LINGUODIDACTIC FOUNDATIONS OF DEVELOPING COMMUNICATIVE COMPETENCE IN FUTURE ENGLISH TEACHERS

The article examines the linguodidactic foundations of developing communicative competence in future teachers of English at the university level. Drawing on communicative language teaching, the CEFR action-oriented approach and research on teacher language proficiency, it defines communicative competence of a language teacher as a combination of general language ability and classroom-specific discourse skills. The study proposes a linguodidactic model consisting of target, content, technological and evaluative components, and describes principles, task types and assessment tools for its implementation. The article argues that future teachers need not only fluent and accurate English but also the ability to use English as a medium of instruction. Practical recommendations for pre-service teacher education programmes in Uzbekistan are given.