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The article deals with the application of the activity approach in the preparation of a foreign language teacher. The relevance of the research is to uncover the relationship between communicative competence and activity approaches in solving the problem. The author substantiates the scheme of interrelation of the above approaches in the process of formation of cognitive activity, and outlines the basic components of cognitive activity, consciousness and strength of knowledge acquisition, purposefulness and organization in cognitive activity and didactic conditions of their realization. It is clear that the implementation of the activity approach is manifested in the development of students’ activity, their collaboration with the teacher, the individualization of learning activities, and the development of self-control. In order to expand the learning content in the development of the student’s personality, the study material is saturated with tasks that allow to predict the prospects of its use. This approach requires changes in teaching methods that enhance its impact on the individual. The students themselves manage the learning process. Problematic issues activate mental activity even in the most passive people; they are easy to become its participants. The peculiarities of applying an activity approach, combined with communicative, competent and cognitive goals, are aimed at the development and improvement of the individual, to reveal his reserve potential and creativity. Determining the level of cognitive activity of students confirms the effectiveness of implementation of the activity approach in the educational process. Prospects for further research are seen in the study of didactic skills of formation of cognitive activity.

ACTIVE DIRECTION OF THE COMMUNICATIVE AND COMPETENCE APPROACH IN TRAINING OF A FOREIGN LANGUAGE TEACHER