The article focuses on the problems of teaching foreign languages (FL) to pre-service subject (other than foreign languages) teachers and highlights their possible solutions. A sustained discontent of both university teachers and students with the outcomes of FL classes gave impetus for a systematic, detailed study of the university FL education of the target group of learners. There was an acute need to develop well-grounded guidelines for the related course objectives, its content and adequate techniques intended for the target group of learners. The authors claim that the generally accepted English for Specific Purposes (ESP) or Content and Language Integrated Learning (CLIL) models of university FL education cannot be applied in this context for a number of reasons. A limited amount of classroom time, lack of updated teaching materials, mixed-ability classrooms, and unclear perspectives of the future application of the FL skills made the study urgent. Therefore, the teachers of the English Language Department of the Petrozavodsk State University (Russia) developed a project that is described in the article; 152 students and six teachers participated in its implementation. The objective of the project was to introduce reasonable changes into the approaches, the aims, the content, and the techniques for rational and effective FL teaching and learning in this context. The authors identified priorities of the university FL education in line with the context and the target learner characteristics. The article presents arguments in favor of the introduced changes, describes the phases of the project work, and gives details of all the constituents of the proposed curriculum. Based on the outcomes of the project, the authors conclude that it is necessary to undertake further research steps in this direction.

The shift of higher education system to the new federal state standards for education (FGOS3++) is connected with the changes in the curriculum and  terminological shift from so called general cultural competences to key competences. Key competences are the basis for professional competences and lay the foundation for further  personal and professional development of a specialist. Recent research in  teaching foreign languages in higher education institutions have been aimed at the development of professional competences. However the  empirical data show that first-year students of non-linguistic departments do  not have school level command of the foreign language. The article considers the potential of the foreign language to form not only communicative  competence in the foreign language but to form key competences,  mentioned in the new federal standard, regardless of the initial level of language competence.

imperative of modern education is to form key competences or soft skills along with personal values and specific professional competences, the study aims to describe one of the types of tasks which contributes significantly to students' integral outcomes improvement. Materials and Methods. The study was conducted in the framework of university foreign language education. It involved language and non-language students with levels of communicative language competences varied from A1 to B2 ( CEFR). Qualitative and quantitative methods of research as literature review, work analysis, student questionnaires and interviews were employed in the study. A traditional PPP model (present, practice, produce) teaching model with further result assessment was used in the first part of the actual research. The second part involved multifunctional tasks and result assessment. The results of students performance were assessed according to the criteria developed by the authors. Chi-square test of independence was performed to examine the relation between the use of PPP model and multifunctional tasks and the students' results. Results: As the students' outcomes were assessed and analyzed, the study confirmed the hypotheses that multifunctional tasks enable the achievement of higher level in both language competence and key competence which means that multifunctional tasks contribute to better integral outcomes. Discussion and Conclusion. The study has revealed that both models (PPP and multifunctional) boost students' foreign language communicative competence however the use of multifunctional tasks stimulate the key competences and personal qualities development which is necessary for every professional. Multifunctional tasks are versatile and can be tailored to different language level and adapted to different content.

The search for new educational forms, methods and practices is imperative today in the context of modernization and adaptation of education to new socioeconomic and technological realities. The article considers the role of further vocational training in general and the role of further language training in particular as a flexible tool of lifelong learning and continuous education. The key peculiarities of further language education courses are regarded. New foreign concepts of education and self-study (heutagogy) are paid attention to. The article analyses the roles of a teacher and a learner in terms of self-study organization. An individual learning path is viewed as an efficient form of self-study. Various definitions of this term are provided as well as the author's one. The pedagogical model with the use of individual learning path is presented. The model is based on the combination of invariable and variable modules through the employment of the individual learning path. Pedagogical support complex is an additional element of the model. It is designed to accompany and consult the learners. Awareness is seen as a key feature of self-study and its main characteristics are presented in accordance with psychological research. The notions of synchronous and asynchronous learning are presented and analysed in the framework of self-study. The hypothesis that an individual learning path results in the synergy of synchronous and asynchronous learning is proved by the experiment.