Conceptual Foundations Of Teaching English To Students Of Non-Philological Fields

Abstract

The article analyzes the existing curricula and teaching materials used for teaching English to students of non-philological educational fields. Particular attention is paid to the development of students’ written communication competence, professional communicative skills, and the application of modern pedagogical and digital technologies in the language learning process. The study examines the content, structure, topics, language skills, and types of writing activities included in the curriculum and evaluates their relevance to the professional needs of non-philological students. The findings indicate that communicative, conscious-practical, systemic-functional, and differentiated approaches can contribute to more effective English language instruction. The use of wiki technology and other digital resources creates opportunities for collaborative writing, text creation and editing, information search and evaluation, independent learning, and critical thinking. The study concludes that strengthening the professional orientation of English language curricula and integrating digital technologies with professionally relevant writing tasks can significantly improve students’ readiness for academic and professional communication in English