In the process of reviewing, analysis and synthesis of relevant scientific sources on the selected the issue under research theoretical and methodological foundations of the methodological system of teaching Ukrainian as a foreign language to students of medical institutions of higher education are substantiated and the components thereof are defined, notably contemporary approaches (student-centered, professionally-oriented, system approach, communicative and activity oriented, competency-based, socio-cultural, word-centered, context-based andgenre-based); principles (awareness, visualization, intercultural interaction, individualization and differentiation, intensification, concentrism, approximation, consideration of the native language (mediating language), interdisciplinary links, communicative orientation, the leading role of training exercises, text-centeredness, dialogization and deontologization); methods (direct method, awareness-and-comparative, thesaurus, blended learning, training exercises, educational discussion, brainstorming method, case method, business game method, interactive teaching method, communicative, grammar-translation method, suggestive and and audio-lingual methods); technologies (structural-and-logical, integration, gaming, training, dialogue, and information and communication) applied in class in optimum combination with due regard for the aim, tasks and peculiarities of the language material for the development of practical skills as integral parts of Ukrainian professional-and-communicative competence in foreign students.
As a result of theoretical generalization, it is ascertained that socialization and adaptation of foreign students into Ukrainian educational-and-cultural space is a complex process which occurs in an unplanned and unregulated manner in the routine and educational context of a medical institution of higher education and is supervised by the administration and the teaching staff by way of forming the organizational-and-methodological system comprising administrative-and-organizational and teaching-and-educational activities for foreign students; provision of intensive acquisition of the Ukrainian language as a key instrument of communication.
In the study, the genesis of the formation of the methodology of teaching Ukrainian as a foreign language within the context of the linguodidactic discourse is reviewed. The content characteristics of the basic notions of the research are defined, notably “communicative competence”, “communicative competence of a foreign student of medical institutions of higher education”, “professional competence”, “professional and communicative competence of a future specialist in the medical field”, “professional speech competence of a future doctor”, “system”, “methodological system of teaching”, “Ukrainian as a foreign language” and the substantive content of the notions “Ukrainian professional and communicative competence of foreign students of a medical institution of higher education” and “methodological system of teaching Ukrainian as a foreign language to students of medical institutions of higher education” is elaborated. The didactic potential of the presented exercises and tasks is designated. The criteria, rates and levels of the development of Ukrainian professional and communicative competence of foreign students of medical institutions of higher education are defined. The efficiency of the methodological system of teaching Ukrainian as a foreign language to students of medical institutions of higher education is argued.
Keywords:Ukrainianasaforeignlanguage, socialization and adaptation of a foreign student in the Ukrainian society, Ukrainian professional and communicative competence of a future doctor, methodological system of teaching Ukrainian as a foreign language.
