Introduction. The purpose of the article is to study the problem of goal-setting in the foreign language training of future teachers in the context of development of modern society, the status of the education system and the main trends in the development of pedagogical science. The article discusses the complementary goals of foreign language education — the development of foreign language intercultural communicative competence and the secondary

linguistic personality of a foreign language teacher.

Materials and methods. The main method of the research is the analysis of domestic and foreign regulatory documents that reflect the problems of the development of language education, as well as current scientific literature on linguodidactics and methods of teaching foreign languages. To achieve this goal, the following methodological approaches are used: competency-based approach that allows us to consider the goal of foreign language education as mastering a set of foreign language knowledge, skills and abilities; linguodidactic approach, based on the theoretical provisions of the concepts of linguistic personality and secondary linguistic personality.

Results. The use of two models of foreign language education (competence-based and linguodidactic) in unity makes it possible to ensure the final educational product, namely the language personality of a future teacher who speaks one foreign language (secondary language personality) or several foreign languages (multilingual personality) at a level approaching the level of an educated native speaker who has a well-formed foreign language intercultural communicative competence and is capable of effective intercultural (multicultural) communication.

Discussion. The proposed formulation of the goal of foreign language education as a unity of the development of а foreign language intercultural communicative competence and the formation of a secondary linguistic personality does not imply contradictions in understanding the results of foreign language training of a future teacher. The dual interpretation of the goal-setting guidelines for the foreign language training of future teachers is determined by the current state of society, the education system in general and foreign language education in a pedagogical university in particular, the requirements of  the society for the professional qualities of a foreign language teacher, as well as the level of development of linguodidactics as a science about the general principles and patterns of language education and  special methods of teaching foreign languages.

Conclusion. Both aspects of modern goal-setting in the field of foreign language education - the development of a foreign language intercultural communicative competence of the future teacher and the formation of his/her secondary linguistic personality — are aimed at solving the problem of improving the professional training of a future teacher of a foreign language in the changing socio-cultural environment.

Сontinuous changes in the modern world require constant revision and clarification of the goals of foreign language education, which is largely due to the influence of social, cultural, communication, worldview factors, the development of pedagogical science, the rapid growth of digital technologies;

Optimal goal-setting in the field of foreign language education is an important factor in improving the professional training of a future foreign language teacher;

Goal-setting guidelines for the training of a teacher of a foreign language in a pedagogical university should be the development of a foreign language intercultural communicative competence and the teacher's secondary linguistic personality (taking into account changes in the interpretation of these concepts as pedagogical science develops).

1. Tareva Ye.G. (2018), Tsifrovaya epokha i pedagogicheskiye professii [Digital era and pedagogical professions], Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta, “Seriya. Filosofskiye nauki”, 3 (27), 85–90.

2. Kolesnikov A.A. & Polyakov O. G. (2017), Lichnostno-kompetentnostnaya osnova filologicheskogo obrazovaniya (inostrannye yazyki) [Personality and competence basis of philological education (foreign languages)], YAzyk i kul'tura, 40, 224–244.

3. Kolesnikov A.A. (2019), Obuchenie inostrannym yazykam v svete novyh kompetentnostnyh realij  [Teaching foreign languages in the light of new competence realities], Inostrannye yazyki v shkole, 5, 2–11. 

4. Karaulov Yu.N. (2019), Russkij yazyk i yazykovaya lichnost' [Russian language and language personality], “URSS”, Moscow, 264 p. ISBN 978-5-397-06378-4.

5. Afanas'eva O.Yu. & Fedotova M.G. (2017), Osnovnye napravleniya innovacionnogo razvitiya sistemy podgotovki uchitelya inostrannogo yazyka [The main directions of innovative development of the system of training a teacher of a foreign language], Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta, 2, 9–13.