The Problem of Defining Linguodidactic Principles.

The process of forming linguodidactics as a scientific direction and its gradual transition from the field of linguistic disciplines to the sphere of methodological science is associated with the problem of the emergence of certain contradictions in the use of terms denoting the principles of learning realized in the practice of teaching foreign languages. The wide use of the term “linguodidactic” in modern scientific literature to designate not only the principles arising within the framework of innovative directions and branches of linguodidactics, but also the previously existing methodological, linguistic, psychological and even general didactic principles, has led to the confusion of concepts and the need to solve the problems of terminological apparatus of linguodidactics and foreign language teaching methodology. The article offers to pay attention to the lack of a common understanding of the concept of “linguodidactic principle” and makes an attempt to revise the existing classifications of foreign language teaching principles on the basis of recognizing them as a category of linguodidactics.