Abstract
This article is devoted to the formation of the emotional culture of future teachers, which allows them to understand and regulate emotions, show empathy and use the skill of reflection in a situation of pedagogical communication. A foreign language teacher with a high level of emotional culture is able to foster in his students a moral, emotional and value-based attitude towards the world through the development of students' emotional competence. A foreign language has great didactic potential. So exercises for the development of emotional intelligence can be created using material from a foreign language. Emotional intelligence allows a person to understand and manage his own and others' emotions. These exercises can be done while students study a foreign language. In the working process there can be identified three main directions that determine the target and content components of the formation of emotional competence. These include: 1) the study of the emotive vocabulary and grammatical constructions for understanding, analyzing and expressing emotions through linguistic means; 2) teaching the basics of emotional intelligence to harmonize interpersonal relationships by showing empathy and paying attention to the student's feelings; 3) implementing the acquired knowledge, skills and abilities in professional teaching activities for students to learn a foreign language and be able to achieve successful intercultural communication. According to these points, we distinguish linguistic, psychological and methodological aspects of emotional competence. Each aspect reflects a specific direction in the work of a foreign language teacher and contributes to the formation of emotional competence as part of a foreign language communicative competence. As a result, it helps to organize an educational process aimed not only at language acquisition, but also at the development of emotional culture.
Keywords
Teaching methodology, emotional competence, emotional intelligence, emotions, foreign language.