The focus on international cooperation has transformed the require-ments for the military personnel professional training and education. It has also led to the National Guard Troops need for the military speaking foreign languages. Increas-ing contacts and interaction with foreign states on security and stability oblige the Na-tional Guard Troops military personnel not only to speak foreign languages at the ap-propriate level, but also to receive the necessary foreign language information inde-pendently, use it, and solve problems of their further foreign language development. Cadets' professionally-oriented foreign language training will be effective if it is im-plemented in electronic form. Competence-based, personality-oriented and lingua-informational approaches are the methodological orientation in the e-learning organi-zation. The modern competence paradigm determines the practical orientation of for-eign language training in a military university. The core of competence-based training is not only the formation of the future officer's ability to perceive foreign language in-formation, but also the ability to apply the received information in their own product of foreign language activity in oral or written form, that is, the ability to use their knowledge in real-life situations. Such a basic principle of the competence-based ap-proach as shifting the emphasis from explanatory-illustrative acquisition of the sum of knowledge, skills, and abilities to building an individual educational trajectory of stu-dents focuses the system of foreign language training of future officers on the devel-opment of their independence. As applied to teaching a foreign language at a military university, the personality-oriented approach is designed to create conditions for the full development of the psychological potential of future officer's personality. Thus, personality is affirmed the core of the personality-oriented approach. The personality-oriented approach focuses on the development of personality, creating conditions for self-education, self-development and self-actualization of personality, taking into ac-count its individual psychological characteristics. The lingua-informational approach is an important resource for managing the organization of the educational process and is implemented in the logic of the principle of building an artificial educational envi-ronment, which is based on the application of a complex of interconnected pedagogi-cal actions aimed at ensuring the maximum realization of the natural potential capabilities of cadets studying foreign languages in domestic military universities. The in-troduction of foreign language e-learning is a consequence of ongoing education digi-tal transformation. In this context the lingua-informational approach is embodied in the construction of a local electronic foreign language educational environment, which is a tool for cadets' skills and abilities acquisition. These skills and abilities im-plementation is possible in an objectively existing rapidly developing foreign lan-guage information environment of professional reality. The local electronic foreign language educational environment of a military university is defined as a lingua-informational one. In the context of foreign language e-learning the lingua-informational environment of a military university should be understood as: a set of electronic information and educational resources, information and telecommunication technologies, appropriate technological means and means of pedagogical influence, which provide training of an officer who is able to use a foreign language practically in such areas of his lingua-informational activities as foreign language information search and processing, its written exchange, discussion of problems of scientific and professional nature. When teaching a foreign language at a military university the ef-fective functioning of the lingua-informational environment is ensured by a number of conditions. The core of the lingua-informational environment as a means of foreign language e-learning implementing is the localized online course 'English for the Mili-tary,' posted on the Portal of the Perm Military Institute. The developed course is used in the educational process of the military institute according to the model of "discipline support". Under the model, the course acts as the basis for classroom work. It makes possible not to change the format of teaching and the structure of the discipline. The author's electronic course consists of four main modules that contain the full amount of knowledge, skills and abilities necessary to solve professional prob-lems. Modular content organization ensures non-linearity of its learning. Each of the modules includes a theoretical part, a practical part, and a part for control performing. The material of the modules is focused on the cadets' awareness that foreign language is a means of acquiring knowledge in the military and special field. Thus, cadets are gradually involved in the problems of the professional sphere of their future activities, commanding their professional vocabulary. So, they have new motives that fill the process of training with personal meaning. In order to increase interest and motiva-tion, each module includes the speech situations of foreign language academic, pro-fessional and scientific communication. The effectiveness of the implementation of electronic foreign language training is described in the context of foreign language in-dependence formation. It is an indicator of the long-term readiness and ability of fu-ture officers to effectively interact with the information foreign language environment of professional reality. The diagnostic results, processed by mathematical statistics, fully confirmed the effectiveness of e-learning in the context of the foreign language independence formation.
