Introduction. The rapid development of linguodidactics, the emergence of new paradigms of foreign language education and new interpretations of its goal-setting guidelines led to the fact that theorists and practitioners directed the vector of a foreign language educational process to the formation of a secondary linguistic personality, the development of foreign language communicative competence, the implementation of various discursive practices, the development of students' readiness to master intercultural communication skills. Among the current approaches (communicative, socio-cultural, linguo-cultural) and the corresponding terminological systems, the concept of “text” has been somewhat lost, and the significance of the text as the most important means and result of teaching a foreign language has been forgotten. Meanwhile, the text-centric approach in teaching a foreign language does not lose its relevance, although, quite logically, it is undergoing a certain transformation caused by the development of linguistics, linguodidactics and modern information space.

Materials and Methods. The leading research method in this paper is the analysis, interpretation and generalization of the results of studying scientific literature on topical issues of modern linguodidactics, approaches used in foreign language education and ways of developing foreign language communicative competence of future foreign language teachers. In addition, the authors widely rely on the analysis of their own long-term pedagogical activity as teachers of higher education and generalization of the results of advanced pedagogical experience.

Results. The relevance of the application of the text-centric approach in modern linguodidactics is substantiated. Based on the existing classifications, the characterization of educational texts from the point of view of their semiotic nature is given. The requirements for the use of a polycode text in the context of foreign language learning are formulated proceeding from its structure and linguodidactic functions.

Discussion. The authors suggest that the implementation of the text-centric approach in the preparation of a foreign language teacher should be based on a logically built staging of the use of various types of text. In this case, the following factors should be taken into account: the student’s age and his level of knowledge of a foreign language; goal setting of the educational process (teaching specific types of speech activity, development of certain foreign language skills and abilities); personal development needs of the student; dominant trends in the information and communication culture of the society.

Conclusion. The authors conclude that despite the emergence of new educational paradigms, the text remains the main didactic unit in teaching a foreign language. At the same time, the content of the concept of "educational text" is undergoing evolutionary changes: from a traditional verbal message to a polycode text, characteristic of the era of rapid development of information, communication and digital technologies.

The text-centric approach in teaching foreign languages confirms its relevance in terms of developing the skills and abilities of reading, listening, critical thinking, information retrieval, speaking, socio-cultural and regional knowledge and skills, etc.;

The methodological aspect of applying the text-centric approach in teaching foreign languages depends on the semiotic nature of the text;

The polycode text, which is currently the pinnacle of the evolution of the educational text, ensures the development of ensures the development of all components of the foreign language communicative competence of the student.

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