Abstract:
The foreign paradigm of education is considered from the standpoint of the cognitive-linguocultural approach
in the article. It is specified that modern achievements of foreign language education are connected with the
substantiation of the conceptualization of the world by man, the understanding of the language and its role in
cognitive processes. It is found out that phenomena of categorization of the cognitive-linguistic and cultural
methodology of foreign language education, which allow to use scientific results in a complex scientific object
- thinking-language-communication. The theoretical and practical essence of modern cognitivelinguoculturological
methodology of foreign language education is substantiated, which serves as a conceptual
platform for the training of teaching staff. This is one of the modern theories of training specialists, which
is based on the cognitive-conceptual complex study of language-culture-personality. Approach to the problems
of education from the standpoint of modern linguistic science is indicated, taking into account the relationship
of language and man to reality through the functioning of language karting of the world of ethnic
groups, that allows students to form intercultural communication. In this regard, the article examines the theoretical
origins of foreign language education, analyzes the main works of teachers, psychologists and linguists
who formed this scientific branch. It is specified that in the training of specialists of a foreign language specialty
it is important to teach students to use the inventory of language tools (in the form of statements and
discourses) in order to implement the didactic tasks for carrying out the intercultural communication in various
situations.
