METHODOLOGY OF TEACHING ENGLISH IN NON-LINGUISTIC UNIVERSITIES
Abstract
The article explores methodological approaches to teaching English in non-linguistic universities, focusing on the integration of communicative, professional, and competence-based paradigms. It highlights the specific challenges of English language instruction for students of technical and non-philological specializations, where English functions primarily as a tool for professional communication rather than as an academic discipline. The study analyzes the main methodological principles, teaching models, and didactic techniques that enhance learners’ motivation, autonomy, and professional competence. The research findings suggest that successful English instruction in non-linguistic higher education requires contextualized, practice-oriented, and interdisciplinary methodologies.
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References
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