The article deals with various distance learning management system for pedagogical higher education institution. The most prominent distance learning management systems are mostly focused on: Moodle, WebCT, BlackBoard, eFront, Claroline, Metacoon, SharePoint LMS and Virtual University. Having analyzed the best platforms for creating of distance learning system in pedagogical higher education institution, it is stated that Moodle is leading according to the number of users. Moodle platform is a software suite for creating distance learning courses and websites that works with open source IMS and SCORM. As a result of the analysis and comparisons of the abovementioned platforms, based on pedagogical, didactic, organizational, technical, financial distance learning features, the distance learning management system in State Higher Educational Institution «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University» on the basis of Moodle platform is developed. The platform works in different web browsers. There are no special requirements for hardware and operating system. Moodle platform can be installed on any server with any operating system using arbitrary databases. The platform is free for users. Moodle distance learning management system consists of 35 modules: Chat module, Task module, Forum module, Log module, Test module, Resource module, Research module, Seminar module and so on. Moodle distance learning management system enables distance learning in higher education at an affordable innovation level, creates a calendar of learning process events, creates formal algorithms for the teacher's activity in the educational process, thereby achieving a high level of interactivity and achievement of the required level of quality, skills.

The purpose of the study is to reveal the content and identify the features of using the principles of intercultural communication in the process of teaching foreign languages in the educational environment of higher education. The research methodology involves the integrated use of general philosophical and cultural approaches to the realization of the goal of scientific intelligence and a set of linguistic, pedagogical and sociological methods. The scientific novelty of the results lies in the study of the important problems of intercultural communication as a theoretical and methodological basis for students of teaching foreign languages in higher education. Conclusions. Knowledge of the specifics of communicative behavior avoids communication errors and is an important aspect of teaching a foreign language. Studying foreign languages, it is necessary to pay attention not only to the grammatical and lexical composition of the language, but also to the verbal and non-verbal influence of communication. The importance of studying the culture of another nation is beyond doubt. By experience, it is well known that foreign language speakers tolerate speech errors, but often cultural errors are differentthey have a negative impression on them, even subconsciously. Thus, a student needs to know the peculiarities of the mentality and culture of a foreign-language socio-cultural group and to understand the importance of using this knowledge in a specific socio-cultural context. One of the best proposals for creating a situation of intercultural communication in class, in our opinion, is using role-playing games in foreign language lessons, where it is possible to «try on» a particular controversial situation and realize itself as a source of conventions adopted in a particular society. Thus, intercultural communication is based on accepting differences, exploring the possibilities of communication, bringing up a new perspective on reality, perceiving a different mentalityeverything that is beginning to be perceived as «cultural meaning» in the process of intercultural communication.