Introduction. The article deals with more effective development of language competence of future teachers based on the competence-based approach. This will allow students to develop social experience, link it with their personal experience, which will contribute to both successful socialization of future foreign language teachers and their integration into future professional activities. The purpose of the article is to substantiate the use of the most effective forms and methods for developing language competence in students, which will ensure mastery of lexical and grammatical material, phraseological units and idioms, more complex syntactic constructions. Future teachers will learn to better perceive foreign language speech by ear, understand authentic texts, more freely interact with representatives of another culture and clearly formulate their thoughts in the foreign language being studied. The use of the competence-based approach in teaching ensures a focus on the functional nature of the foreign language being studied.

Materials and methods. To achieve the set goals, active teaching methods were integrated into the educational process, creating a context of real and professional-pedagogical situations. Based on specific didactic tasks, simulation game and simulation non-game teaching methods were used. To form language competence at a higher level, the following technologies were used: "buzzing groups", mind maps, and the basket method. The advantage of the above-mentioned active teaching methods is the coverage of all students, the creation of a competitive environment when solving the set task, the intensification of the educational process and the increase in the motivation of students for further study of a foreign language.

Results. Experience in training future foreign language teachers clearly demonstrates the growth of the level of language competence formation when using active teaching methods that intensify the learning process, promote the development of language skills, speech abilities, as well as stimulate the development of critical thinking and encourage cooperation. Analysis of the results of the midterm assessment also shows the formation of universal competence (UK 4), professional competence (PC 10) and general professional competence (OPK 7) at a higher level.

Discussion. Comparison and analysis of the points of view of scientists and practicing teachers on the problem of using active methods of teaching a foreign language to develop students' language competence showed that this problem is relevant for modern linguistic education. Analysis of various methodological positions confirmed that the provisions set out by the authors in this article are mainly consistent with the points of view of other authors.

Conclusion. The inclusion of active teaching methods based on the competence approach in the traditional educational process increases the level of readiness of future foreign language teachers to carry out professional activities. Students master speech skills at the proper level, engage in dialogical interaction in the studied foreign language without experiencing psychological difficulties, and express their opinions in a reasoned manner. The subject-subject relations prevailing in the educational process contribute to the growth of motivation for further study of the foreign language. The experience gained in working with the use of active teaching methods expands the methodological toolkit of future teachers, which helps prepare a modern specialist to implement the social order of society.

The feasibility of using a competency-based approach for more effective professional training of future foreign language teachers for pedagogical activity has been substantiated;

The advantages of active teaching methods, such as “buzzing groups”, mind maps, and the basket method for developing language competence at a higher level have been identified;

The efficiency of active teaching methods, applied on the basis of a competency-based approach, has been proven for creating socio-cultural and professional contexts for future pedagogical activity.

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