DEVELOPMENT DIRECTIONS OF LSP-TEACHING METHODOLOGY
International contacts grow thanks to the communication means and the needs of foreign language learners became different, that's why its time to review the content of foreign language methodology. It is obvious that the system of foreign language education fails both at school level and at the level of higher education. The modern period can be characterized as a new stage of methodical science rethinking, which the author proposes to consider in the context of LSP- teaching. The purpose of this article is to outline most important directions of methodological thinking development which will take into account the needs of all learners. The author suggests to consider the theory of profession oriented foreign language teaching as a basis, which should include the differences between language acquisitions of different professional groups and to prepare students to solve professional problems. Another direction should be deal with the development of concept for intercultural competence formation, which is important both at the level of linguistic education and on the level of professional linguistic education. Special attention is paid to the aspect of the methodology of second foreign language teaching, which should be based on learners´ experience in first language learning. All proposed directions must be reflected in methodological training of future foreign language teachers to develop mobility of their methodical thinking.