Keyword: «foreign language competence»

The article considers the psycholinguistic features of forming foreign language professionally oriented competence, in particular, the characteristics of know-hows and skills of a foreign language learner, the use of linguistic experience, including the problem of the influence of both positive and negative transfer on the process of learning a foreign language.

In this article the author considers the content of foreign-language professionally oriented competence and the main approaches to its formation in students of higher educational institutions of humanitarian profile and taking into account the requirements of FGOS VO. The relevance of this work is due to the demand of society and the state for the training of specialists capable of professional interaction with representatives of foreign countries. On the basis of the analysis, the author formulates the requirements to the organization of the educational process and the main approaches to the formation of professionally oriented foreign language competence of humanitarian profile students.

the ways of defining of a competence are provided, as well as the sphere of the professional competence forming for future teaches of foreign language is discussed. The necessity of developing of the secondary language personality through language teaching is revealed.

The article examines the content of teaching to read authentic texts in English and analyzes the results of experimental work with students specializing in the field of study 44.03.05 «Pedagogical Education» (with two training profiles) based on Ryazan State University named after S.A.Yesenin. The article discusses such concepts as «professionally oriented foreign language competence», «analytical reading», and examines the difficulties faced by students in the process of analytical reading.

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.