Conduct of modern science– 2016 • Díl 1

Бъдещите изследвания - 2020 ★ Volume 10 
16 
publications revealing issues of the content and quality of training of a foreign language 
teacher indicates that his professional readiness is primarily determined by the integrity 
of linguistic and methodological training in accordance with the social role and the 
tasks of further professional activity - the implementation of school language 
education. 
We define the linguistic and methodological training of a future teacher of 
foreign languages as an integral educational process that contributes to the formation 
of its linguistic and methodological competence, which assumes the willingness and 
ability to teach a foreign language on the basis of a holistic system of knowledge of the 
language and its teaching methodology, which ensures the integration of linguistic 
knowledge and practical skills in the process of solving professional problems in the 
field of foreign language education of schoolchildren. 
An analysis of the scientific literature indicates that in the system of language 
education the term “linguistic methodology” is used by different scientists and 
scientific-methodical schools. At the same time, there is ambiguity in its interpretation. 
So, there is an interpretation of the terms “linguistic methodology”, “linguodidactics” 
and “methodology” as equivalent, i.e. expressing one semantic domain. According to 
M. Dzhusupov, the term “linguistic methodology” cannot be synonymous with the 
terms “linguodidactics” and “technique”. Based on an in-depth analysis of these terms, 
he points out that the term “linguistic methodology” can be used in scientific research, 
but not in the meaning of the term “linguodidactics”, but in the narrow sense of the 
term “methodology” (“A technique for teaching a language”). 
There is no doubt that the process of improving the professional training of 
teachers of a foreign language should correspond to certain pedagogical, psychological 
and didactic conditions. In accordance with the developed program, we relate to 
pedagogical conditions: 
- training in the framework of the integration of theoretical, methodological and 
psychological-pedagogical training; 
- the focus of the entire process of coursework on the development of 
methodological competence through the improvement of communicative; 
- taking into account the professional interests of English teachers. 
The psychological conditions for us are: 
- taking into account the psychological characteristics of adult education; 

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