Applying Integrated Teaching and Learning at the Classes of Practical Course of English

Abstract

The purpose of the article is to analyze the use of integrated learning and teaching of English as a foreign language for students of pedagogical institutions of higher education, in particular, approaches to the use of this type of learning in English classes and the analysis of its effectiveness. Research methods. The article uses the main general scientific and linguistic methods: deduction and induction - when processing theoretical and factual material; descriptive was used to generalize scientific statements on the researched problem; scientific analysis in the process of researching the features and effectiveness of the integrated teaching of the English language; elements of the linguistic approach were applied to characterize practical tasks of an integrated nature. Research results. The use of an integrated approach in the educational process, in particular, for teaching a foreign language to students of higher education institutions, has been investigated. The article substantiates the expediency of using integrated learning in the process of teaching a practical English language course. The importance of such an approach to learning is emphasized in order to develop students' general educational competencies and achieve a better understanding of the educational material in the general educational context. Conclusions. The analysis of theoretical sources on the integrated teaching of English language higher education students proved that the problem is sufficiently researched in various aspects. As for the systematic use of it in the educational process, we can conclude that it is unreasonably insufficient. Modern education aims to create learning conditions that contribute to the comprehensive development of the personality of the student of education. The method of integrated learning can be an interesting and useful addition to the traditional education of students. Problem-based learning involves changes in the structure of the lesson, where a significant role is assigned to other subjects to complement the English language, when it becomes not only a goal, but also a learning tool.