PSYCHOLOGICAL PECULIARITIES OF FOREIGN LANGUAGE COMPETENCE FORMATION IN THE MONOLOGIC SPEECH OF FUTURE PHILOLOGISTS

INTRODUCTION In the context of integration into a common educational space with the countries of the European Union, the language skills of the Ukrainian university graduates must also meet the common European requirements for proficiency in non-native languages. These include the ability to freely participate in any conversation and discussion, having a variety of idiomatic and colloquial means of speech. The problem of foreign language competence formation in monologue speech remains relevant, since it needs consideration in the context of a competency-based approach that will allow it to be reconciled with others language and language competences – components of foreign language communicative competence, the formation of which is the purpose of learning foreign languages and cultures in educational institutions. The problem of teaching monologue speech has a leading place in the scientific and methodological literature. The problem under study is considered by many methodologists such as B. Skalkin 1 , G. Rogova 2 , I. Zimnaya 3 , S. Passov 4 , M. Bukharkina 5 and many others. Psychological, pedagogical and methodological literature covers the experience of methodological organization of teaching monologic speech: a number of domestic and foreign studies devoted to the structure of speaking, general theoretical issues of teaching monologue (such as linguistic) and