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The urgency of the problem is to study the Ukrainian language in a foreign language environment based on cross-cultural texts that help students adapt to the country of residence and be acquainted with its realities. The objective of the study is to emphasize the need for selecting texts and didactic materials with consideration of feasibility and practical application of a particular information and the development of communicative competence; to prove the expediency of diversification of tasks and examples as one of the best ways of explaining foreign communicators this or that phenomenon, depending on a situation; to share the experience of teaching the Ukrainian language among non-communicators. A detailed analysis of current research and publications is conducted. The focus is on communicative, personal-oriented, cultural, and level methods, on the importance of visualization, pre-text and post-text exercises, various questions, descriptive interpretation of rarely used vocabulary, extended vocabulary, etc. Research methods used: descriptive, comparative, empirical approaches. The main task in the process of learning a foreign language is highlighted, namely an understanding the concept in context: there are certain meanings in a foreign language for which there are no literal equivalents in the native language, for example, phraseological units. Formulation of post-text questions, paraphrasing the text parts, additional interpretation, comparative analysis – this is an opportunity to encourage students to talk, activate critical thinking, and help them understand Ukraine, Ukrainian realities and Ukrainians. However, the texts should be updated in accordance with the communicative situation, emphasizing the phrases necessary in everyday life. The teacher’s task is to develop students as well-educated personalities, so it is advisable to ask a variety of questions during the discussion, which help not only assess students and find out how well they understand the material, but also promote the development of speech. Thus, the teacher's challenge is to choose carefully the content of texts in order to adapt the foreign students to the language environment, which would promote Ukraine in the world, contribute to the formation of linguistic knowledge about Ukraine., Статтю присвячено актуальній проблемі: вивченню країнознавчих текстів на заняттях української мови як іноземної. У розвідці акцентовано на тому, що країнознавчі тексти допомагають міжкультурним групам адаптуватися до країни проживання та ознайомитися з її реаліями. Мета публікації − проаналізувати країнознавчий матеріал, а також привернути увагу науково-педагогічної спільноти до необхідності підбирати тексти і дидактичні матеріали з урахуванням доцільності та практичного застосування країнознавчої інформації та розвитку комунікативної компетенції; довести доречність урізноманітнення завдань та прикладів як одного з кращих способів пояснити інокомунікантам специфіку використання типових мовних шаблонів, фразеологізмів залежно від ситуації; поділитися досвідом викладання української мови в середовищі іноземців. Зосереджено увагу на комунікативному, особисто-орієнтованому, культурознавчому, рівневому методах, важливості візуалізації дотекстових і післятекстових вправ, різнотипних запитань, описового тлумачення рідковживаної лексики, розширеного вокабуляру. Викладені в статті ідеї проілюстровано прикладами, взятими з досвіду викладання української мови як іноземної в Тернопільському національному технічному університеті імені Івана Пулюя. Методи дослідження: описовий, порівняльний, емпіричний. Виокремлено головне завдання − під час вивчення іноземної мови сприяти розумінню концепції в контексті, адже в чужій мові є певні сенси, для яких у рідній мові нема дослівних відповідників (подано низку фразеологізмів, проаналізовано тексти про традиції та свята). Зосереджено увагу на доцільності ставити післятекстові запитання під час обговорення конкретної теми, оскільки запитання допомагають не лише оцінити студентів і з’ясувати, наскільки добре вони зрозуміли матеріал, а й сприяють розвитку їхнього мовлення. Крім того, простежено роль перефразування частин тексту, додаткового тлумачення лексем як способу «розговорити» студентів, активізувати критичне мислення, допомогти їм зрозуміти Україну, українські реалії та українців. Доведено, що тексти необхідно актуалізувати відповідно до комунікативної ситуації, акцентуючи на фразах, без яких не обійтися в побуті.

Within the article, the content of concepts "method of studying" and "interactive studying" has been found out. Scientific investigations of occurrence of separate interactive methods of studying have been analyzed in both foreign and domestic didactics, as well as role of each method has been described in formation and establishment of lingual personality, including a foreign medical student. It has been mentioned, that method of studying of Ukrainian as a foreign language – is the way of realization of educational, developing and disciplinary aim of studying, that is directed into organization of efficient educational process, which main task is achievement of the desired result. Main interactive methods of studying of Ukrainian as a foreign language have been characterized at medical institution of higher education, namely: method of business-like game, method of brain-storm, method of educational discussions, method of training exercises, method of blended studying, case-method, thesaurus-method. It has been noticed that none of the mentioned methods are universal ones, that’s why only the complex of distinguished methods will promote achievement of the aim and tasks of educational process, in particular, mastering of Ukrainian language by foreign medical students. It has been emphasized, that selection of methods of studying of Ukrainian as a foreign language by medical students depends on chosen approaches and principles of studying of the discipline, specificity of theoretical and practical material, that must be assimilated by a foreign student during studying at institution of higher education, as well as on pedagogical mastery and experience of a teacher’s work, conditions of implementation of educational process, available informative-communicative means of studying, etc. The focus is on that presented methods of studying from the investigation are efficient only under condition of their integrated implementation into educational process, as each definite method is directed into formation of certain practical skills and abilities of a subject of studying, which are key components of professionally-communicative competency of a foreign student as a future highly-qualified and competitive specialist of medical branch.

The purpose of the research is to prove the effectiveness of the use of visualization in the process of teaching Ukrainian as a foreign language to students with clip way of thinking. The following methods have been used, namely: analysis, synthesis, comparison, systematization and generalization of scientific literature; testing and surveys; pedagogical experiment; quantitative and qualitative analysis of data, interpretation and generalization of the research results. The essence of visualization means has been revealed; the expediency of their use in the methodology of teaching foreign students the Ukrainian language has been substantiated. It has been proven that the role of Ukrainian teachers lies in considering all new trends in teaching, integrating computer perception of information by foreign students into teaching technology and using cognitive visualization in order to intensify the learning process.

The article is devoted to the problem of successful implementation of different cutting-edge techniques in teaching in the context of the current significant modifications and profound transformations of the educational system in Ukraine. This work focuses on the forming a foreign medical student linguistic personality, in particular it’s grammar, speech, communication as well as socio-cultural competencies, including by utilizing Advanced Information and Communication technology tools. This research focuses on the introduction of Advanced Information and Communication Technologies into the Ukrainian educational process. It was pointed out, that the effective teaching methodology could be based on the newest methods and techniques. The advantages of pedagogical innovation in comparison with traditional methods of presenting educational information was pointed out. The researchers have interpreted the term Mind map. They have also presented and analyzed its important features, common ways of implementation into current teaching process.

Formation of professional competence in the process of becoming a future doctor needs an interdisciplinary substantiation of integrated model, improvement of content, forms and methods of teaching, creation of favorable psychological and educational conditions of practical training activities. The article outlines the concept of professional language competence of a foreign medical student and suggests effective methods of mastering Ukrainian medical terminology as an essential component of professional competence. The methodical system as a combination of effective methods of forming professional language competence of a future physician is described on the example of studying the communicative theme «Blood. Blood Donors». The criteria of evaluation of student achievements, the state of formation of professional knowledge, skills and abilities, values orientations, culture of speech, style of communication are determined. The basic principles of the formation of professional linguistic competence are such as dominance of communicative approach and professionally oriented content «Ukrainian as a foreign language», the systemic principle in preparation of tasks for all types of speech activity (reading, speaking, listening, writing), the principle of adaptation educational materials for communicative needs of medical students. The four-component structure of professional language competence of a foreign doctor is described. In particular, the following four components are identified: informative (defining ways of perception, storage and transmission of information), analytical (including comparison, classification, abstraction, forecasting, systematization and specification of linguistic material); communicative (through which the information is transmitted, that is, there is a communicative interaction), social (realization of social roles of a foreign student at «student–teacher» and «student–physician-patient» levels).

The purpose of this article is to find an effective technology for teaching Ukrainian as a foreign language. We realize it through the implementation of specific tasks, in particular: we determine modern trends in methods of teaching Ukrainian as a foreign language; we define the basic conditions, approaches, optimal methods, techniques and means of Ukrainian language teaching to foreign students, which together form the technology; we develop tentative tasks that contribute to the formation of foreign students’ cultural and communicative competence. In the research process we apply a number of theoretical (analysis, synthesis and available information generalization) and empirical methods (own observations of the educational process). As a result of our work the complex of optimal conditions, the basic approaches, principles, methods, techniques and means of learning Ukrainian as a foreign language is formed. We conclude that our proposed technology of teaching Ukrainian as a foreign language in Higher Education Institutions has the following components: appropriate learning environment (favorable informational and educational environment and psychological climate in the team; a high corporate culture of all participants of the educational process; teacher competence; resource base of Higher Education Institution; curriculum). Efficient approaches (competency-based; communicative-active; person-oriented; culture-oriented; practice-oriented; multimedia-based) and their implementation principles. Methods (language observation, exercise method, discussion method, situational-role play method, project method). Learning techniques (lexemes semantization; language and communicative phenomena observation; language and speech phenomena analysis; comparison; logical reasoning; analogy building / playback; imitation and others). Learning tools (printed educational literature; graphic and technical tools, and so on). In addition, we offer tentative tasks aimed at forming the Ukrainian language communicative competence of a foreign student Метою цієї статті є пошук ефективної технології навчання української мови як іноземної. Реалізуємо її через виконання конкретних завдань, а саме: з’ясовуємо сучасні тенденції в методиці навчання української мови як іноземної; визначаємо основні умови, підходи, оптимальні методи, прийоми й засоби навчання української мови студентів-іноземців, що в сукупності утворюють технологію; розробляємо орієнтовні завдання, що сприяють формуванню мовно-комунікативної компетентності іноземних студентів. У процесі дослідження застосовуємо низку теоретичних (аналіз, синтезування й узагальнення наявної інформації) та емпіричних методів (власні спостереження за освітнім процесом). Результатом роботи є сформований комплекс оптимальних умов, основних підходів, принципів, методів, прийомів і засобів навчання української мови як іноземної. Висновкуємо про те, що запропонована нами технологія навчання української мови як іноземної в ЗВО має такі складники: відповідні умови навчання (сприятливе інформаційно-освітнє середовище та психологічний клімат у колективі; висока корпоративна культура всіх учасників освітнього процесу; компетентність викладача; матеріально-технічна база ЗВО; освітня програма); ефективні підходи (компетентнісний; комунікативно-діяльнісний; особистісно орієнтований; культурологічний; практико орієнтований; мультимедійний) та принципи реалізації їх; методи (спостереження над мовою, метод вправ, метод дискусії, метод ситуативно-рольової гри, проєктний метод) та прийоми навчання (семантизація лексем; спостереження за мовними й комунікативними явищами; аналіз мовних і мовленнєвих явищ; порівняння; логічне розмірковування; побудова/відтворення за аналогією; імітація та інші); засоби навчання (друкована навчально-методична література; графічні та технічні засоби тощо). Окрім того, у рецепції ми пропонуємо орієнтовні завдання, спрямовані на формування українськомовної комунікативної компетентності студента-іноземця

Teaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of IT technologies. This study has been conducted to evaluate the effectiveness of IT technologies introduction in the educational process during the study of Ukrainian phraseology by foreign students. Authors conducted an experiment, which involved the introduction of IT technologies in the process of gradual study of phraseology at the lessons of Ukrainian as a foreign language during the academic year. 20 foreign students of the 3rd year participated in the experiment, from whom an experimental and control group of 10 students each was formed. Pre- and post-experimental tests to compare academic achievements, pre- and post-experimental surveys, informal interviews, observations of participants in the learning process were used as a means of data collection. The authors provided a system of tasks using Internet communications, computer presentations, online dictionaries, elements of the blended learning system for each stage of working with phraseological units. The obtained results confirmed the hypothesis: the use of IT technologies in the study of phraseologisms by foreign students increases their motivation for learning, and, as a consequence, improves learning performance. Indicators of academic achievement of the experimental group exceeded the starting level, while the control group noted a decrease in the indicators of academic achievement. Prospective directions for further research may be related to theoretical generalisations in the field of methodology of teaching Ukrainian as a foreign language, as well as to the development and implementation of modern complex methods using IT technologies.

The model of methodological system of teaching foreign students of higher medical educational establishments Ukrainian language has been theoretically grounded, in particular, it has been noted that structure is the main feature of any model, namely schematic reproduction of components (aim, content, tasks, approaches, principles, methods, forms, means, technologies of education), which will provide the effective functioning of created model and the achievement of predicted result. It has been indicated that this model consists of four blocs: target, methodological, content-procedural and diagnostic-resultative. The Target block reflects the aim and hierarchy of tasks, it is based on the requests and needs of society, corresponds to educational programs and normative-legal acts, which regulate the process of education of foreigners in Ukraine. The Content-procedural block is directed into formation of professionally-communicative competency of the foreign students-medics and consists of three stages: motivational-target, informative-cognitive and professionally-modeling. The Motivational-target stage provides development of the stable motivation of a foreign student for the achievement of success in professional activity; desire of self-development and self-realization in the future profession; interest to search-exploratory work; desire to master skills of professionally-oriented communication. The aim of the informative-cognitive stage is formation of the system of special and communicative, theoretical and practical knowledge and abilities of a foreign student, which will enable the determination of efficient strategies of the professionally-oriented dialogue conduction and achievement of the desired result. Skills of organization and prognostication of the professionally-communicative activity form at the professionally-modeling stage in a foreign student, as well as the outlining of ways of realization of perspective plan of conduction of communicative actions with the aim of solving professional tasks. Approaches to the research and its principles have been proposed in the methodological block, which define the vectors of realization of the process of teaching foreign students of higher medical educational establishments Ukrainian language. The functions of diagnostic-resultative block – monitoring, control, analysis and correction of the process of education; definition of criteria, indicators and levels of formation of professionally-communicative competency of foreign students-medics, their readiness to conduction of professional activity. It has been established, that the model of the methodological system of teaching Ukrainian language as a foreign one at medical establishments of higher education, that is presented in the reserach, concretizes the process of formation of professionally-communicative competency of a student-medic through synthesis of its structured components, reflects integrity of the phenomenon and appears as means of realization of the educational process., Теоретично обгрунтовано модель методичної системи навчання української мови іноземних студентів медичних ЗВО. Вказано, що ця модель складається з чотирьох блоків: цільового, методологічного, змістово-процесуального та діагностувально-результативного. Цільовий блок відображає мету та ієрархію завдань, ґрунтується на основі соціальних запитів і потреб суспільства, відповідає освітнім програмам і нормативно-правовим актам, які регулюють процес навчання іноземців в Україні. Змістово-процесуальний блок спрямований на формування професійно-комунікативної компетентності іноземних студентів-медиків і складається з трьох етапів: мотиваційно-цільового, інформаційно-когнітивного та професійно-моделюючого. У методологічному блоці запропоновані підходи до навчання і принципи навчання, що визначають вектори реалізації процесу навчання української мови іноземних студентів медичних ЗВО. Визначено основні функції діагностувально-результативного блоку: моніторинг, контроль, аналіз і корегування процесу навчання; визначення критеріїв, показників та рівнів сформованості професійно-комунікативної компетентності іноземного студента-медика, його готовність до ведення фахової діяльності.