Introduction. This article highlights the problem of the formation of future bachelor teachers' socio-cultural competence. The authors interpret this competence as a multi-level education, covering linguistic, cultural, sociolinguistic, socio-psychological and emotive-reflexive aspects. The authors argue that purposeful work on these aspects of sociocultural competence will increase the level of readiness for effective and psycholo-gically comfortable intercultural communication, realize oneself as a representative of a certain sociocultural group and be able to accept the features of a different sociocultural field.

Materials and methods. The article reflects didactic solutions for the formation of sociocultural competence, namely the use of authentic materials, interactive forms of work (case method, situations method, online quiz, virtual journey), which lead to the formation of sociocultural competence at a sufficient level, which corresponds to legislative acts of the Russian Federation in the field of higher education, as well as the Federal State Standard of Higher Education.

Results. The experience of working at the Faculty of Foreign Languages of the South-Ural state Humanities-Pedagogical University proved that the introduction of specially designed blocks of tasks into the educational process makes it possible to form sociocultural competence at the necessary and sufficient level. Based on the knowledge of a linguistic and cultural nature, students are able to select verbal and non-verbal means of intercultural communication that are adequate to the sociocultural field, possess communicative behavioral patterns for successful intercultural communication.

Discussion. The authors summarize the results of the content analysis of the scientists' works on the problem of the students' sociocultural competence's formation, which is widely covered in modern pedagogical science. The conclusion is made about the importance of future foreign language teachers' socio-cultural competence's formation in the aspect of their training for intercultural interaction.

Conclusion. Many years of practical work on the future foreign language teachers' training has confirmed the efficiency of targeted work on the formation of sociocultural competence and the need to introduce systematic work on all aspects of such multilevel phenomenon as sociocultural competence into the educational process.

The components of sociocultural competence are defined: linguistic, cultural, sociolinguistic, socio-psychological and emotive-reflexive aspects;

Three blocks of tasks have been developed for the phased formation of sociocultural competence;

The main emphasis is put on the use of interactive methods, which gives a practical and activity orientation to the process of teaching foreign language.

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