This article examines the crucial role of linguistic competence in the professional development of philology students. Linguistic competence serves as the cornerstone of philological education, forming the cognitive, analytical, and communicative foundation upon which future educators, translators, researchers, and literary scholars build their professional expertise. This revised and expanded article provides a deeper theoretical and pedagogical exploration of linguistic competence by integrating contemporary linguistic scholarship and extending the multidimensional framework required in higher philological education. Drawing upon seminal theories by Chomsky, Hymes, Canale and Swain, Kramsch, Bachman, and others, the article argues that linguistic competence is both a theoretical construct and a practical tool essential for academic and professional success. The article highlights the interplay between linguistic competence and professional domains, emphasizing the need for integrative, technology-supported, and evidence-based pedagogies in philology programs.  

Linguistic competence, philology education, language proficiency

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