INTEGRATED APPROACH TO DETERMINING THE CONTENT OF LINGUODIDACTICS AS AN ACADEMIC DISCIPLINE

The article is devoted to the problem of resolving contradictions in approaches to defining the essence and content of linguodidactics as an academic discipline. The fundamental differences between the concepts of linguodidactics as a branch of linguistics that deals with the description of a language for educational purposes, and as a branch of methodological science, which forms a general theory of language proficiency and mastery in the educational environment, complicate the highlighting of the unitary subject of this academic discipline. The integrated approach proposed in the article is an attempt to change the paradigm of denying the old linguodidactic theory by new innovative concepts. It implies transition to the principle of continuity between the fundamental (linguistic) and interdisciplinary areas of linguodidactics. The linguistic approach to the content of linguodidactics is considered as a fundamental basis for interdisciplinary research. The definition of the unitary object, subject and the range of tasks of linguodidactics is a prerequisite for the solution to the problem. Defining the features of the interaction of linguodidactics with other sciences and academic disciplines and creating its unified conceptual and terminological glossary are also essential in this respect.