Approaches to the classification of strategies in the domestic method of teaching foreign languages

The article deals with approaches to the classification of teaching strategies in the context of the national methodology of teaching foreign languages. In the modern society, characterized by rapid changes and increasing requirements for foreign language competence, the improvement of teaching methods is of great importance. In particular, the systematization and classification of teaching strategies become tools for the effective use of methods in the process of acquiring foreign language competencies. At the same time, the specifics of the national educational context require adaptation of approaches to teaching strategies, taking into account both the peculiarities of the Ukrainian methodology and the individual psychological characteristics of students.Particular emphasis is placed on the key role of learning strategies in the formation of foreign language communicative competence, which is the central goal of modern language education. It is determined that the national methodology combines elements of European, Soviet and modern world experience, creating a unique educational context. The article systematizes the main thematic areas of research in this field: the development of teaching strategies, their adaptation to different types of speech activities, the introduction of innovative technologies and the formation of methodological foundations for classification.Particular attention is paid to the integration of cognitive, metacognitive, social and affective components of strategies, which allows for a personally oriented approach to learning. The importance of adapting strategies to the specifics of the educational context of Ukraine, taking into account the cognitive characteristics of students, their motivation, socio-cultural environment and the challenges of modern education, in particular digitalization and distance learning, is emphasized.The article proposes the author’s own classification of learning strategies, which takes into account both foreign developments and national educational traditions. In particular, in addition to the strategies that are widely known and recognized in the scientific community, the author additionally distinguishes methodological, technical, emotional, psychological and cultural strategies covering a wide range of methods and approaches to learning. Prospects for further research in the field of systematization of teaching strategies in order to optimize the educational process and ensure quality teaching of foreign languages in Ukrainian educational institutions are outlined.