The article deals with the phenomenon of multifunctionality in the education context, particularly
in university foreign language education, considering teacher and student activities, materials and
texts, as well as technologies and tasks. It demonstrates the need for the development and application
of specific educational tools which are based on complex goal focus and expected integral outcomes
of university education. Multifunctional tasks are considered to be an effective way to form and to
enhance both key and subject-specific competences. The article describes the main characteristics of
such tasks and the essential conditions to implement them in university foreign language classrooms.
Examples of multifunctional tasks intended for foreign language learning are presented and their
potential for teaching non-language subjects is also outlined.
Keyword(s) : foreign language communicative competence
Approaches and principles of students’ foreign language competence by intensifying their independence: a case study in a language high school
The article analyzes approaches and principles of developing foreign language communicative competence of bachelor stu-dents by way of activating their self-dependence. Personality-centered, competence-based, communicative, systemic, subject and activity approaches are treated as key ones. The given approaches help to implement the methodical model providing for commu-nicative and action behaviour based on a number of principles. The principles are as follows: integrative development of foreign language communicative competence and learners` autonomy, modelling functional linguo-professional activity, productive coop-eration and others. It concludes with the way the integration of the above principles influences the process of learners` foreign language communicative competence development.