THE EFFECTIVENESS OF CONTEXTUAL LEARNING IN THE FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTIC SPECIALTIES

Abstract

The article examines the effectiveness of contextual learning in the formation of foreign language communicative competence of students of non-linguistic specialties in higher education institutions. The relevance of the study is determined by the increasing requirements for professional training of specialists capable of using English as a tool for professional and intercultural communication in the context of globalization and international mobility. It is substantiated that traditional approaches to foreign language teaching do not ensure a sufficient level of practical speaking skills necessary for real professional situations. Contextual learning is considered as a pedagogical approach that integrates language material with professional, social, and communicative contexts, ensuring active student involvement in the learning process. The main components of foreign language communicative competence – linguistic, sociolinguistic, and pragmatic – are identified, and the possibilities of their development through contextual tasks, including role-plays, case studies, and simulated professional situations, are substantiated. The empirical part of the study is based on a student questionnaire aimed at identifying the level of motivation, communicative activity, and self-assessment of speaking skills in the process of applying contextual learning. The results demonstrate students’ positive attitudes toward the use of contextual tasks, increased interest in learning English, and awareness of its practical value for future professional activities. At the same time, the findings indicate the need for further methodological improvement of tasks focused on developing argumentation skills and fluent productive speech. It is concluded that contextual learning is an effective means of forming foreign language communicative competence of students of non-linguistic specialties and is advisable for further implementation in the educational process.