Cognitive-communicative approach to studying Ukrainian language for professional purposes by students of non-linguistic specialities of higher education institutions: theoretical foundations and methodological guidelines

Abstract

The article examines the cognitive-communicative approach to teaching the Ukrainian language for professional purposes in non-philological higher education institutions. The relevance of applying this approach is outlined, and a range of studies and publications on the topic is analysed. The research methodology combines theoretical methods – such as the analysis of scholarly literature and the synthesis of key concepts– with empirical methods, including observation of the educational process, comparative analysis, interpretation, and generalisation of the obtained data. It is demonstrated that the cognitive-communicative approach represents a modern methodological foundation for language instruction, integrating the cognitive (knowledge-related) and communicative aspects of speech activity. Its core idea is that language is viewed not merely as a system of signs but as an instrument of thinking, a means of understanding the world, and a tool for professional self-expression. Within this framework, language teaching is oriented towards developing learners’ ability to analyse, interpret, produce, and apply linguistic means according to professional communicative situations. Language competence is understood as the result of the learner’s active cognitive involvement, aimed at comprehending the meaning, context, and purpose of utterances. In this model, the instructor acts not only as a source of knowledge but also as a facilitator of the learning process who stimulates thinking, initiates dialogue, and organises interactive communication tasks that closely resemble real professional environments. A practical model for integrating a cognitive-communicative approach to teaching Ukrainian for professional purposes to higher education students in non-philological specialties is proposed. The results of a survey of students are described: the results of the survey convincingly demonstrate that the use of a cognitive-communicative approach in teaching Ukrainian for professional purposes is scientifically sound and meets the real needs of the student audience.