Maqolada chet tili o‘qituvchisining metodik va lingvodidaktik kompetensiyalarining mohiyati tahlil qilinadi. Tadqiqotning dolzarbligi til ta’limi tizimini modernizatsiya qilish hamda chet tili o‘qituvchilarining kasbiy tayyorgarligini takomillashtirish zarurati bilan belgilanadi. Maqolaning maqsadi metodik va lingvodidaktik kompetensiyalar ta’riflarini qiyosiy tahlil qilish hamda ularning umumiy va farqli jihatlarini aniqlashdan iborat. Tadqiqotda ilmiy adabiyotlarni tahlil qilish, qiyosiy-tahliliy metod, sintez va nazariy qarashlarni umumlashtirish usullaridan foydalanildi. Natijalar shuni ko‘rsatdiki, metodik kompetensiya asosan jarayonli-texnologik yo‘nalishga ega bo‘lib, ta’lim jarayonini tashkil etish hamda o‘qitish metod va usullarini tanlash bilan bog‘liqdir. Lingvodidaktik kompetensiya esa tilshunoslik, psixolingvistika va pedagogika integratsiyasiga asoslangan murakkab nazariy-metodologik tizim hisoblanadi. Tadqiqot yakunida ushbu kompetensiyalar chet tili o‘qituvchisining kasbiy tayyorgarligida o‘zaro bir-birini to‘ldirishi haqida xulosa qilindi.

The article examines the essential characteristics of methodological and linguodidactic competencies of a foreign language teacher. The relevance of the study is determined by the modernization of language education and the need to improve the professional training of foreign language teachers. The purpose of the article is to conduct a comparative analysis of the definitions of methodological and linguodidactic competencies and to identify their common and distinctive features. The study employs methods of scientific literature analysis, comparative analysis, synthesis, and generalization of theoretical concepts. The findings demonstrate that methodological competence is primarily process-oriented and technological in nature, focusing on the organization of the educational process and the selection of teaching methods and techniques. Linguodidactic competence is a more complex theoretical and methodological construct based on the integration of linguistics, psycholinguistics, and pedagogy. The study concludes that these competencies complement each other within the structure of professional training for foreign language teachers.