Russian and English spatial verbs as means of forming foreign students communicative-cognitive abilities

In this case thesubject of the text activity are the analysed verbs, realization of their semantic and functional peculiarities at the micro-level (a separateword, a sentence) and macro-level (several sentences, a paragraph, several paragraphs), as well as communicative potential of the spatialsemantics verbs concerning intercommunication between the speaker and the information recipient, which, in its turn, supposes the presenceof a psychological structure: definition of the communication motive, purpose, problem, action and operation. Being the units ofspeech activity Russian and English verbs of spatial semantics mean actions which are realized in terms of statements (written, oral) in aspeech act  elementary units of verbal intercourse, which can be divided into four groups: 1) spatial semantics verbs, describing the locationof the subject/object; 2) spatial verbs participating in speech acts, stimulating the activity of the subject/object in intercommunication;3) spatial verbs, participating in speech acts, having inventive characteristics (description and argumentation of actions) of thestate of the object/subject; 4) spatial semantics verbs, participating in speech acts, having cognitive characteristics. Semantic and functionalfeatures of the Russian and English spatial semantics verbs are considered at the micro- and macro-levels of the sentence with theusage of most frequent Russian and English spatial verbs, which imply: a) a system approach to the Russian and English languages researchwith the help of Russian and English spatial verbs; b) usage of non-reproductive training forms (mechanical learning of words andgrammatical forms) when studying verbs of spatial semantics; c) a system approach to teaching materials usage, where the basic prominentfeatures of the Russian and English languages are considered; d) psychological willingness of the student: high concentration level ofcognitive processes, high degree of abilities to generalise the investigated material, productive work of the operative and long-term memory; e)transition from the quasi-professional level to the future expert level, as well as formation of expert qualities (possession of the lexical,grammatical, stylistic norms of the language under study), which finally constitutes such a concept as language intuition. In its turn, it will promotestudents analytical abilities formation; purposefully generalize the information and knowledge of the Russian and English spatial verbs.The support of fiction will promote the expansion of the analytical reception, passive and potential abilities of the students. Intensification ofthe educational process supposes involvement of all structures of educational activities, such as an educational problem/educationalsituation, educational actions, control, and estimation.

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