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 issue of the exercises aimed at formation of textual and organizational strategies necessary for implementation of polylogical communication at foreign language lessons of students specializing in linguistics.

There is given the theoretical substantiation of the terms “strategy”, “learning, speech, communication strategies” in language pedagogy. There are given the classifications of strategies in methodological and linguistic researches. There is given the typology of testing and examination and communicative strategies and the skills corresponding to them.

From the positions of linguistic didactics there are substantiated some forms of polylogical communication in the language pedagogy. There are characterized the discussion/non-discussion forms of polylogical communication.

There is suggested the theoretical explanation of the terms strategy, speech and communicative strategy, tactics in linguistic pedagogy. There are considered the classifications of strategies in methodology and linguistic research. There is given the typology of communicative strategies of polylogical communication.