Problem statement. In realization of the person-oriented approach to higher education, one of its important aspects is often left unattended; namely, it is discrepancy between result-oriented formulation of competencies in federal educational standards and teacher’s activity aimed at processes of forming competence in students. Forming competence of a concrete discipline is reflexive that needs explication. The person-oriented approach in philological education presupposes forming a collective subject-oriented encyclopedic base - first in a teacher, then - in a student. The base can be formed by using traditional methods of research. The professional component of the person orientation can consist in the teacher’s choice of the amount and distribution of teaching material depending on a total amount of academic hours and on a concrete part of the competence formed. The pedagogical component is connected with the analysis of content of contact hours which determine optimal regard of personological parameters of the students as well as their reproduction-production skills. Purpose. The article is aimed at formulating an approach to forming professional competence of a future pedagogue of philology; the approach is based on the symbiosis of the principles of self-realization and of the classical approach to language teaching. Results. Principally important is a relation-activity idea providing for priority of the contentive factor in forming students’ professional competences. Detailed account is given to opportunities of reflexivisation of the Russian-language lexical representation of the logical notions ‘cause’, ‘result’, ‘purpose’, ‘concession’. Lexemic components of the manifestation of the concepts mentioned are described, which enhances the level of both teacher’s and student’s professional competence.

No abstract

Серёжникова-организатор исследования. 2 Л. Г. Васильев-подготовка и апробация методико-практического обеспечения исследования. 3 В. А. Макарова формулирует выводы и обобщает итоги реализации коллективного исследования. 4 Е. И. Хачикян формулирует выводы и обобщает итоги реализации коллективного исследования.