The article notes that one of the key tasks of higher education in the context of modern reforms is to improve the professionalism and qualifications of future specialists. This requires the introduction of innovative approaches to the training of a new generation of specialists based on clear conceptual principles. The entire system of training in higher education institutions should be structured and logically organized, with hierarchical elements. The content of education should include all aspects necessary for their future activities, taking into account changes in professional requirements, and should be aimed at stimulating creativity, originality and the ability to solve problems in a nonstandard way. Students should learn to move from reproductive knowledge acquisition to constructive activity, which allows them not only to learn but also to apply it in practice. The article describes theoretical and practical aspects of the formation of students' lexicological competence, which is an integral part of the future teacher's professional training. Particular attention is focused on such aspects as the content and scope of lexicological competence, the use of a linguodidactic approach in its formation, especially in the process of studying lexical phenomena, taking into account their specificity, is substantiated. The article presents indicative tasks and exercises aimed at effective learning of lexical norms by students. This practical instrument allows optimizing the learning process and achieving high-quality results in the formation of language competencies and overcoming anomalies in written and speaking communication. These methods help to improve the effectiveness of students' mastery of language phenomena at the lexical level and the formation of the necessary professional skills. It is noted that the formation of the lexicological competence of a modern teacher takes place through a consistent, phased and purposeful process of mastering professionally relevant knowledge, skills and abilities.