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. The relevance of the research lies in the fact that historical commenting on linguistic phenomena is an important means of solving the problems of training language teachers, since it allows explaining modern linguistic facts, concepts, patterns by establishing their diachronic properties. The purpose of the study is to test a model of the formation of historical commenting competence in students – future teachers of the Russian language and literature. Materials and methods. The study was conducted from January to December 2020 at the Immanuel Kant Baltic Federal University. The sample included 90 people. Methods applied: comparative historical analysis of monuments of ancient Russian writing; expert assessments; methodology for determining the formation of linguistic competence of students (E.N. Piskunova); mathematical statistics (χ2-Pearson test). Research results. The program of the courses "Old Church Slavonic" and "History of the Russian literary language" included the study and comparative historical analysis of the monuments of ancient Russian writing. The results of testing the model showed statistically significant changes in the experimental group according to the following criteria: information-cognitive (χ2 = 20.3; p &lt;0.01), activity-semantic (χ2 = 45; p &lt;0.01), professional-communicative (χ2 = 8.5; p &lt;0.05) and practice-oriented (χ2 = 21.1; p &lt;0.01). Discussion and conclusion. A comparative analysis of the research results showed that teaching the historical syntax of the Russian language affects the formation of the competence of historical commenting in students – future language teachers and the level of their training. The developed methodological toolkit provides an analysis of the syntactic field of subject sentences of the Old Russian language and their historical commenting on the basis of the subject of the dictum and the subject of modus.

Formation of historical commenting competence in students – future teachers of the Russian language and literature