Introduction. The need to address the problem of teaching the stylistics of a foreign language as part of the professional training of a future foreign language teacher is due to the fact that the stylistic component of foreign language communicative competence has not been included in the sphere of priorities of modern linguodidactics and methods of teaching foreign languages at a university. Viewed as a traditional and even somewhat archaic discipline, stylistics, entering the curriculum of training a foreign language teacher, often receives a theoretical status, forming the core of linguistic knowledge, but not being a key to the development of communicative skills and abilities. The article is devoted to the ways to optimize teaching the stylistics of a foreign language, taking into account the goals of foreign language education at a pedagogical university.

Materials and methods. The main research methods are pedagogical observation, pedagogical reflection, analysis and generalization of the authors' own pedagogical experience as teachers of a higher pedagogical school. The study of scientific literature on the problems of professional training of teachers, foreign language education, linguodidactics and methods of teaching foreign languages at the university is also widely used.

Results. There have been developed ways to optimize teaching the stylistics of a foreign language in the course of pro-fessional training of a future teacher. Firstly, reliance on the native language in the acquisition of knowledge and the formation of receptive skills. Secondly, the intradisciplinary integration of linguistic, namely, phonetic, lexical and grammatical skills in the course of mastering various aspects of the language. Thirdly, reliance on the interdisciplinary integration of the content of discipliness from various blocks of the main professional educational program. Fourthly, the combination of analytical and communicative types of educational and cognitive activity of students in the course of teaching stylistics.

Discussion. The proposed ways to improve the efficiency of the educational process contribute to the development of the secondary linguistic personality of the future foreign language teacher as a goal of foreign language education: deepening his/her cultural and linguistic worldview, understanding the connection between cultural representations and communicative human behavior. They also result in the solution of the other goal of foreign language education – the development of foreign language communicative competence, which is enriched and "polished" due to the mastery of its stylistic component.

Conclusion. As a result of optimizing the process of teaching stylistics from the standpoint of the structure of stylistic competence, the future foreign language teacher is supposed to master the necessary stylistic skills of professional and intercultural communication. In addition, his methodological readiness for the formation of basic stylistic skills and abilities in his future students will be ensured.

Optimization of teaching stylistics to future foreign language teachers is a factor in improving their professional training;

Optimization of teaching stylistics to future foreign language teachers contributes to solving the problems of foreign language education: the formation of a teacher's secondary linguistic personality and the development of his foreign language communicative competence;

Optimization of teaching stylistics to future foreign language teachers should be carried out on the basis of: reliance on the native language; intradisciplinary integration; interdisciplinary integration of disciplines of various blocks of the curriculum; mastery of both analytical and communicative stylistic skills and abilities.

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