Formation of academic writing as a component of professional foreign-language training (for non-philology students)

Abstract

The studyʼs relevance stems from the growing need for a high level of foreign-language academic communication among applicants for non-philological specialities, as well as the need to integrate academic writing into professionally oriented training in accordance with international educational standards. In the modern university environment, academic writing is not only a tool for creating scientific texts, but also an essential condition for the development of critical thinking, an information culture, and the professional mobility of the applicant for education. The purpose of the article is to substantiate the content, competence and methodological principles of the formation of academic writing as a key component of professional foreign language training of applicants for non-philological specialities, as well as to determine the pedagogical conditions that ensure the effectiveness of this process. Methods. The study uses an analysis of modern scientific approaches to the development of foreign-language written competence, a systematisation of the structural components of academic writing, a comparative and general analysis of educational practices, and a structural-logical method for identifying stages, competencies, and pedagogical conditions for the formation of academic writing. Results. The article defines academic writing as an integrative competence that combines cognitive, linguistic, communicative and technological components, each of which plays a separate role in professional foreign language training. The key competencies developed through foreign-language academic writing are summarised, and their impact on the professional activities of applicants for non-philological specialities is outlined. A structured algorithm for the formation of academic writing skills is proposed, covering motivational-orientational, analytical-linguistic, practical-creative and reflective-evaluative stages. The pedagogical conditions that ensure adequate mastery of academic writing in a foreign-language environment and contribute to the development of students' research autonomy are substantiated.Conclusions. Foreign-language academic writing is one of the key factors in the professional development of non-philological majors, as it provides comprehensive development of analytical, communicative, terminological, and information skills necessary for integration into the international educational and scientific space. The study's results can be used in teaching foreign languages to non-philological majors. They can serve as the basis for further scientific research on methodological and digital support for academic writing.