PEDAGOGICAL PRINCIPLES OF INTEGRATIVE ENGLISH TEACHING WITH DISCURSIVE ELECTRONIC RESOURCES

Abstract

This article investigates the integration of discursive digital resources in English language teaching, emphasizing their potential to enhance both linguistic and pedagogical outcomes. With the rapid development of digital technologies, the role of electronic resources in education has gained significant importance, particularly in language acquisition. The study explores how these resources, when strategically integrated into teaching methodologies, facilitate a more holistic learning experience by combining linguistic analysis, discourse strategies, and cognitive development. It focuses on the interaction between digital tools and language structures, such as ellipsis, information processing, and stylistic features, to create an engaging and effective learning environment. Furthermore, the paper examines the theoretical foundations of integration, discussing how cross-disciplinary approaches merging linguistics, pedagogy, and information technology can improve learning outcomes. By addressing the challenges and opportunities posed by digital resources, the article outlines a model for incorporating them into the English language curriculum, ensuring a balanced approach that fosters critical thinking, communicative competence, and problem-solving skills. Ultimately, this research highlights the growing necessity of adopting integrative teaching methods and digital tools in modern education to prepare learners for the demands of a globalized world.

Keywords

Integrative English language teaching, discursive digital resources, linguistic features, pedagogical approaches, discourse analysis, electronic resources in education, language acquisition, pragmatics in Language Teaching.