Keyword: «professional and communicative competence»

The article addresses the problem of defining the structure of universal skills within the modern foreign language teacher’s professional and communicative competence. The relevance of the study is due to the increased requirements for a language teacher's professional competence, as expressed in the new educational standards for higher education, the professional standard for teachers, the competence map for teachers of foreign languages at schools and universities, as well as the Common European Framework of Reference for Languages. Existing regulatory and recommendation documents emphasize the need to master not only subject- and language-related skills, but also universal skills. However, the problem of structuring the nomenclature of these skills remains insufficiently studied in both domestic and foreign language teaching methodology, and therefore requires further consideration. The aim of the article is to determine a list of universal skills and subskills that constitute the core of the modern foreign language teacher’s professional and communicative competence. The leading approach to the research problem is a theoretical analysis of domestic and foreign literature on the research topic, as well as an analysis of regulatory and recommendation documents governing language education in higher studies, in order to systematize universal skills as a component of foreign language professional and communicative competence. The main results of the article include a detailed nomenclature of universal skills, synthesizing the requirements of Russian educational standards as well as the can-do statements of the Common European Framework of Reference for Languages. The theoretical significance of the article lies in the systematization of the components of universal skills in the structure of linguodidactics students’ professional and communicative competence, which expands scientific ideas about the content of professional training for preservice teachers of foreign languages. The practical significance consists in the possibility of using the proposed nomenclature as criteria for assessing the level of teachers’ foreign language professional and communicative competence. The research results can also be used in the development of educational programs, syllabi of disciplines and training modules, methodological recommendations, assessment tools, language teacher professional development programs, and further scientific research in the field of language teaching methodology.