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The article presents a theoretical basis of interdisciplinary research in the domain of bilingual Pedagogy. The concept “a process of learning” is interpreted as a quality cooperation between the teacher and students, aimed at achieving definite education goals. The learning process involves a reasonable combination of its components, which enclasps the teacher, employed methods, techniques and tools, students completing the assignments under the guidance of the teacher in the classroom or autonomously, technical and visual aids that are used to achieve high efficiency of learning. The process of foreign language acquisition consists of two interconnected components – teaching and learning. This is a dynamic cooperation between the teacher and a student, targeted at developing a well-rounded personality. In order to achieve this goal in the process of learning, it is necessary to correctly organize a language course, taking into account individual characteristics of students, choosing an approach, which will satisfy the interest of each person. To foster linguistic competence of learners, the teacher must have a clear idea of its structure and content, and conform the learning process to current didactic standards in order to create an efficacious pedagogical discourse. With this in mind, it is deemed appropriate to involve in the process of foreign language acquisition the tools of cognitive linguistics to establish the mechanisms of shaping a language representation of the world among students. The analysis of linguistic phenomena within the framework of cognitive linguistics opens up broad perspectives of the view of language in all its diverse relationships with an individual and allows revealing not only those mental processes that constitute a basis of human cognitive activity, but also linguistic structures that correlate with them. The cognitive approach to language phenomena employs new methods of verifying its findings, since cognitive science is regarded to be an interdisciplinary research area. In this, the relevance of the present study is seen. Purpose. To reveal a rationale of a reasonable combination of pedagogy and cognitive linguistics in one research project. Methods. The theoretical methods of research are used in the article. Results. The article focuses on establishing a theoretical base of an interdisciplinary research area, exploring the possibility of integrating the achievements of pedagogy and cognitive linguistics in one research project. Conclusion. To sum up the aforementioned, the advanced category of cognitive linguistics is a concept that is viewed as a unit of mental space and knowledge structures about the world. Being the elements of mental lexicon of an individual concepts serve as language substitutions of various related items in the mind. Through such imaginary entities, a person views himself and the world, realizes his position in it, understands and interprets events of life. The analysis of linguistic phenomena from a standpoint of cognitive linguistics opens up broad perspectives of language view in its connections with a person. The interdisciplinary search for mechanisms of shaping a language representation of the world among students when studying a foreign language allows elaborating cognitive and pedagogical approaches to enable learners to master the material under study. The success of the process of foreign language acquisition within a University curriculum is determined not only by a professional qualification of the teacher, but also by his ability to establish a dynamic collaboration with students. That is why it is necessary to create such learning conditions under which students are maximally exposed to foreign language communicative settings, and the teacher performs the role of a facilitator that governs this process and guides students. Such a learning process will ensure a successful result in enhancing linguistic competence of cognizing subjects.

TOOLS OF PEDAGOGY AND COGNITIVE LINGUISTICS IN FOREIGN LANGUAGE ACQUISITION WITHIN A UNIVERSITY CURRICULUM