TEACHING ENGLISH TO NON-PHILOLOGICAL STUDENTS: CHALLENGES AND EFFECTIVE PEDAGOGICAL APPROACHES
Abstract
Teaching English to non-philological students has become increasingly important in the context of globalization and professional communication. Unlike students majoring in linguistics or philology, non-specialists often view English as a supplementary subject, which can negatively affect motivation and learning outcomes. This study aims to identify key challenges in teaching English to non-philological students and to evaluate effective pedagogical strategies that enhance language acquisition. The research adopts a qualitative approach based on classroom observations and analysis of existing literature. The findings indicate that integrating English for Specific Purposes (ESP), task-based learning, and multimedia tools significantly improves students’ engagement and communicative competence. The study concludes that a student-centered and context-based approach is essential for successful language instruction in non-philological contexts.
Keywords
non-philological students, ESP, task-based learning, communicative competence, motivation, language teaching.How to Cite
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