Introduction. Fairytale discourse is the first type of discourse, in addition to everyday discourse, to be acquainted with when a person becomes familiar with a system of meanings and values that is understandable to all members of a given linguistic and cultural community. Practical experience in teaching foreign languages indicates that fairy tale discourse and its elements can be actively used in the process of professional foreign language training in order to develop the linguistic personality of the future teacher, competent in the culture of the country of the language being studied. The purpose of this article is to study the educational potential of fairy tale discourse and ways of its effective use in the foreign language education process.

Materials and methods. The authors use the method of analysis and interpretation of psychological and pedagogical literature on the problems of teaching foreign languages at various levels of education; co-study of language and culture; the use of precedent phenomena in foreign language teaching. The study is also based on a generalization of the authors’ practical experience in the field of foreign language education. A linguoculturological approach was chosen as the methodological basis for the study, which makes it possible to organize foreign language teaching in conjunction with culture and, as a result, develop a culturally competent linguistic personality of the student. In addition, the authors used a survey method among students and teachers of a pedagogical university.

Results. The article reveals the extensive potential of fairy tale discourse in relation to foreign language education: linguodidactic, educational, developmental. The success of using elements of fairy tale discourse in the foreign language educational process and, consequently, the development of a student’s culturally literate linguistic personality depends on the correct selection and application of educational technologies.

Discussion. The results of surveys conducted among teachers and students studying at a pedagogical university are analyzed. They demonstrate students' awareness of the educational potential of fairy tale discourse in teaching foreign languages.

Conclusion. The integration of fairy tale discourse into the foreign language educational process, due to its educational resource, plays a significant role in the professional training of the future foreign language teacher. It contributes to the development of foreign language communicative competence of students and the development of their linguistic personality, competent in the traditional cultural values of a foreign society.

Fairy tale discourse is an integral component of the content of foreign language learning at all levels of education;

The educational potential of fairy tale discourse is determined by its linguodidactic, developmental and educational resources;

The effectiveness of using fairy tale discourse in the process of teaching a foreign language is determined by the optimal selection of appropriate educational technologies.

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