Introduction. The cognitive-visual approach to learning has now received wide recognition at all stages of education. The trend towards cognitive visualization of educational information is a factor in creating a visual learning environment that is focused on stimulating the cognitive activity of students, but not merely on the assimilation of knowledge presented by the teacher in a finished form. The use of mind maps (mind mapping) is one of the effective means of cognitive-visual teaching methods [1], which, in particular, has proven itself well in foreign language education. The purpose of this article is to identify the potential of mind mapping in the professional training of future foreign language teachers in mastering theoretical disciplines of the subject module (using the example of the discipline “Stylistics of the English Language”).

Materials and methods. When writing the article, the method of analyzing theoretical literature on the following problems was used: ways of visualizing educational information in higher education in general, the use of mind mapping technology in teaching a foreign language at various levels of education, etc. Since the psychological and pedagogical literature poorly presents the linguodidactic aspects of using mental maps in foreign language education when studying theoretical disciplines, the authors mainly relied on the interpretation of the results of their own activities as higher education teachers and the study of the effective experience of their colleagues – foreign language teachers of a number of pedagogical universities.

Results. The article considers the process of creating mind maps for the theoretical discipline “Stylistics of the English Language” taking into account the following factors: the volume of visualized educational material, linguodidactic goals, the need to form the linguistic conceptual and terminological apparatus of students, the presence of intra- and interdisciplinary connections. A mind map is presented that reflects various aspects (semantic, structural, functional and pragmatic) of the stylistic means “simile (stylistic comparison)” as a fragment of a large-scale mind map “Stylistic Means of the English Language”.

Discussion. Mind mapping as a method of cognitive visualization of educational information correlates with a number of current trends in modern foreign language education, in particular, focusing on the use of cognitively oriented technologies in the educational process, which leads to the implementation of the “cognitive involvement” strategy, ensuring the intellectual development of the future foreign language teacher. The creation of mind maps in stylistics (as in any theoretical discipline) also implies the disclosure of intra- and interdisciplinary connections that provide the development of the linguistic consciousness of the future foreign language teacher, his linguistic outlook and terminological competence.

Conclusion. The study allows to conclude that mind mapping technology, widely used in teaching practical proficiency in a foreign language, can be successfully applied in the process of studying theoretical disciplines in order to activate the educational and cognitive activity of future teachers, develop their critical and imaginative thinking, as well as the ability to systematize knowledge. It has also been discovered that the compilation of mind maps in theoretical disciplines of the subject module contributes to the formation of linguistic terminological competence of students. 

Mental maps as a method of cognitive visualization of educational material can be successfully used in training future foreign language teachers in mastering theoretical disciplines of the subject module;

In the context of studying theoretical linguistic disciplines, mental maps contribute to the development of skills of establishing intra- and interdisciplinary connections, thus creating a verbal-visual model of the material being studied in an individual format; the formation of students' terminological competence; structuring educational material as a result of associative thinking;

Mental maps ensure the cognitive involvement of future foreign language teachers in the educational process, activate their autonomous educational and cognitive activity and motivate them to deepen their linguistic knowledge. 

1. Muller O.Yu. (2023), Mental'nyye karty kak sredstvo vizuali-zatsii in-formatsii v razvitii kognitivnykh sposobnostey stu-dentov [Mind maps as a means of visualizing information in the development of students' cognitive abilities], Vestnik Gosudarstvennogo gumanitarno-tekhnologicheskogo universiteta, 1, 76–82. EDN CFEZAA. (In Russian).

2. Ivanova N.K. (2021), Vizualizatsiya v obrazovanii i nauke: vy-zovy vre-meni i problemy tsifrovizatsii [Visualization in education and science: challenges of the time and problems of digitalization], Vestnik Gumanitar-nogo instituta IGKHTU, 2, 161–172. DOI 10.6060/BHIISUCT2021_161. EDN WGOSQM. (In Russian).

3. Vikulina M.A. & Vilkova L.V. (2024), Kognitivnaya vizualiza-tsiya ucheb-nogo inoyazychnogo materiala kak sredstvo razvitiya vnimaniya obuchayushchikhsya v vuze [Cognitive visualization of educational foreign language material as a means of developing students' attention at a university], Nauchnyy poisk: lichnost', obrazovaniye, kul'tura, 2 (52), 63–69. DOI 10.54348/SciS.2024.2.10. EDN UFQMXJ. (In Russian).

4. Syrina T.A. (2016), Kognitivnaya vizualizatsiya: sushchnost' po-nyatiya i yego rol' v obuchenii yazyku [Cognitive visualization: the essence of the concept and its role in language teaching], Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta, 7 (172). 81–85. EDN: WDHKBB. (In Russian).

5. Palkova A.V. (2020), Kognitivnyy potentsial mental'nykh kart [Cognitive potential of mental maps], Sbornik nauchnykh trudov “Gorizonty psikholingvistiki – 3”, Tverskoy gosudarstvennyy universitet, Tver', 124–128. EDN PVDDTT. (In Russian).

6. Akhmetzhanova G.V. & Yemel'yanova T.V. (2024), Formirovaniye terminolo-gicheskoy kompetentsii budushchikh pedagogov posred-stvom mental'nykh kart [Formation of terminological competence of future teachers through mental maps], Baltiyskiy gumanitarnyy zhurnal, 13, 1(46), 11–15. EDN ABIREI. (In Russian).

7. Pashchenko S.I. (2022), Mental'nyye karty kak effektivnyy sposob izucheniya lektsionnogo materiala [Mental maps as an effective way of studying lecture material], Sbornik statey I Mezhdunarodnogo nauchno-pedagogicheskogo foruma, posvyashchennogo 80-letiyu FGBOU VO KrasGMU im. prof. V.F. Voyno-Yasenetskogo Minzdrava Rossii “Integratsiya meditsinskogo i farmatsevti-cheskogo obrazovaniya, nauki i praktiki”, Krasnoyarsk, 02–04 fevralya 2022 goda [Collection of articles of the 1st International scientific and pedagogical forum dedicated to the 80th anniversary of the Federal State Budgetary Educational Institution of Higher Education Krasnoyarsk State Medical University named after prof. V.F. Voyno-Yasenetsky of the Ministry of Health of Russia “Integration of medical and pharmaceutical education, science and practice”], Krasnoyarsk, February 02–04, 2022216–222. EDN ODSXEY. (In Russian).

8. Garashkina N.V. & Druzhinina A.A. (2023), Kognitivnaya vovle-chonnost' kak osnova proyektirovaniya uchebnogo protsessa v podgo-tovke studentov pedagogicheskikh napravleniy [Cognitive engagement as a basis for designing the educational process in the preparation of students of pedagogical fields], Vyssheye obrazovaniye v Rossii, 32, 1, 93–109. DOI 10.31992/0869-3617- 2023-32-1-93-109. (In Russian).

9. Maralov V.G., Sitarov V.A., Romanyuk L.V., Koryagina I.I. & Tabunov I.A. (2024), Vovlechennost' v uchebnuyu deyatel'nost': rol' psikhologiche-skogo kapitala i motivatsii ucheniya u studen-tov meditsinskogo i psikholo-go-pedagogicheskogo profiley pod-gotovki [Involvement in educational activities: the role of psychological capital and motivation to learn in students of medical and psychological-pedagogical profiles of training], Perspektivy nauki i obrazo-vaniya, 2 (68), 389–410. DOI 10.32744/pse.2024.2.24. (In Russian).

10. Barabasheva I.V., & Melekhina E.A. (2023), “Interdisciplinary ap-proach to professional training of pre-service foreign language teachers at univer-sity”, Perspektivy nauki i obrazovania, no. 65 (5), 108–124. DOI 10.32744/pse.2023.5.7.

11. Zakirova M.R. (2022), Mental'nyye karty kak sredstvo razvitiya krea-tivnosti studentov vysshikh uchebnykh zavedeniy [Mental maps as a means of developing creativity of students of higher educational institutions], Sbornik nauchnykh statey “Sovremennyy uchitel' – vzglyad v budushcheye”, Yekaterinburg, 17–18 noyabrya 2022 goda [Modern teacher - a look into the future: a collection of scientific articles], Ural'skiy gosudarstvennyy pedagogicheskiy universitet, Yekaterinburg, November 17–18, 2022, 2, 39–42. DOI 10.26170/ST2022t1-116. EDN OZCDTW. (In Russian).