http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/56 Tue, 11 Aug 2026 01:06:11 GMT 2026-08-11T01:06:11Z http://localhost:8585/jspui/retrieve/472a8352-7df2-4f93-b8a4-54917544daaa/m19_4.png http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/56 http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/4231 Title: The CLIL Approach Integration into Teaching English for Specific Purposes within Economic Higher Educational Institutions Authors: Гільдебрант, Катерина Йосипівна / Hildebrant, Kateryna Abstract: The article addresses the issue of improving English language proficiency in Ukraine in the context of globalization and increasing demands for professionally oriented foreign language competence among future specialists in Economics. The study relevance is grounded in the need to enhance the Ukrainian graduates’ competitiveness in the international labor market and by Ukraine’s relatively low position in global rankings, particularly according to the EF English Proficiency Index 2025 report. The paper analyzes contemporary scholarly approaches to the implementation of Content and Language Integrated Learning (CLIL), introduced by D. Marsh, and defines it as a dual-focused educational approach integrating content mastery with language development. Special attention is paid to the potential integration of CLIL principles into English for Specific Purposes (ESP) courses at Ukrainian higher educational institutions. The key CLIL principles, mainly authenticity, active learning, scaffolding, cognitive challenge, and the intercultural dimension reflected in the 4Cs framework (Content, Communication, Cognition, Culture) are characterized and substantiated as effective tools for developing professionally oriented communicative competence among Economics students. Practical classroom techniques such as role-plays, case studies, presentations, project-based learning, and various types of linguistic, cognitive, and task scaffolding are described. The study demonstrates that integrating CLIL into ESP courses enhances students’ motivation, promotes critical thinking, strengthens professional communication skills, and ensures synergy between language training and subject-specific education. It is concluded that further research should focus on designing full-scale CLIL-based courses for Economics students and developing methodological guidelines for both language and content instructors in Ukrainian higher educational institutions. У статті розглянуто проблему підвищення рівня володіння англійською мовою в Україні в умовах глобалізації та зростання вимог до професійної іншомовної компетентності майбутніх фахівців економічного профілю. Актуальність дослідження зумовлена необхідністю посилення конкурентоспроможності українських випускників на міжнародному ринку праці та невисокими позиціями України у світових рейтингах, зокрема за даними індексу рівня володіння англійською мовою EF English Proficiency Index 2025 року. Проаналізовано сучасні наукові підходи до впровадження предметно-мовного інтегрованого навчання (CLIL), запропонованого Д. Маршем, а також розкрито його сутність як двофокусного підходу, що поєднує засвоєння змісту фахової дисципліни та розвиток мовної компетентності. Особливу увагу приділено можливостям інтеграції принципів предметно-мовного навчання у курс «Англійська мова за професійним спрямуванням» (ESP) у закладах вищої освіти України. Охарактеризовано ключові принципи CLIL, як-от: автентичність, активне навчання, поетапна підтримка (scaffolding), когнітивна складність та міжкультурний компонент. Обґрунтовано їхню ефективність для формування професійно орієнтованої комунікативної компетентності студентів-економістів. Представлено приклади методичних прийомів: рольові ігри, кейс-стаді, презентації, проєктна робота, а також різні види мовної та когнітивної підтримки. Доведено, що інтеграція CLIL у ESP-курс сприяє підвищенню мотивації студентів, розвитку критичного мислення, формуванню навичок професійної комунікації та забезпечує синергію між іншомовною підготовкою і фаховою освітою. Зроблено висновок про доцільність подальшого розроблення методичних рекомендацій щодо впровадження CLIL у практику викладання англійської мови в українських закладах вищої освіти економічного профілю. Wed, 01 Apr 2026 00:00:00 GMT http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/4231 2026-04-01T00:00:00Z http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/2369 Title: Communicative Grammar Teaching within the Scope of English for Specific Purposes University Course Authors: Гільдебрант, Катерина Йосипівна / Hildebrant, Kateryna Abstract: The article discusses the necessity to implement communicative approach to grammar teaching process within the scope of English for Specific Purposes university course at Ukrainian higher educational establishments. Since grammar is an important and indispensable part of language learning and it is impossible to make oneself understood or comprehend others without a correctly structured and grammatically accurate message, then grammar teaching methodology is of particular importance in the foreign language acquisition process and should be given special attention. In the sphere of ESP studying, the goal of which is the formation of students’ professional target language communicative competence, students should be taught grammar from the perspective of how to use it to achieve a specific communicative goal. Thus, the grammatical competence acquisition of ESP students should be focused on how to use grammatical rules for communicative purposes to satisfy professional needs, rather than just memorizing or drilling them with subsequent written exercises in isolation from meaningful context. The author of the present article discusses different approaches to grammar teaching, specifies the communicative grammar teaching ideas and principles, reveals the ways of communicative approach to grammar teaching application within the scope of studying English for Specific Purposes by students majoring in Economics as well as analyzes specific activities that facilitate teaching grammar communicatively in ESP classes. The research shows that communicative approach to grammar teaching integrates grammar principles into a communicative framework, supports attention to both form and function, favors a student-centered interactive teaching model and defines contextualization as its important requirement. The author of the article focuses on individual tasks, pair work and groupwork as the most efficient methods to teach grammar communicatively and specifies sentence fillers, class research, substitution dialogue, pyramid discussion, question games as some of the fruitful activities stimulating grammatical accuracy development through solving communicative tasks. Mon, 01 Jan 2024 00:00:00 GMT http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/2369 2024-01-01T00:00:00Z http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/2368 Title: Ways to Enhance Students’ Communicative Skills in ESP Teaching and Learning Authors: Гільдебрант, Катерина Йосипівна / Hildebrant, Kateryna Abstract: The ultimate goal of English for Specific Purposes teaching and learning is to develop students’ essential communicative competence within their professional field, enhance their speaking proficiency through different speech practices and drills simulating future workplace situations as well as to enable them acquire up-to-date professional information via foreign sources. Learners’ speaking proficiency is viewed as one of the most crucial skills by both teachers and learners and is measured in terms of the ability to carry out target language conversation. The author of the present article tries to analyze modern innovative technologies aimed at the formation and improvement of students’ foreign language speaking proficiency for professional purposes, determine efficient methods for learners’ communicative competence enhancement in the field of ESP studying, as well as adapt most popular ESL speaking activities to ESP classes. Research shows that communicative language teaching, based on true-to-life situations that require communication and collaborative approach serve best to promote speaking activities, specifying pair work and groupwork as the most efficient methods focused on improving students’ communicative competences. The author distinguishes class research, linear dialogue, pyramid discussion, information gap, unfilled crossword and role-play as some of the fruitful activities stimulating speaking practices in an ESP class, provides general recommendations for ESP teachers to promote students’ target language communication. Possible suggestions to encourage students’ interaction include organization of ESP class desks in a way that fosters learners’ cooperation; allocating a percentage of the final grade to speaking skill as well as continuous assessing of students’ speaking endeavours; creating a rich learning environment with authentic materials, implementing collaborative learning and shared knowledge strategies; teaching sentence starters and communicative scripts for common language functions and professional situations; reducing teacher speaking time and increasing students’ speaking time; always giving positive feedback to learners’ speaking endeavours; diagnosing difficulties that students encounter and providing additional practice to overcome them. Mon, 01 Jan 2024 00:00:00 GMT http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/2368 2024-01-01T00:00:00Z http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/1418 Title: Формування інформаційних ресурсів навчального процесу Authors: Валецька, Тетяна Михайлівна Abstract: Розглянуті особливості формування таких інформаційних ресурсів, як електронний каталог наукової бібліотеки, бази нормативних документів, фонду ліцензованого програvного забезпечення, банку тестових програм тощо. / The features of formation of such information resources, as the electronic catalogue of scientific library, bases of normative documents, fund of the license software, bank of text programs are considered, etc. Thu, 01 Jan 2004 00:00:00 GMT http://rps.chtei-knteu.cv.ua:8585/jspui/handle/123456789/1418 2004-01-01T00:00:00Z