Keyword: «методология»

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.

This study investigates the specifics of organizing bilingual education for foreign language specialists to prepare them for teaching agency. The relevance of the research is driven by the need to integrate systematic training for educators in bilingual teaching into modern higher education practices, fostering student development through their initiation into the values of different cultures. This necessitates a foundational study of the methodological principles for creating professionally oriented bilingual training systems. The aim of the research is to identify and substantiate the methodological foundations for constructing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers, which determine the conceptual framework for its understanding and the practical aspects of its implementation. The research is based on contemporary scientific studies in the fields of philosophy, psychology, linguistics, pedagogy, and linguodidactics, enabling an interdisciplinary characterization of the bilingualism essence and the specific features of bilingual education within the system of pedagogical education. The scientific inquiry was carried out relying on the systemic, anthropological, and poly-subjective approaches. The research methods employed included: interdisciplinary analysis and synthesis, logical-methodological analysis, mental modeling, abstraction, systematization, idealization, and explanation. An original interpretation of the concept "system of bilingual training for preservice foreign language teachers" is proposed, defined as a logically structured and orderly functioning pedagogical integrity. This system ensures the readiness of future specialists for simultaneous command of two foreign languages, to an equal or varying degree of proficiency, and their use in teaching activities and intercultural communication. The undertaken research allowed for the generalization of scientific and theoretical prerequisites and the development of an integral structural system of methodological tools for designing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers. This system includes methodological approaches, principles, regularities, and methods. The obtained results can be used in further scientific studies of bilingual training systems and in the practical professional education of foreign language teachers. The prospects for implementing the developed methodological provisions and their application for designing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers are outlined.