The purpose of the academic paper is to establish how effective the introduction of additional courses to advanced training courses is, informing foreign language teachers about world international educational programs in the lifelong professional development system; determining the impact on the knowledge quality of introducing a set of educational activities aimed at the formation of linguistic competence. Empirical, statistical and theoretical methods have been used in the research. In order to diagnose the awareness of teachers about the lifelong learning system and the effectiveness of improving linguistic competence after completing advanced training courses, the methods of questioning, observation, as well as the experimental method have been used. The result of the present research is substantiation that a comprehensive approach to lifelong learning programs contributes to the formation of linguistic competence; it should be permanent and be part of the program of training and retraining of English teachers.

The article aims to analyze the constituent characteristics of soft skills and evaluate students' existing skills and their readiness to receive professionally-oriented foreign language training. General scientific methods of cognition are used for the study, including analysis of foreign investigations, periodicals, and surveys conducted by experts and scientists. During the study, the requirements of employers to the personnel for the qualities of soft skills in students are determined. The results show that in foreign language teaching, insufficient attention is paid to the education of these qualities. The study results are of great importance for the higher education teachers forming methodological developments in fostering these soft skills among students.

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