The article presents an interpretative analysis ofthe “content of teaching foreign languages” categoryin the works of Russian methodologists. The authors give a description of its component composition, including the implementation of the new generation ofstandards.

The article deals with the principles, methods and techniques of formation of educational and cognitive competence of students of foreign (French) language at three stages: algorithmic, heuristic and creative.

Based on the French language there is shown the correlation of the key, culmination episodes of the text and its intensity with various means that provide the emotive and expressive component of the text.

Based on the French language, there are analyzed some semantic and syntactic peculiarities of argumentation in a work of fiction.