Introduction. In an attempt to determine the strategy of modern foreign language education, one should first of all refer to the concept “strategy”, which is usually interpreted as a way to achieve a complex, long-term main goal through the efficient use of available resources. The choice and implementation of a pedagogical strategy does not allow any randomness and spontaneity, since it always implies a pre-planned, creative activity of all participants in the pedagogical process (that is, the use of optimal means and methods) to achieve the designated pedagogical goal as a strategic guideline.

Materials and Methods. The following research methods are used in the study: the analysis of philosophical, linguistic, psychological and pedagogical literature on the problems of linguodidactics, cognitive development of a linguistic personality, goal-setting in foreign language education, etc. Besides, the article contains a generalization of the authors' pedagogical experience as teachers of a pedagogical university.

Results. In addition to the generally recognized linguodidactic paradigms in the field of foreign language education, there should be a place for a number of other paradigms that have been recently formed or are emerging now: anthroposociocentric, culture-based, informational, productively oriented, etc. Thus, the poliparadigm strategy for the development of foreign language education and linguodidactics provides attention, firstly, to all aspects of the foreign language educational process, and secondly, to the formation of an active, independent personality striving for self-development.

Discussion. The variability and multiplicity of linguodidactic paradigms that exist in modern foreign language education mean the dynamism of its goals, which can be realized simultaneously or stepwise. Thus, the development of a linguistic personality is inseparable from the formation of a complex of knowledge, skills and abilities, united in the category of competence. At the same time, the linguistic personality develops as he or she masters the culture and the mentality of the people whose language they study.

Conclusion. The essence of teaching a foreign language lies not in teaching the language as such, but in teaching the student to navigate with the help of a foreign language in a changing socio-cultural environment influenced by powerful information flows. The continuous process of mastering a foreign language by students and adapting it to their professional and personal goals and needs means the implementation of another concept of foreign language education, which has a paradigmatic character — “education through life”.

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