Introduction. In this article the process of using interactive animation technologies during the forming the communicative-compensatory competence of students of the basic general education is discussed. The purpose of the article is to describe the process of using these technologies as part of the implementation of “The Success in Suitcase course” and to diagnose the level of formation of the above competence after its introduction into the educational process.

Materials and methods. The main research methods are the theoretical analysis of the scientific literature devoted to the problem in the works of domestic and foreign scientists; empirical (conversation, questioning, testing), interpretative (quantitative and qualitative analysis, mathematical processing of diagnostic results).

Results. The main characteristics of the introduction of interactive animation technologies in order to form the communicative-compensatory competence of students of the basic general education were:correct perception of information material; basing on clip-cultural communicative interaction; the predominance of audiovisual demonstration of educational material; minimizing the fear of a language barrier; emphasis on student communicative potential; development of creative thinking; specification of linguistic abstractions; the possibility of a holistic perception of linguistic phenomena; the organization of partnerships between the subjects of communication; creation of conditions for the effective solution of communicative tasks of any level of complexity with the help of compensatory skills.

Discussion. The use of questionnaires by A. G. Samokhvalova “Difficulties in communicating with peers and adults” and by V. V. Boyko “Diagnostics of communicative tolerance”, as well as a test block of questions “The concept of compensatory competence” allowed to establish the fact of an increase in the level of formation of communicative-compensatory competence of students of the basic general education after the implementation of interactive animation technologies in the framework of “The Success in a Suitcase course”.

Conclusion. The relevance of the problem determined the development and testing of interactive animation technologies as part of the “Success in a Suitcase course”, which had a positive effect on the dynamics of the formation of the considered competence.

He problem of the formation of communicative-compensatory competence is relevant for the basic general education;

Interactive animation technologies were developed and tested as part of “The Success in a Suitcase course”;

The diagnostics of the level of formation of the communicative-compensatory competence of students of the basic general education showed a positive dynamics of development of this competence after the introduction of the course “Success in a suitcase”.

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