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The article discusses the education conditions changing due to the digitalization and gives the definition of digital competence. The purpose of the article is to determine the level of digital competence of a modern foreign language teacher at a university and to consider this competence in educational process. It is argued that a teacher should be extremely flexible and have "digital" competence for effective teaching. We highlight the areas of teacher activity that require digital competence (scientific and curricular activities). We study the level of digital competence of foreign language teachers at the university and propose pedagogical options for using digital technologies both in education and in scientific research of a modern teacher. This describes the skills of the allocated levels (basic, high, advanced). The article highlights possible digital services for using in writing research papers, study guides and creating content, as well as for classroom work and for conducting distance learning. It is noted that the using of digital services in some cases helps the teacher to reduce the time for the revision process, increases students' motivation and consequently achieves better learning outcomes.

Motivation is considered to be an essential condition of facilitating any activity. In order to create a positive motivation in the process of learning foreign languages, teachers need to have a clear understanding of aims, required procedures and techniques for elaborating new learning paths. The main purpose of motivation in teaching foreign languages is to stimulate and promote cognitive activities that ensure active participation and work of students during the lessons, make students take an interest in foreignlanguage culture and development of foreign-language communication skills. This article reveals both the basic definitions and concepts of motivation, analyzes them and describes the most effective procedures and techniques that should be applied when teaching foreign languages for social studies and science students. The importance of methodical development, material and methods used during the lessons to form motivation is emphasized. The stages of both classroom and extra curriculum educational activities are identified and the main methods used at each of them are represented. According to the selected stages, the proposed methods have been tested at Togliatti State University. As a result of the implementation of the suggested methods, the growth of students' motivation and performance indicators in the experimental group has been shown. According to the data obtained, it was concluded that the amount of the students who have progressed to a new level in the exposure group was higher than the percentage of transition to a new level in the reference group. Thus, a thorough analysis of the curriculum of the degree program, development of educational material content taking into account both psychological and cognitive age peculiarities and foreign language competence of the exposure and control groups, correct arranging the students' cognitive activities during classroom activities and extra curriculum work, use of modern computer-aided technologies, well-structured system of feedback and reflection ensure motivation to learn a foreign language.

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