LINGVO-COMMUNICATIVE PORTFOLIO AS A MEAN OF PHILOLOGY STUDENT REFLEXIVE EDUCATIONAL ACHIEVEMENTS
The renovation of the strategies of for the preparation of the specialists ready for the professional skills realization, active socially, competent, able to perform interpersonal interaction. It needs relevant means for self-esteem of lingvo-communicative culture as a mark of verbal activity subjects development. The portfolio given in the article is considered as a mean of reflexive educational achievements of a philology student studying a foreign language. Lingvo-communicative portfolio is a personal document that allows a student to define his level of lingvo-communicative culture by himself, to be taught to appreciate relevantly educational achievements, to see the goal of lingvo-communicative culture acquirement, to built the route of its perfection. Being the mean of control and appreciation the results of education. The lingvo-communicative portfolio is oriented to the systemization of the experience of lingvo-communicative culture acquirement and to help a philology student with self-searching and self-esteem of his educational activity. What has been already achieved and what are the potential abilities. The structural parts of the lingvo-communicative portfolio are presented: the table of the self-esteem of students lingvo-communicative culture, control sheets for the self-esteem, individual programme to improve lingvo-communicative culture, student's experiences of working with the portfolio. The control sheets for the self-esteem coincide three levels of the lingvo-communicative culture according to which the self-esteem is realized. Level A is reproduce, level B is reproduce-creative, level C is creative. For each level in the lingvo-communicative portfolio philology students are given integral descriptors according to indexes of emotive, cognitive, pragmatist and reflexive components of the lingvo-communicative culture which can be used as the manual for the teachers dealing with the lingvo-communicative culture formation within the educational process of a higher school. The importance of student's understanding of the given experience of the reflexive activity in the lingvo-communicative culture formation based on the studied subjects. The conditions to help the lingvo-communicative portfolio individuate the process of philology student's lingvo-communicative culture formation in a foreign language are presented.