Contents of modern foreign language textbook for non-linguistic students

With regard to the new paradigm of higher education, it is important to create a comprehensive solution to the problem of textbooks for foreign language teaching in non-linguistic universities, taking into account social, epistemological, anthropological and functional aspects [1].

Epistemological aspect involves the development of a textbook based on modern methodological concept of foreign language teaching in higher education. Epistemology is a theory of knowledge, which is applied to the object under study and includes scientific arguments of a particular hypothesis, contains a system of evidence to hypothesize the criteria of truth of the conclusions and observations. Therefore, the model of the textbook, the method chosen, principles and teaching techniques should theoretically be reasoned from the point of view of modern linguodidactics [2].

Considering the solution to the problem of creating foreign language textbook in anthropological aspect, we should consider "natural shift in knowledge-centered paradigm, change in the philosophy of education, its turn towards anthropocentrism, to the understanding of the crucial role of education in the development of human being" [3].

Functional aspect of consideration of the problem of creating the textbook involves reflection in the range of materials and technologies of functional roles of students in actual academic and social activities and future experts in the field of professional communication. At the same time the functional role is understood as a set of responsibilities, activities and behaviors corresponding to certain human functions in social or professional relationships [4].

In the social aspect of learning at all stages, including the beginner's, we should regard the reflection in the content of the textbook social and professional context of life and work future expert in view of the qualitative characteristics of the social categories of communication [5-6].

Speaking about the construction of a model of the electronic textbook, it should be specified that it must comply with the conditions of non-linguistic institutions teaching a specific profile [7]. When creating a single textbook, for example, for the initial stage of economic university, we need to take into account different number of hours allocated to the study program on different specialties: marketing in trading activity, information systems and technology, finance and credit, the economy of enterprises and organizations, taxes and taxation, law, etc. We cannot allow reduction of first-year students' motivation to learn a foreign language, if the higher education program, repeating the school one, does not open to students new opportunities and possibilities in the study of a foreign language as a means of acquiring new knowledge in the specialty and foreign language as a means of professional and everyday communication [8-9].

As regards the rules for students, they need clear regulations so that learning remains balanced. For example, the establishment of the rule that visiting classroom activities and passing the online tests is strictly required. Is necessary to combine independence and work at their own pace with the understanding that the gap in the subject automatically requires more frequent visits to classroom courses.

In addition, the development of the electronic textbook model, we should follow the laws of modeling [10]. This is due to the fact that models can perform a variety of functions. Among these functions A.M. Shamov considers: means of reflection of the objective world; hypotheses and test tool; means of the criterion of true knowledge about the components of cognitive activity; means of ensuring the connection of scientific knowledge with scientific practice, the practice of schooling [11]. «Model then performs its role successfully, when the extent of its conformity is defined strictly enough. Between the model and the real object a certain similarity must exist» ( Ibid, P. 115 ).

In the study of the educational environment is possible to allocate how electronic educational models are modified as they convert the process of learning organization. Generalization of works that represent the organization of the e-learning environment suggests three basic types of models. The first type of E-Learning environment is associated with the first generation of Web. This model slightly changes the traditional teaching; the essence of it is that the electronic environment allows teachers to move to electronic teaching mode by downloading slides, assessment tests and other electronic materials. The second type of model is a result of rapid development of the information environment. This model shifts the focus on a virtual nature of learning.

In our opinion, an effective integrated interactive textbook on paper and electronic media can be effective. It is necessary to build such a complex, taking into account interdisciplinary communications and language proficiency of students. To bring students to the level of English which allows them to continue their studies in European universities or after graduation to participate in the discussion of economic issues in international seminars and conferences, to conduct foreign language communication in the reception of foreign experts, the creation of joint ventures, as well as during professional activity abroad, an integrated textbook should be based on the principles of interactive approach.

Electronic textbook must also have didactic qualities of the traditional textbook and perform the same functions as when you create it using the online resource materials [12], it has hypertext structure, allows the teacher to manage student activities and its control, provides students with the opportunity to create personal use of the area, building an individual educational trajectory, and also activates self-learning activities.