The study of the integrative approach to teaching English in a multicultural educational environment and its impact on the formation of students' communicative competence

Abstract

The article examines the integrative approach to teaching English in a multicultural educational environment and its impact on the formation of students' communicative competence. The aim of the work is to evaluate the effectiveness of an integrative methodology combining communicative, linguistic, cultural and information technology components for the development of language skills and intercultural competence. The research methodology is based on a comparative analysis of learning outcomes in experimental and control groups, questionnaires and testing of the level of communicative competence. The empirical base consisted of 186 Russian university students studying English as a foreign language. The results demonstrate a statistically significant (p<0.01) superiority of the integrative approach over traditional methods in terms of language skills (gain coefficients 0.68 vs 0.42), intercultural sensitivity (0.75 vs 0.38) and motivation to learn a language (0.82 vs 0.56). The discussion section discusses the advantages of the integrative model for the formation of a secondary linguistic personality, the development of cognitive abilities and overcoming intercultural barriers. The expediency of introducing integrative programs into the practice of language education, taking into account the needs of a global multicultural society, is substantiated.