LANGUAGE PORTFOLIO IN TEACHING UKRAINIAN AS A FOREIGN LANGUAGE

The choice of the research topic is determined by several factors: the necessity to find effective means of evaluat- ing various kinds of work, the necessity to acquire and organise necessary knowledge by international students them- selves in order to be able to solve communication problems according to situations. The paper aims to provide theoreti- cal substantiation of the model of language portfolio used as a complementary tool for monitoring and assessment of international students' academic performance when learning Ukrainian as a foreign language. Research methods in- volved consideration of methodological and psycho-pedagogical literature, legal documents, their analysis and synthe- sis; generalisation of scientific developments, lesson observation, pedagogical modelling, sociological methods. A lan- guage portfolio of an international students consists of contents, the portfolio itself with the list of its principal ele- ments, introduction with clear formulated aim and objectives, brief description of the language portfolio, a student's self-analysis and self-evaluation of the work done. The use of language portfolio method in work with international students is quite effective, as it develops critical and creative thinking, capacity for self-analysis, ability to use scientific literature, choose authentic texts corresponding to a communicative aim.