Linguistic competency is, first of all, the possession of the system of information about the target language according to its levels: phonemic, morphemic, lexical, syntactic. A student has language competency if he/she has an understanding of the system of the language being studied and can use this system in practice.
«Linguistic competency is a complex psychological system, which includes, in addition to the information about the language learned during special education, the speech experience accumulated in the daily use of the language and the sense of language formed on its basis». This definition of linguistic competency was proposed by Y.D. Bozhovich.
Competency includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), set concerning a certain range of objects and processes and necessary for high-quality productive activity to them. Linguistic competence implies knowledge of the language itself, its structure and functioning, linguistic norms, including spelling and punctuation.
The specificity of the formation of linguistic competency based on an individual approach is to provide each student with the right to choose his educational route of learning and self-study, control, and selfcontrol, as well as his/her self-development, taking into account educational and personal needs. The use of an individual approach allows you to measure and correct the level of language proficiency at each stage of bachelor's studies, to track and evaluate the student's progress; promote the personalization of language education.
The individual approach to teaching students «Foreign language: two foreign languages» involves the implementation of the students' cognitive activities, taking into account their abilities, capabilities, and interests, encouraging them to realize their creative potential.
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