Today the scope of international activity of Russia has increased. In this regard, there has appeared a steady demand for a good knowledge of one of the European languages (English, French or German). However, in teaching university students there is still a number of problems: poor development of pedagogical conditions for increasing the efficiency of university students' foreign language speech activity; the problem of the evaluation criteria of speech development level and technological organization of students' language development; ignorance of its methodological and linguodidactic foundations; uncoordinated study of foreign and native languages; lack of consideration of the motivational features of student's linguistic personality formation, etc. The article reveals the essence, structure and content of foreign language speech activity. The use of problem-solving communication speech and grammar exercises ensures the successful formation of foreign language speech activity in the learning process that forms a meaningful basis for speech activity. The article determines the principles of its organization and presents a structural and functional model of the development of foreign language speech activity. The results of experimental work suggest the viability of structural and functional model of university students' speech activity formation. The model shows a correlation of its components, justifies pedagogical conditions for its effective implementation, reveals students' speech activity development level, provides the criteria, proposes diagnostic tools, as well as the complex of problem-solving and communication methods for the future formation of the main types of students' speech activity that provide professional character and meaningful basis for foreign language speech activity.

The development of intercultural competence of students by means of a foreign language today is caused by a number of factors that are essential to the modern society. This modernization of the national education system, which currently includes such priorities as: provision of social mobility in society through the support of the most talented and active young people; support given to new generations to enter the globalized world through the development of young people's communicative abilities for intercultural understanding, etc. The article reveals the content of value-semantic potential of educational programs that can act as a factor of intercultural competence development of University students, which is the leading characteristic of the cultural development level of the individual and society as a whole. The results of experimental work suggest the viability of axiological approach as a principle of the implementation of educational activities aimed at developing students' certain personality traits (sense of community with others, along with their own self-determination in a multicultural environment; the desire to know people of other cultures and to establish productive relationships with them, the desire for effective implementation of the acquired knowledge and skills with the aim of understanding the world, etc.).

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