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The purpose of this paper is to consider the problems of teaching foreign languages as one of the priorities of the modern educational process at different levels. The paper focuses on the priority of the humanitarian paradigm and the impact of the linguocultural situation and the linguistic and cultural environment on the formation of the educational environment and personal development in modern conditions, the similarity of key skills and trends in the development of the educational system in Bulgaria and Russia is established. The cognitive-communicative approach to teaching foreign languages, based on the development and activation of cognitive mechanisms of students and the modernization of the educational environment using cognitive techniques and technologies, determines the effectiveness and quality of teaching foreign languages. Foreign language competence is a necessary and integral part of the communicative competence of an educated person in the modern world. Special attention in thе paper is paid to the specifics of teaching a foreign language (as opposed to the native /or the second native one) outside the sphere of communication.The further development of foreign languageteaching methods of various types of monasticism, in our opinion, will provide not only mastery of the language, but also its successful assimilation.

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The article considers the functions, structure and content of a foreign language textbook in terms of axiological measurement of modern education. The article gives a new understanding of a textbook as a tool to design and realize the content components of language education. A textbook is supposed to provide socio-linguo-cognitive aspects of communication and cognition in a foreign language. The authors pay special attention to the determination of axiologically significant parameters of the praxe-methodological aspect of the textbook content. The textbook's content through linguistic culture has to form a student's personality, which realizes itself as a bearer of national values, accepts the equality of different cultures and perceives cultural diversity as a source of not only social, but also personal progress.