Methodological Invariants for the Development of Soft Competences of Bachelor-linguists by means of a Foreign Language

The article considers the development of soft competencies of bachelor-linguists in the multilingual environment of the university. Analysis of dissertation research over the past 5 years (R.A. Ilaeva (2023), S.V. Mikhailova (2023); O.B. Ganpantsurova (2021), A.A. Prokhorova (2020); A.V. Barakhta (2024), L.V. Orenburova (2021) showed that the scientific and educational space of the university is engaged in research as soft competencies. However, existing scientific works, even in the presence of different approaches, reflect the achieved results in the field under study, but cannot serve as the basis for creating a methodological basis for the development of soft competencies of bachelor-linguists in the multilingual environment of the university. The relevance of the study is that the soft competencies of bachelor linguists are one of the ways to bridge the gap between acquired competencies at the university and solving real professional situations in modern conditions. The purpose of this article is to determine and substantiate the methodological invariants of pedagogical approaches for the development of soft competencies of bachelor-linguists in the multilingual environment of the university by means of a foreign language. During the study, theoretical and empirical methods were used: analysis, synthesis, comparison, description, observation. The result of the study was the justification of invariants of pedagogical approaches, which form the core of the methodological basis of the holistic system of training bachelor-linguists.

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