In today’s globalized world, foreign language proficiency is not just an advantage, but a prerequisite for professional fulfillment and sociocultural adaptation. Foreign languages open up access to global information resources, enable intercultural communication, and promote academic mobility. At the same time, the process of learning a foreign language activates cognitive mechanisms, develops logical thinking, trains memory, and forms the ability to express one’s thoughts clearly and reasonably. The methodological toolkit of a modern teacher consists of various methods and techniques for teaching a foreign language, and the use of educational games is increasingly used during practical classes. Modern methods of teaching foreign languages in higher education institutions are characterized by polyparadigmaticity, where different approaches do not so much compete as complement each other. Higher education institutions are characterized by polyparadigmaticity, where different approaches do not so much compete as complement each other. The article discusses the following methods of teaching a foreign language: philological games (phonetic, lexical, grammatical), the grammartranslation method, the natural (direct) method, the audio-lingual method, the project method, the problem-search method, as well as specific techniques: the physical reaction method, suggestopedia, the Miller method, and mnemonics. Their advantages and disadvantages are considered. The approaches implemented in practical classes are shown: communicative approach (the basis of classes), structural (construction of theoretical and practical parts of the class), linguo-sociocultural (the student must not only know vocabulary and grammar, but also master sociocultural codes: behavioral norms, traditions, nonverbal means of communication, historical and cultural realities), activity-based (immersion of students in professional vocabulary through dialogues, monologues – speeches, discussion of audio and video files), and a person-centered approach (learning is not aimed at “transferring” knowledge, but on facilitating and stimulating internal mechanisms of development. Priority is given to such personal developments as reflection, autonomy, the ability to make conscious choices, and creativity). At these stages of English language teaching, communicative-oriented concepts have found the widest application. Among them, the most popular are communicative, project-based, intensive, and activity-based methods.