. Modern changes in society necessitate a more attentive approach to the selection and presentation of vocabulary and educational texts to a foreign audience. The language is constantly changing, which means that constant updating of educational materials is required as an important tool in the language environment for foreigners to familiarize themselves with the picture of the world of its native speakers. In this sense, the role of the authors of manuals and teachers of Ukrainian as a foreign language has been increasing, as they introduce foreigners to the modern Ukrainian picture of the world through the prism of their own perception.

The article discusses methods of organizing the educational and research activities of students with clip thinking to develop their empathic abilities during Ukrainian classes. The author proposes drills that contribute to the expansion of the cognitive and cognitive sphere of students, development, analysis, and use of emotional and sensory experience of a person. Ideas of humanization and humanities-oriented approach retain their relevance and they have not been sufficiently implemented in the system of higher education. It is important to form the humanistic mentality of modern specialists, which should become an integral part of their professionalism, along with the development of a system of value attitudes. The Ukrainian language has an educational potential for the development of moral and ethical qualities of the individual. It is necessary to form appropriate knowledge and skills in students, fostering a personal attitude to the content of education, increasing the level of empathy formation, and manifesting a deep emotional attitude to the discussed moral problems and moral value activity as a result of the application of the described methods of organizing educational and research work. An optimally organized process of teaching the Ukrainian language can prepare a student’s personality for a tolerant perception of foreign culture, for tolerance based on the developed empathy, for removal of national stereotypes and prejudices. Empathy is a condition that allows individuals to successfully solve new problems that may arise in their relationships with people. And the empathic type of intercultural communication helps to find the best ways and means for organizing mutual understanding between partners during a dialogue of cultures. Prospects for further research consist in the development of test methods that trace the dynamics of psychological phenomena of personality, a level of development of empathic abilities, to actively use them in the educational process.

The article is devoted to the description of the methodology for teaching foreigners to understand Ukrainian folk tales, which would help students understand the meaning of fairy tales at a level close to that one of native speakers. Fairy tales are an ideal field in which the methodology of linguocultural studies can be effectively used. The relevance of the research is determined by the importance of the linguoculturological approach to teaching Ukrainian as a foreign language. There is no system of exercises for teaching Ukrainian folk tales, which would contribute to the formation of a holistic view of the Ukrainian national mentality among foreign students. Teaching foreign students to read and understand the content of Ukrainian folk tales will be effective if they rely on the knowledge about the value system of Ukrainian folk culture, understanding of the realities and linguistic features of Ukrainian folk tales; comparison of plots of Ukrainian folk tales with those of fairy tales of the native culture of foreigners. We believe that the use of the texts of Ukrainian folk tales is advisable in classes of Ukrainian as a foreign language at all stages of education. The content of Ukrainian folk tales reflects the mentality of the Ukrainian people and is a source for understanding the value foundations of Ukrainian culture. The methodological system of working on the texts of fairy tales in a foreign audience should be based on linguoculturological commentary and a comparison of the values of Ukrainian culture with the values of the native culture of foreigners. During the training, the spiritual world of foreign students is enriched due to their acquisition of knowledge about the customs, traditions of Ukraine, understanding of the national and cultural specifics of linguistic units. This is the key to successful communication between representatives of different peoples, languages, and cultures, and in a global sense, it correlates with the actual problems of interlanguage and intercultural communication. Prospects for further research are to determine a linguo-methodological basis for the selection of Ukrainian folk tales and ways of their presentation to a foreign audience; in conducting experimental verification of the effectiveness of the developed methodological model

One of the challenges facing a modern foreign language teacher is both a relatively low level of initial language training of educational migrants and their low motivation in studying the entire system of a foreign language and their involvement in the educational process. One of the ways to solve this problem is the system of working on creolized texts. The creolized text (also called the polycode, or multimodal text) as a type of text that combines verbal and iconic information, is familiar to modern students from different countries, and fits into the world postmodern reality. Most often, creolized texts are spoken of in the analysis of advertising products, posters, or film texts. At the same time, for foreign language teachers, the use of polycode texts is by no means a novelty: you can at least name cards, posters, illustrations, picture dictionaries, and other means used at the initial stage. These verbal-iconic means have proven their unconditional effectiveness both in explaining lexical and grammatical material and in reinforcing what has been learned. Reading a creolized text allows for the transition from text to meaning: such an algorithm allows an applicant for higher education to comprehensively use reception, memory, intelligence, and activate speech-thinking processes in a foreign language. One of the most glowing functional types of creolized texts today is the meme – a special kind of multimodal text, closely welded verbal and iconic components that have a basic set of features: repeatability, comicality, recognizability, relevance. The use of memes in teaching foreign languages is an important way to increase the motivation of educational migrants to study, to establish intercultural communication, to form students’ linguistic and cultural competence, to facilitate the processes of adaptation and socialization in the new reality. Such texts may well become one of the sources of information about the national and cultural characteristics of a foreign country and its native speakers.

The authors investigate some specifics of using song material in the formation of foreign language communicative competence when teaching Ukrainian to students of different levels of language proficiency. The relevance of the article is determined by the fact that there is an insufficient number of educational resources on the Ukrainian language for foreign students and also by the proven effectiveness of the studied type of educational material, and consequently by the necessity of developing a method for its optimal use. The aim is to develop a methodology of using song material in lessons of Ukrainian as a foreign language for students of different levels with a focus on popular contemporary songs. Methods of research used in the article comprise critical analysis of literary sources; study and generalization of teachers’ work; trial teaching. Main results. The article offers methodical recommendations for using song material in lessons of Ukrainian as a foreign language to fulfill such educational tasks: use of song material as phonetic exercises and for correction of pronunciation, use of song material as a motivator for studying the creativity of writers and poets, use of song material in studying the lexical and grammatical material. The authors propose a technique for a complete lesson for studying a chosen song, and also variants of using the song “Dumka” based on the poem by Taras Shevchenko at different stages of language learning. Emphasis is placed on modern songs, in which music is set to verses of prominent classics, and examples of songs that are recommended for use at different stages of the educational process are given. Conclusions. Usage of song material has some important advantages in the practice of teaching Ukrainian to foreigners and allows creating the most authentic environment in the classroom; removing psychological barriers; improving a classroom microclimate; increasing opportunities for foreign students to get acquainted with Ukrainian traditions and culture in a timely and versatile manner; adaptation of students to the language uses, providing them with song material to get involved in authentic Ukrainian language.

Ukrainian as the state language of an independent European country is the subject of study in various parts of the world, including universities within individual research of Ukrainian studies (for example, Harvard University or the University of Alberta) or Slavic studies (different countries). The latest trends in teaching / learning foreign languages are aimed at: attracting the latest information technologies, quick access to knowledge, taking into account student needs (task-based approach), interpreting language as a tool for career growth or international communication, changing or supplementing the paradigm of language education. Accordingly, the Ukrainian language, which is the object of study outside Ukraine, needs new relevant ways of teaching it as a foreign one, based on the latest quality results of linguistic research of the Ukrainian language, in particular in the functional aspect. The purpose of the article is to analyze the current situation and outline the prospects for teaching Ukrainian as a foreign language outside Ukraine (in particular, based on the study of the experience of teaching it in Austria and Germany). The tasks are to carry out a comparative analysis of textbooks of the Ukrainian language for German speakers, to outline the scope of current problems related to the teaching of the Ukrainian language outside Ukraine. This was made possible by the descriptive method, and the functional approach made it possible to trace the conformity of teaching materials with modern requirements and needs of students. Textbooks for German-speaking students are designed for the Beginners level and implicitly take into account the information that for students it is the second Slavic language (usually after Russian). The studied textbooks have a diverse quality of language content (usually intended for beginners, but cover topics, grammatical material, communicative situations from higher levels) and are based on the grammartranslation method (except Klymenko Lina, Kurzidim Jan. Razom (2008); Schubert Ludmila, Ukrainian for beginners and fortresses (2012). It was found that there are no student`s book, teacher`s book, workbook, audio materials, which together according to the stages of training (levels A1-C2) would consistently provide a clearly divided language materials and propose communication skills, taking into account on the Common European Framework of Reference for Languages: Learning, teaching, assessment (2020) and Standardized requirements. Levels of proficiency in Ukrainian as a foreign language (A1-C2). High-quality linguistic resources of the Ukrainian language (for example, functional grammar of the Ukrainian language, dictionaries of collocations, lexical minimums), taking into account the latest approaches to learning foreign languages, would not only raise students' motivation, but also contribute to greater competitiveness of the Ukrainian language in a modern globalized society.

In this article the phenomena of multiethnolect, ethnolect, contact language and pidgin has been analyzed, which are inherent in the speech of migrants. The peculiarities of this linguistic phenomena are based on the example of different languages (German, English, Norwegian, etc.). In particular, emphasis is placed on the reasons for their formation. The commonalities and differences between analyzed linguistic concepts are also outlined. The analyzed phenomena contains a large amount of foreign vocabulary, which is not in the literary version of the language. At the same time, they create new forms, build their specific grammar. The experience of foreign researchers working on this topic is taken into account, so examples from local realities are given. The focus is on multiethnolect as a language of modern European cities. The spread of this phenomenon beyond the narrow groups of migrants, where it was formed, is traced. For example, in Germany, a mixture of German and Turkish is popular among ethnic German youth. An attempt is made to compare the realities of migrant speech in Europe with the speech of migrants in Ukraine. Based on the sociological study «Prestige of Ukrainian language among foreign students in Lviv» the features of the language of foreign students of three largest Lviv universities: Lviv Polytechnic National University, Danylo Halytskyi Lviv National Medical University, Lviv National University have been analyzed. According to the study, almost all foreign students use Ukrainian words, both in literary language and in slang, dialect and «surzhyk» are common on the streets of Lviv. In fact, Ukrainian language is most often used in everyday situations outside the university: for example, in public places – transport (81.8%), shops (90.2%), cafes and restaurants (82.2%), health care facilities (68%). In contrast, in the academic environment, the language of communication is mostly English – 67.6%, and at the place of residence of students – their native language (67.6%). This is due to the fact that most university courses are taught in English, and most foreign students, as already mentioned, are not interested in staying in Ukraine after graduation, so they are not highly motivated to deepen their knowledge of Ukrainian. Thus, the primacy of the communicative function of Ukrainian language among foreign students is attested; the most typical situations in which foreigners use Ukrainian language are identified; an attempt has been made to explain the current state of affairs. The speech of foreign students is classified as a contact language and prepidzhin, which is caused by the temporary stay of these people on the territory of Ukraine, and hence the need for full integration with Ukrainian society. To increase the interest in Ukrainian language by foreign students, exercises with the use of slang vocabulary have been proposed.