Abstract
The development of linguodidactics as a science, its object, subject, research tasks, and axiological senses are justified by synthesizing the reflexive analytical and empirical components of methodological knowledge in foreign language teaching. As this science accumulates multiple knowledge, it is proved to study both the interaction of phenomena such as language, consciousness, culture, society, and processes of teaching a foreign language, mastering this language as part of educational process, using the language as a means of communication, (self)-knowledge, and (self)-development. Emphasis is placed on both describing linguodidactics research areas through addressing its notion “professional language personality” and interpreting content-specific and innovative features of the contemporary sociocultural model of students' linguistics education and its essential structural elements, including the value of this education, its purpose, content, and methods, as well as students' communication activities, their involvement in the system of social relations, and educational outcomes.
TopIntroduction
Undoubtedly, development of linguodidactics, or theory of FLT (foreign language teaching) mostly determines the quality of foreign language learning for university graduates. Nowadays, this science is steadily increasing its research potential in the area of FLT, enhancing its research interests via determination of new scientific approaches, in particular, in the field of the content and language integrated learning in the system of university education.
Definitely, the main purpose of linguodidactics is production and systematization of reliable knowledge about FLT and foreign language education. The basic problems of this science can be represented as two research groups. The first one deals with the structure and the history of scientific methodological knowledge, principles, forms and methods; the other one provides a possibility to use the acquired knowledge in the educational context. Thus, the scientific methodological knowledge obtained by linguodidactics at its every development stage is an object and product of the cognitive process. The latter is interpreted as a specific scientific activity targeted at producing, generalizing and systematizing the scientific knowledge within linguodidactics, including its integration into particular concepts, approaches, models, FLT techniques, and into the educational process. Consequently, it leads to the statement that linguodidactics as the theory of FLT is a product of scientific and methodological cognition, with a cluster of scientific concepts about foreign language learning and teaching as linguodidactics’ main research object. It is worth elaborating on these issues in the context of integrated curriculum, attempting to consider the evolutionary and innovative type of the science and the related cognitive process.