The article deals with the relevance of professionally oriented (linguodidactic) tasks as an objective method to determine the level of formation of the linguodidactic competence of future foreign language teachers. Based on one of these tasks, the article illustrates the interpretation of the levels of formation of the linguodidactic competence, determines their compliance with the components of the competence.

The article deals with the linguodidactic competence in the process of methodological training of foreign language teachers. The author’s classification of the levels of development of the linguodidactic competence is represented in the article. It proves the necessity to use the profession-oriented (linguodidactic) tasks to find outthe level of development of this competence as the final form of certification of future foreign language teachers in the framework of the competence approach.

There is considered the essence of linguodidactic (special) competence in the process of methodological training of a foreign language teacher. There is carried out the comparative analysis of the special competence formed in the process of training of a bachelor of pedagogic education, and working functions given in the professional standard of a teacher. There are represented the renewed contents of the linguodidactic competence.