Importance . An urgent problem related to the value-centered aspects of teacher’s activities and the content of training programs is considered. The purpose of the research is to substantiate the object-subject area of axiological linguadidactics as a modern scientific and methodological field. Materials and Methods . The main research methods used were: a critical analysis of modern scientific research in the field of linguadidactics, axiology, pedagogy, an analysis of subject-practical and educational activities in the field of teaching foreign languages and a generalization of the results obtained in the format of the goals and objectives of the axiological approach to teaching foreign languages. Results and Discussion . The research identified the object and subject area of axiological linguadidactics as an autonomous scientific and methodological field and clarified the purpose of this branch in solving the problems of modern linguistic education. The axiological orientation of modern linguadidactics as a component of methodological science is substantiated. The research focused on the axiological approach developed within the framework of modern axiological linguadidactics, highlighted the main dominants and differences from communicative and intercultural approaches, at the same time, identified its origins. Conclusion . As a result of achieving the set research goal, conclusions were drawn about the naturalness and necessity of an axiological reorientation of linguadidactics and the "consequences" of such a transformation.
Galskova et al. (2025) studied this question.