METHODOLOGY OF THREE FOREIGN LANGUAGES SIMULTANEOUS TEACHING (BASED ON THE ANALYSIS OF YA.R. HAIDAROV’S AUTHOR’S COURSE)

The article substantiates the relevance of several foreign languages acquisition for specialists in all fields of Russian science and technology. Linguodidactics has always stated the connection between the development of cultural and linguistic education with political, socio-economic and historical changes taking place in the world. Scientists have identified the target orientations and value-semantic orientation of modern linguodidactic concepts: cognitive-oriented, activity-oriented, personality-oriented and intellectual-developing. The article reveals the content of these methodological provisions, updated in accordance with the requirements of the Federal State Educational Standard, developing cultural and linguistic potential at the present stage. In particular, it seems necessary to analyze the course proposed by Ya.R. Haidarov for simultaneous teaching of three Romance group languages: French, Italian, Spanish. In accordance with the didactic laws, this linguistically competently constructed language material presupposes the definition of the basic principles of teaching: the principle of personalityoriented learning and communication between teachers and students, the principle of activating the reserve capabilities of students and teachers, the principle of communicative situationality. The proposed technology of simultaneous teaching of several foreign languages is described, implemented in stages through a set of methods enriched with practices developed and tested in dissertation research by the scientists belonging to our scientific school: preliminary phonetic development of new sounds and words, presentation of a new text, comprehension of the text by students, inclusion in the practice of speech, reflection. The implementation of this technology enables us to propose a scheme for the development of a methodology for simultaneous teaching of several foreign languages: justification of the theme relevance, definition of methodological provisions, according to which a didactic scheme of the basics is determined as well as the principles for implementing the content of teaching three foreign languages and a step-by-step technology is described. Communicative and informational readiness is not only an opportunity to carry out social and communicative interaction with representatives of other countries, but also to extract the necessary foreign language information as a resource for responding to modern challenges in the changing world.