The thesis is devoted to theoretical and experimental solution of scientific task for development foreign language communicative competence of lecturers of higher military educational institutions. In the thesis we conducted the analysis of pedagogical theory and military-pedagogical practice concerning development of foreign language communicative competence of lecturers of higher military educational institutions which enabled us to define that transition to competence-based educational paradigm first of all needs reorientation of educational process from traditional knowledge-centred to result-oriented one. We have specified and complemented the content of foreign language communicative competence of lecturers of higher education military institutions as an ability for foreign language professional communication, subject-subject interaction on the basis of dynamic combination of lexical, phonetic, grammatical, stylistic and linguoculturological knowledge, possession of communication strategies and tactics and available experience of foreign language communication according to ethical rules of inter-cultural communication in the environments of direct and on-line interaction. We have substantiated the main components of foreign language communicative competence of lecturers of higher military educational institutions (cognitive, communicative, activity, emotional, reflexive, creative ones), and for the diagnosing of the development of the above-mentioned the correspondent criteria were elaborated (cognitive, communicative, activity, emotional, reflexive, creative ones) and defined four levels of its developedness (high, sufficient, average, low). Comparative analysis of the ascertaining phase of the study results indicated the insufficient level of the development of foreign language communicative competence of lecturers of higher military educational institutions in the context of traditional qualification improvement. This conditioned the need for substantiating the andragogical model of foreign language communicative competence development and its efficiency experimental verification. The designed andragogical model of development foreign language communicative competence of lecturers of higher military educational institutions reflects the most essential characteristics, connections and includes the following blocks: methodological (aim, leading ideas, principles, approaches); contextual (the special course «Foreign Language for Professional Purposes», the distance course «Development of Foreign Language Communicative Competence of Lecturers of Higher Military Educational Institutions», the training «My Internship in NATO Headquarters»); technological (methodology for development of foreign language communicative competence of lecturers of higher military educational institutions); diagnostic-and-result (criteria of diagnostics of foreign language competence development and their levels). According to the results of the pedagogical study, significant differences were revealed in the development of foreign language communicative competence of lecturers of higher military educational institutions, who carried out self-educational training, qualification improvement using traditional methodology (CG) and level of developedness of foreign language communicative competence of lecturers, who carried out in accordance with author’s designed andragogical model (EG). The results of calculating the statistical reliability of experimental data using the criterion φ * - Fisher's angular transformation showed us that the introduction of the andragogical model has provided a significant increase in the development of foreign language communicative competence of lecturers of higher military educational institutions. The conducted experimental research proved the validity of the hypothesis, which stated that in order to increase the effectiveness of the development of foreign language communicative competence of lecturers of higher military educational institutions we should introduce the androgical model substantiated by the author into the process of professional improvement.
