Keyword: «английский язык для специальных целей»

The article considers peculiarities of the process of teaching English for special purposes at Nizhny Novgorod State Linguistics University named after N.A. Dobrolyubov on the example of the discipline "Foreign (English) language in the professional field" for the major 38.03.01 Economics. The relevance of the article is due to the unflagging interest in the problem of teaching a foreign language to students of non-linguistic majors. Understanding that a foreign language should be an integral component of the process of acquiring professional competences by students is vital for efficient preparation for professional activity. The purpose of the study is a critical analysis of the designed work program of the academic discipline “Foreign (English) language in the professional field”, its content, which allows us to present a full picture of the existing practice of organizing professionally oriented education. The study is based on the analysis of the main components of the methodological support for the educational process. The study made it possible to identify the main features of the organization of the process of teaching English for non-linguistic students, the advantages of professionally oriented education, as well as the main problematic aspects. Well-thought-out, rational organization of the learning process significantly increases the level of motivation of students of non-linguistic majors to learn a foreign language, and also contributes to the preparation of a specialist who is in demand on the labor market. The article emphasizes the importance of collaboration between teachers of departments providing professional training for students and departments of language training through the creation of inter-departmental methodological associations; the author of the article also identifies the main aspects of interaction and areas of joint work. Professionally oriented English teaching is a step-by-step, multi-stage process, in which English classes on the one hand become more and more focused on the future profession, but on the other hand, represent a productive combination of language for special purposes and language for general purposes. The material of the article can be used for further development of the theory and improvement of the methodology of professionally oriented teaching of a foreign language. The given examples of tasks can be used by teachers of English.

In the context of the globalization and internationalization of higher education, professional musicians must possess English language proficiency sufficient to participate in international master classes, collaborate with foreign colleagues, apply for grants, and access authentic professional materials. Professional communication among musicians is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations–features that distinguish it significantly from standard academic discourse. However, current approaches to teaching English in conservatories and university music departments often fail to address these specific linguistic and professional needs of music students, resulting in insufficient levels of communicative competence and restricted professional mobility. The objective of this study is to develop a comprehensive model for teaching English to students in university music departments – a model designed to bridge the gap between general language instruction and the specialized communicative needs of professional musicians. The primary methodological approach involves a comprehensive theoretical synthesis that integrates the concepts of English for Specific Purposes (ESP), task-based learning methodologies, the principles of Content and Language Integrated Learning (CLIL), and needs analysis models. Key Findings: The proposed model comprises four interconnected components: a needs analysis system adapted specifically to the context of music education; principles for curriculum design utilizing authentic musical content; pedagogical strategies for fostering communicative competence through professionally relevant tasks; and assessment procedures aligned with the requirements of professional communication. Specific implementation mechanisms and effectiveness criteria have been developed for each of these components. The theoretical significance of this research lies in its contribution to the theory of English for Specific Purposes instruction through the development of a specialized pedagogical model for music education – a model that effectively integrates linguistic, cognitive, and professional-musical dimensions. The practical significance lies in providing curriculum developers and educators with concrete recommendations for creating effective language programs that enhance the professional competence and international mobility of music graduates.

This publication examines the practical experience of integrating the specialized dialogue assistant "Sir Lexicon" (powered by Character.AI) into the learning process of third-year students majoring in Classical History at Ryazan State University named after S. A. Yesenin. The article describes the architecture of communicative interaction with the virtual interlocutor, the accuracy of the generated responses, and the pedagogical advantages and limitations for both sides of the learning process. A comparison of the effectiveness of the neural network tool and classical information resources (scientific repositories, academic dictionaries, and monographs) is provided. Based on the data obtained, an algorithm for methodologically justifying the implementation of the chatbot in English for Professional Purposes courses is formulated.