The dissertation is devoted to the problem of the formation of individuallearning strategies of students of the philological department on the basis of competence approach. On the basis of psychological and pedagogical literature, the notion of "strategy", "learning strategy", "individual strategy", "individual style", "competence" and "competence approach" are considered, which were included in active use at the beginning of the XXI century.
Every student builds the individual learning strategy of perceiving material that let to create optimal conditions for realization of his / her potential possibilities and skills. Facilities of individualization of studies are modern technologies, especially interactive, individual tasks, innovative forms of studies, techniques are determined as the basis facilities of individual learning. The formation of individual learning strategy is based on the rational planning of the learning process, taking into account the individual characteristics of students (character, temperament, inclination, abilities). In the study the term «formation of the individual learning strategy of the students of philological department on the basis of competence approach» is defined as the ability of students of philological department to manage the learning process independently, to set specific goals at each educational stage, to identify positive results and disadvantages, to establish and eradicate their causes and to work on the improvement of the educational and professional activities.
The process of formation individual learning strategy involves the independent long-term planning of the educational and professional activities of students of philological department, which includes the consistent application of the most effective means of learning process in a professional direction and aims to overcome the obstacles in mastering foreign language material. It is characterized by dynamism and conditioned by modern trends in society, goals and purposes of education, the specifics of the professional method for students and is related to the development of students` of philological department individuality. The set of methodological approaches are used in the process of professional training:competence,person-centered, active, differentiated and individual. In the process of carrying out a pedagogical experiment, it was made the structural and functional model of formation of the concept of study which consists of five functional block constructs:propaedeutic, individual-diagnostic, planning, realizable and estimated. The criteria and levels of the formation individual learning strategies of students of philological department are determined.
In research it is identified the following hierarchical complex of pedagogical conditions of formation individual learning strategies of students of philological department on the basis of competence approach: implementation of principals of the competence approach in the process of creating the individual professional and subject area of the student of philological department; provision of sustainable motivation of the subject of training to achieve the high-individual level of the formation of professional competence as a result of philological training at the university; development and implementation of individual trajectories of future philologist training (mastering of professionally meaningful knowledge, skills development, acquisition and extension of educational experience on a motivational and value basis) taking into account potentially possible individual and personal styles of educational and cognitive activity of students; activation of the pedagogical potential of using information technologies as a means of organizing, implementing and controlling individual learning. The formation of this strategy was facilitated by the use of modern forms, methods and technologies of learning during three conditionally stages for professional training.
The positive dynamics of formation philological competence of students in the correlation with individual learning strategies allows to recommend the functional model for embedding to the educational process at philological faculties of the institutions of higher education.
