PROFESSIONAL TRAINING OF FUTURE PHILOLOGISTS BY MEANS OF MODERN INFORMATION TECHNOLOGIES IN THE LIGHT OF SOCIO-CULTURAL AND LINGUODIDACTIC SCIENTIFIC APPROACHES

Abstract

The article substantiates the need to use sociocultural and linguodidactic scientific approaches to the problem of formation of professional competence of future philologists by means of modern information technologies. The analysis of the pedagogical and linguistic aspects of the problem under study made it possible to isolate the leading system characteristics of the professional training of philologists at the university (essence, composition, structure, functions, history of the system) and to clarify the manifestation of the system characteristics of the phenomenon under study in the university environment as a system object. The necessity of introducing the socio-cultural component (at the normative, organizational, technological and methodological level) to the content of modern information technologies as requiring the formation of an appropriate level of socio-cultural knowledge from all subjects of the organization of the educational process in the university implementing the relevant educational programs is emphasized.The use of leading scientific approaches is correlated with the educational environment of HEI; noted that any educational environment is inherently informational and linguistic environment. The specificity, type and level of this information depends on the type and level of HEI, the direction of training, etc. It is noted that modern information technologies allow to create a special information environment of the institution of higher education and the corresponding educational program due to the involvement of modern educational, organizational, technological, didactic, methodological information to all stages and components. The linguodidactic foundations of professional training of future philologists are presented in the light of the Pan-European recommendations on language education, as well as the main problems and factors that make it possible to implement a linguodidactic approach to the formation of professional competence of future philologists.