The urgency of the examined issue is stipulated by inconsistency between social services commissioning to speak several foreign languages and inadequate implementation of these services in educational establishments of the country. The aim of the article is to justify the necessity to reconsider models of mastering the language and to alter professional training of future foreign language teachers within the teacher’s activity in the present day situation. The leading approach to investigate this issue is a cognitive one, whose realization makes it possible to solve some up-to-date problems of methods of foreign language teaching, formation of multicultural linguistic personality, development and improvement of linguistic and conceptual worldview. The article studies interconnection between social and political conditions, leading to international and interpersonal affinity and interaction, and, therefore, to appearance of new targets in foreign language training practice. The material of the article can be used both for training foreign language teachers and for advanced training of the first and second foreign language teachers.

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