Alexey A. Korenev

The article examines the development of strategies for cultivating trust-based relationships between foreign language teachers and their learners, situating these strategies within the broader construct of professional communicative competence. The aim of the work is to review existing research frameworks, identify their core components, and develop a comprehensive taxonomy of the requisite knowledge and skills. The leading research method is a comprehensive synthesis of findings from psychology, pedagogy, linguistics, and conflict resolution in pedagogy (pedagogical conflictology) concerning the origins and trajectories of pedagogical conflicts. The relevance of this work stems from the existing gap between the recognized importance of trust-based relationships for the quality of educational communication and the lack of a functional model within the structure of professional and communicative competence for foreign language teachers, given the disparate interdisciplinary nature of research in this area. The article highlights the critical role of the teacher’s emotional intelligence in nurturing trust throughout the instructional process and demonstrates, through a comparative analysis of conflict-development models, the value of early preventive measures. Teaching competences are identified as essential instruments for establishing and sustaining learner trust. The article then introduces interactive, learner-centered strategies designed to preempt conflict through effective interpersonal engagement. An examination of teacher–learner interaction models underscores the necessity for educators to deepen their understanding of these models and of learners’ active roles in communication. For the first time, three distinct trust-building strategies are defined (creating a supportive learning environment, preventing conflict escalation, and fostering individualized interpersonal engagement) and the specific knowledge and skills required to implement each are delineated. The theoretical significance of the article lies in a systematic synthesis of methods for building trust in the foreign-language classroom. The practical value lies in an original taxonomy of professional communicative strategies tailored to graduates of language teacher training.

The article considers the problem of describing the professional competence of a (trainee) language teacher in the context of the transformation of the higher education system in Russia and the transition to new educational standards. The aim of the work is to identify and systematize the characteristics of the professional competency of a language teacher, which can be presented in the form of competences of graduates from language teacher education programs. The main research method is a comparative analysis of the Federal State Educational Standard of higher education in the areas of «Pedagogical education» and «Linguistics», Educational Standards of Moscow State University in the same areas and the Professional Standard «Teacher». The main results of the article include the identification of common types of professional activity in the analyzed standards, which made it possible to single out the language teacher education profile as combining the areas of «Linguistics» and «Pedagogical education»; definition of six basic professional competences of a language teacher (general pedagogical, methodological (linguodidactic), communicative, research, managerial, self-educational). An analysis of the wording of competences in the standards made it possible to identify competences that are difficult to unambiguously relate to a specific type of professional activity based on their wording. It was also found out that there are individual direct and semantic repetitions in the competences designated by different codes. A conclusion is made about an excessive number of competences in individual standards, the absence of a system-forming concept of competence (correlation with a specific type of professional activity) in 27 of the analyzed competences, and the question is raised about the practicality of having different wording of professional competences of a trainee teacher at different universities. The theoretical significance of the article lies in the systematization of existing approaches to defining the professional competences and the development of a model of basic professional competences of a language teacher. The practical value lies in formulating proposals for describing competences in the new generation of standards currently being developed. In particular, it is proposed to reduce the number of competences in the new standards, unify the designations of identical competences, develop unified competency maps for graduates of language teacher training and tools for assessing their development in university graduates.