FEATURES OF TEACHING ENGLISH IN SCIENTIFIC RESEARCH IN MASTER'S PROGRAMMES

Abstract

The article deals with current issues of teaching English for sc’ientific communication to master’s students of non-linguistic specialities in the context of globalisation and the growing role of English as the lingua franca of science.
The purpose of this article is to analyse the main challenges of teaching academic English to master’s students in non-language specialities and to outline prospects for improving this process. The authors examine the main challenges faced by both education seekers and teachers: varying levels of language proficiency among education seekers, limited teaching time, low motivation, psychological barriers, the complexity of academic style, and insufficient integration of the CLIL approach. The needs of students in terms of specialized vocabulary, academic writing, oral presentation of research results, as well as the importance of using ICT, authentic materials, interdisciplinary coordination and the development of independent work were identified on the basis of a survey of master's students and teachers. The survey results revealed that most master’s students have experience reading scientific articles in English, but find it difficult to write scientific texts and give oral presentations.
The article analyzes effective methodological approaches to teaching, such as English for Specific Purposes (ESP), cognitive-communicative approaches, genre-based approaches, sociocultural approaches, and blended learning. It also outlines promising areas for improving the educational process, including integrating English into professional training, developing academic writing skills, creating a language environment, and individualizing learning. A survey of teachers was conducted to identify promising areas for teaching English for academic purposes. The promising areas identified were the use of modern ICT, professional development, application of interactive teaching methods, a practical focus in teaching, cooperation with international academic communities, development of independent work, and integration of English into master's program curricula. The authors emphasize that developing foreign language scientific competence is essential for academic mobility, participation in international scientific exchanges, and cultivating highly qualified personnel. The results of the study can be used to update master’s degree programs at higher education institutions.