1. Psycho-pedagogical peculiarities of flt at senior stage of a full secondary school

I. Communicative principle. According to modern educational regulations, one of the main goals of foreign language teaching at various stages of learning a foreign language is to develop communicative competence in all its manifold components (linguistic, social, cultural, educational and cognitive, discursive) that certainly closely associated with learning a foreign language (foreign language discourse ) as a self-sustaining overcomplicated system that is part of communicative field, certain deterministic environment.
II. The principle of non-linearity. This principle is based on the notion that the result does not impact the amount equal to the sum of their results. Significant moment for the practice of language education in terms of its developmental effect is that determines the possibility of non-linearity as a constructive and destructive development system.
III. The not closed principle. According to this principle, the system interacting with the environment and receiving the information are able to evolve. This provision is particularly relevant for understanding the prospects for human development in the conditions of formation of a global information society. In
IV. The principle of observability. This principle is related to the restriction and relativity of out ideas about the system. In language education the principle of observability is interpreted by us in following way.
V. The principle of emergence and order strengthening by fluctuation. In synergetics the term ‘fluctuation’ means a random deviation of the system from a middle position. In language education the term ‘middle position’ is usually called as a ‘linguistic norm’ of native speaker and this norm is a standard in the teaching of foreign languages..
VI. The principle of homeostasis. Homeostasis is a phenomenon of program maintenance of system functioning in some frames that allow to follow its aims.


10. Communicative-cognitive approach in profile and professionally-oriented FL education
Professionally-Oriented Communicative Language Teaching is an effective approach widely recognized among scientists and teachers which involves learners in authentic environment and communication and helps develop communicative competence of non-native speakers studying English for specific purposes (ESP). With the increase of Computer Assisted Language Learning teachers are constantly facing challenges to combine information technology with the Professionally-Oriented Communicative Language Teaching approach, and to develop and design relevant communicative activities which result in non-native speakers’ of English improvement in communicative competence.
The modern requirements for the foreign language proficiency in high school include the presence of foreign language communicative competence of future specialists. It is defined as a certain level of language proficiency, speech and social-cultural set of knowledge, skills and abilities that enable to vary acceptably and appropriately their communicative behavior in a communicative way depending on the functional predictors of foreign language communication and creates the basis for the qualified information and creative activities in various fields.