Integration of the ideas of dialogic learning into the conceptual system of pedagogical science reflects one of the modern trends in the development of theory and practice of education - the focus on the establishment of the subject-subject paradigm of pedagogical interaction. The article under consideration throws light upon certain features and explored the concepts of "dialogue", "dialogue interaction". In accordance with the goal, a comprehensive analysis of the dialogue as a complex social phenomenon was carried out. The peculiarities of formation of students' readiness for dialogical interaction, developed within the limits of philosophical, activity, personal, culturally relevant and information approaches, are determined. A carried out theoretical analysis of methodological foundations determines the fact that the mastery of readiness for conducting a pedagogical dialogue, according to most scholars, implies the development of at least three groups of abilities: communicative, perceptive, interactive.