Temporary approaches to the integration of communicative methodology into the teaching of English in higher education institutions

Abstract

The problem of integrating communicative methodology into teaching English in universities remains insufficiently studied, despite the growing interest in it in the scientific community. The analysis of modern literature reveals a number of unresolved issues and contradictions in defining key concepts and effective strategies for implementing a communicative approach. The purpose of this study is to develop a conceptually sound and empirically verified model for integrating communicative methodology into the practice of teaching English in higher education. The research is based on a set of complementary methods, including a critical analysis of scientific literature, the method of expert assessments, a longitudinal pedagogical experiment (n=120), a survey of teachers (n=85) and students (n=350). The results were processed using mathematical statistics methods (Student's t-test, χ2). The developed model of integration of the communicative methodology has proven its effectiveness according to the criteria of increasing students' motivation (p<0.01), developing their communicative competence (p<0.01), and teacher satisfaction (p<0.05). The factors contributing to and hindering the introduction of a communicative approach in higher education have been identified. The obtained results make a significant contribution to the theory and methodology of teaching foreign languages, opening up prospects for optimizing the language training of students. The directions of further research on the problem are outlined.