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In the context of integration into a common educational space with the countries of the European Union, the language skills of the Ukrainian university graduates must also meet the common European requirements for proficiency in non-native languages. These include the ability to freely participate in any conversation and discussion, having a variety of idiomatic and colloquial means of speech. The problem of foreign language competence formation in monologue speech remains relevant, since it needs consideration in the context of a competency-based approach that will allow it to be reconciled with others language and language competences – components of foreign language communicative competence, the formation of which is the purpose of learning foreign languages and cultures in educational institutions. The problem of teaching monologue speech has a leading place in the scientific and methodological literature. The problem under study is considered by many methodologists such as B. Skalkin 1 , G. Rogova 2 , I. Zimnaya 3 , S. Passov 4 , M. Bukharkina 5 and many others. Psychological, pedagogical and methodological literature covers the experience of methodological organization of teaching monologic speech: a number of domestic and foreign studies devoted to the structure of speaking, general theoretical issues of teaching monologue (such as linguistic) and

PSYCHOLOGICAL PECULIARITIES OF FOREIGN LANGUAGE COMPETENCE FORMATION IN THE MONOLOGIC SPEECH OF FUTURE PHILOLOGISTS