The formation of professional competence in student teachers during Latin language classes.

The subject of this research is the process of forming the professional competence of future English language teachers in Latin language classes within the framework of a competence-based approach. The focus is on the algorithm for obtaining learning outcomes necessary for the successful formation of the specified competence. The aim of this article is to develop the content, structure, and stages of applying the author's educational and methodological manual and practicum on the Latin language for the formation of professional competence, which implies the ability of a student to use acquired knowledge, skills, and abilities in the professional field, particularly in subsequent courses of history and lexicology of the English language. The aim of the research has determined its further tasks: the formulation of definitions for the terms "competence," "competency," and "competence-based approach"; description of the expected outcomes of studying the discipline "Latin"; development of a class conducted using theoretical material, tasks, and exercises on Latin compiled by the authors of the article. The article employs a method of comparative analysis of definitions of terms. The content of professional competence has been reconstructed, and the knowledge, skills, and abilities expected of students upon completion of the Latin course are described. The results of testing the author's manual and practicum based on general didactic principles of foreign language teaching are outlined. The main conclusions of the conducted research indicate that competency and competence relate to each other as hypernym and hyponym. Thus, competence can be defined as a set of knowledge, skills, and abilities. In turn, competency represents not only a complex of formed student competencies but also their axiological attitudes, motivation, and emotional-volitional component. Therefore, the primary goal of implementing a competence-based approach in foreign language teaching is the ability and readiness of a student to solve professional tasks without predefined algorithms for solutions. Currently, there are not many educational and methodological developments for Latin language studies in language training programs that take into account the limited number of hours for studying this subject while still including structured theoretical information and clearly oriented practical tasks. Hence, the presented manual and practicum possess scientific novelty and practical value.