Introduction. The purpose of the research is to theoretically substantiate the structure of virtual foreign language pedagogical interaction. The article provides a definition of virtual foreign language pedagogical interaction, examines its essence and content, as well as its role in the professional training of a foreign language teacher.

Materials and methods. The main methods of the study are the analysis of linguistic, psychological and pedagogical literature on the problem of virtual interaction in the teaching and learning process of higher education, generalization, systematization and interpretation of the results obtained.

Results. Virtual foreign language pedagogical interaction acts as an innovation, which is a sign of the information and communication restructuring of the educational system as a whole, leading to an expansion of the set of various means of generating and mastering new social experience, reflecting all aspects of the professional activity of a foreign language teacher. It is the new type of interaction that expands the educational opportunities of students, thereby ensuring the mobility and competitiveness of higher education graduates.

Discussion. The role of virtual foreign language pedagogical interaction in the professional training of a future foreign language teacher and the influence of its structural components on the organization of foreign language communication in the context of distance learning has been substantiated. The process of virtual foreign language pedagogical interaction is holistically presented as a scientific and methodological guideline aimed at language development of the individual and providing the ability to acquire communicative knowledge and comprehend the results of this type of interaction.

Conclusion. Virtual foreign language pedagogical interaction as a pedagogical innovation is based on the synergistic effect of the implementation of its components, which ensures the preparation of future foreign language teachers to work in the information space. The technique of virtual foreign language pedagogical interaction has been developed on the basis of the principles of language orientation, technological effectiveness, participativity, the implementation of strategic and tactical educational technologies, and the actualization of the linguistic self-awareness of future foreign language teachers.

The methodological basis for the implementation of virtual foreign language pedagogical interaction is competence-based, interdisciplinary and integrative approaches that focus on the formation of a secondary linguistic personality capable of constantly increasing his/her language competence, solving foreign language problems of various levels of complexity, experiencing a cognitive need for intercultural interaction with participants in the educational process;

The methodology for the implementation of virtual foreign language pedagogical interaction is considered as a complex and multi-level dynamic system, which includes target, motivational, content and level-resultative components; it makes it possible to more clearly determine the compliance of the goal with the final result obtained in the course of the experimental work;

The technological component of virtual foreign language pedagogical interaction is related to the technical and technological content and determines the level of preparation of future teachers for the implementation of information and communication technologies. Consequently, the essence of vocational training in this context consists in knowledge and skills to realize the educational potential of technologies and technical means.