PARTICULARITIES OF EFFECTIVE LINGUA FRANCA COMMUNICATION IN STUDENTS'' ENVIRONMENT
The article discovers the specifics of English lingua franca functioning in students' environment. At present, English lingua franca is the most widespread contact language of intercultural communication, so it implies a global use of the English language by speakers who share various lingua-cultural particularities. English lingua franca serves to achieve multitudinary communicatory goals, due to which it can take many forms. The purpose of the work is to reveal morphosyntactical particularities of ELF usage, which do not impede students' effective communication. To achieve this goal it is necessary to solve the following tasks: to make a critical analysis of scientific sources as to the indicated problem and to define the main research notions; to found a research database, which includes audio tracks of students ELF communication; to find and to describe the morphosyntactical particularities in students communication. Special attention is given to the theoretical basics of the text, to description of determinants that define effective ELF communication; to the considering of such notions as lingua franca, English lingua franca, communication and effective ELF communication. Addressing this theme could be explained by growing interest towards multidimensional studies of the contemporary contact language of intercultural communication - English lingua franca, within the present day sociolinguistic science. Despite the detailed studying of emergence conditions and functioning of ELF, its differences from English as a foreign language and its role in European integration, the integral part of ELF functioning in students' environment has not received much attention within any subfield of linguistics. Educational communication takes one of the important places in contemporary society and is considered to be an information exchange process. According to this, effective ELF communication is connected with achieving goals, which the participants of a certain type of communication situation set for themselves. Communicatory ELF competence is conceived as a multidimensional phenomenon, which includes certain determinants: proficiency of adjusting to the interlocutor's linguistic particularities, mutual interest of speakers, following communicative turn-taking and having results orientation. Adjusting or accommodation to the interlocutor could be of positive or negative nature. The first one is connected with adaptation to the interlocutor, whereas the second one is determined by using such kind of speaking and gestures style that is maximally inconvenient and inapprehensive for the collocutor. Turn-taking is considered the main characteristic which differentiates dialogue from monological speech. The rules which control this process and the transition relevance place are determined individually by speakers. Any deviation from these rules leads to attraction of unwanted attention from the side of the dialogue participants and to taking regulating measures. The cooperative nature of ELF communication includes keeping of socio-cultural data and personal stances. Balance in communication is of great value, due to the fact that intercultural contacts are regarded today not only as an interaction of representatives of the various ethnical groups, but also as reciprocity of different professions and outlooks. According to the article, the problem of ELF studies lies in the fact that the results of these highlight the cooperated and harmonized structure of ELF communication (Ch. Meierkord, M. Meeuwis), although there is a number of scientists (J. Thomas) who point out existence of practical problems with which the speakers encounter. Students' educational communication is dynamically evolving and is constantly changing. The students ELF speech had various kinds of particularities which are to be stressed: omission of endings in third person, singular; use of category of noun which is to be used in singular in pluralia tantum; usage of the dem