Analysis of requirements for language educators’ mastery of professionally-oriented lexical competence in Russian and foreign regulatory documents

The study aims to justify the necessity of re-evaluating the list of professional competencies for students in linguo-didactic profiles within the future generation of Federal State Educational Standards of Higher Education (FSES HE), specifically regarding the inclusion of professionally-oriented lexical competence. Accordingly, the article provides a comparative analysis of contemporary Russian and international documents concerning the linguo-methodological training of future foreign language teachers. The scientific novelty of the study lies in the fact that it is the first to identify and compare requirements documented in the Russian regulatory framework (FSES HE 3++ for the fields “Linguistics” and “Pedagogical Education” at the Bachelor’s and Master’s levels; the “Foreign Language Teacher’s Professiogram”) and international documents (“European Language Portfolio: Guide for teachers and teacher trainers”, “Cambridge English Teaching Framework”, and “The Eaquals Framework for Language Teacher Training & Development”) regarding the mastery of professionally-oriented vocabulary by language educators. As a result of the research, the expediency of including professionally-oriented lexical competence in future FSES drafts was established and proven. This is viewed within the context of designing a new national model for the higher education system in general, and the training of highly qualified pedagogical personnel in foreign language education in particular.