Introduction. One of the central problems of training a foreign language teacher in higher education is the selection of the content of education and, in particular, determining the place of linguodidactics in the structure of the educational program and its role in shaping the professional consciousness of the graduate student. To solve this problem, it is necessary to draw a demarcation line between linguodidactics and the methods of teaching foreign languages as disciplines involved in the professional development of students, but at the same time performing different educational functions.

Materials and Methods. The leading research method is the analysis of psychological, pedagogical, linguodidactic and methodological literature devoted to the issues of professional training of a future foreign language teacher in a pedagogical university. Of great importance is also the generalization of the extensive pedagogical experience of the authors of the article as teachers of the higher pedagogical school at the undergraduate and master's levels.

Results. The study showed that the optimal level of professional training of a future foreign language teacher can be achieved based on the interaction and genetic links between the leading pedagogical disciplines — linguodidactics and methods of teaching foreign languages. Mastering these disciplines occurs according to the laws of induction: from concrete knowledge about teaching methods to interdisciplinary theoretical understanding of foreign language education in terms of linguodidactics.

Discussion. It is advisable to include the problems of linguodidactics in the content of education at the master's level into the program "Pedagogical education" after the system of teaching techniques has been assimilated at the undergraduate level and the relevant student practices have been completed. With such an educational trajectory, it is possible to fully realize the methodological significance of linguodidactics for developing research projects and forming research skills of future teachers; to rely on the interdisciplinary character of linguodidactics when using its patterns in designing and implementing the educational process; to develop a linguodidactic model of the language in order to optimize the process of its study.

Conclusion. The results of the study can be used in the process of designing basic professional educational programs at various levels of training foreign language teachers in a pedagogical university. At the same time, the principle of continuity of teaching should be implemented, which in the context of foreign language education is expressed in the movement from the concrete to the abstract –  from empirical knowledge of teaching methods to generalized knowledge in the broad terms of linguodidactics. 

Linguodidactics, being a discipline of a higher level than methods of teaching foreign languages, in the system of professional training plays the role of the theory and methodology of foreign language education;

Linguodidactics as a discipline included in the program for training a foreign language teacher, performs a number of functions in foreign language education: goal-setting, methodological, interdisciplinary synthesizing;

In the process of professional training of a foreign language teacher, linguodidactics plays the role of theoretical generalization of the multidisciplinary knowledge acquired by students at the undergraduate level.

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