Due to the application of the axiological approach to the learning process, the students' creative potential is to develop when interactive meth odsare used in the English language teaching which are in their turn are the source of sustainable motivation and cognitive interest to the discipline. The use of MOODLE and its capacities helps to make the learning process more effective and efficient because students can explore the educational resource any time anywhere. «Learning in motion» became one of the key features of the modern educational reality implying the opportunity to study outside the classroom due to the information technologies development.
It is obvious that MOODLE system provides a lot of opportunities both for the teachers and for the students making the learning process more interesting, interactive and effective. However, we should mention that some of the students use standard answers, simple sentences, trite expressions while doing creative tasks fail to think «out of the box». It seems to be quite paradoxical that students almost never use pictures to illustrate their answers, though they attach many photos while communicating in social networks.
Working with students in MOODLE we faced one more problem: students are not used to dead lines, they often fail to submit their works in time when the access to the tasks is not already avail able. This situation is rather paradoxical taking into account that students spend hours in the Internet and social networks but they lack some time to complete tasks in their English language course in MOODLE [27].
Developmental experiment
The purpose of the experiment was the development of foreign language competence within the framework of variable educational aspects. At the developing stage of research and exploratory work, the study was conducted in areas organically associated with the ascertaining stage and was focused on:
- analysis of the content of academic disciplines developing the university students' foreign language competence. The content of integrated, professionally significant courses comprising various educational aspects was analyzed;
- an experimental study of the foreign language competence development in the course of interdisciplinary integration that constitute variable educational aspects and special professional disciplines.
In the process of mastering the educational content of special courses related to professionally oriented interpretation, in terms of creative value- oriented forms and teaching methods, students of various specialties: engineers, economists, lawyers, programmers showed in most cases high - creative proficiency in professionally significant vocabulary, proficiency in business documentation in English, participation in scientific conferences, mastering the basics of professionally significant behavioral style. For example, the following tasks were used to form the projective foreign language knowledge:
1. Find the necessary information for the report «Artificial heart and blood circulation system».
2. Prepare project-report «Negotiations and business lunch» / Prepare a draft report on the subject: «Negotiations and business lunch.»
3. Prepare the dialogue «Business discussion with your boss» / Prepare a dialogue on the topic: «Business meeting with the manager.»
4. Prepare oral discussion «Modern medical equipment» / Prepare an oral report «Modern medical equipment.»
According to the criterion of the integration degree of professionally significant foreign language skills as a result of the experiment, there were substantial differences in the development of the activity block of foreign language competence of the students of both experimental and control groups. Methods for assessing the development of integration in the field of foreign language professionally important skills included the analysis of the results:
- participation in student scientific conferences;
- writing of additional papers during the final state exam in the final language;
- participation in meetings with the specialists from abroad on relevant professional activities;
- translation and processing of original texts taken from the Internet, and intended to create technical innovative instruments and tools: «Ophthalmologi- cal hydro-cutting» / «Ophthalmic hydraulic cutter»; «Laser endoscopic equipment» / «Laser endoscopic equipment»; «Artificial kidney ventilation system» / «Artificial kidney ventilation system».
The basis for the development of the axiologi cal block of foreign language competence was the students' knowledge of the foreign language values, a foreign language culture, dialogue of cultures. The development of the axiological unit was carried out in the process of activating the system- value communicative goal-setting. The functioning of this mechanism ensured the deployment of each of the stages of students' foreign language competence development. At the initial and developmental stages of foreign language competence, the process of the person's entering into the value realities of a foreign language was actualized. The process of a person's entering into the world of val ues implies the internalization of foreign language values and the development of individual personal meanings, ensuring, in the future, the conversion of values into motives of a person's actions. The intensification of the mechanism of system-value communicative goal-setting was manifested in the development of personal value orientations, the motivation of professionally significant foreign language activities in axiologisation of the content of linguistic education, the use of creative value- oriented forms and teaching methods.
The aim of the article was to show the effectiveness of the methodical providing of the development of university students' foreign language competence. By using empirical methods it was determined that the academic dialogue, academic text, as well as intensifying authentic material and projective evaluation methods appear to be valid methodical providing of the studied phenomenon. This methodical providing build up system-value communicative goal-setting necessary for foreign language competence.
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