Introduction. The article reveals the relevance of the use of distance learning languages; differentiation of the concepts of “distance learning”, “electronic (online) learning”, “digital learning” is carried out; forms of distance learning classes are presented; the expediency of a number of forms of distance learning in the field of linguistic education is argued. The purpose of the article is to represent the main provisions of the organization of distance learning in terms of mastering the theory of linguistics and language practice.

Materials and methods. The main research methods are the analysis of scientific literature on the problems of distance learning of a language, the classification of types of distance learning, the description of the forms of training sessions for the assimilation of linguistic knowledge and the formation of related skills and abilities. The material was the work programs of the disciplines of the linguistic cycle of the faculties of training primary school teachers, inclusive and remedial education, textbooks.

Results. The differentiation of concepts verbalized by the terms “distance learning”, “digital learning”, “e-learning” is carried out. The modules of linguistic disciplines are presented, their characteristics that determine the possible effectiveness of the implementation of distance learning in their study, the formation of language and communicative competencies in general, and the use of certain forms of distance learning in the process of mastering certain topics and structuring skills related to them. The expected learning outcomes are presented based on the results of the use of distance learning, which relies on the almost limitless modern possibilities of technology and the Internet and does not reduce the amount of communication with the teacher, while implementing an individual approach to students. Examples of the use of certain forms of classes in the formation of knowledge, skills and abilities on specific linguistic topics are given.

Discussion. Emphasis is placed on the specifics of the use of distance learning in the process of mastering linguistic categories by students of higher education and related skills, abilities and communicative competencies necessary in professional activities and research work.

Conclusion. The implementation of distance learning technology in the process of linguistic education is, firstly, an opportunity to obtain specialized knowledge about a particular language system outside the classroom and on the job and, secondly, one of the effective ways to form a competitive teacher in demand, capable of self-education, oriented in the digital information environment.

The development and dissemination of distance language learning technology is determined by objective reasons — the demand for literate workers of any kind of specialization in terms of command of language norms, who are able to produce a coherent text in their professional and business environment in typical communicative situations;

Delimitation of the content of the concepts “distance learning”, “digital learning”, “e-learning” lies in the areas of the form and application of technical means, as well as the scope of the use of information technologies;

The specifics of the linguistics module being studied, the planned results, the level of independence and ability for self-organization of students determine the volume, types of distance learning classes, the nature of the language material and oral or written genres of scientific texts, which should be forms of students' answers.

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