European International Journal of Pedagogics
219
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
219-222
DOI
3
OPEN ACCESS
SUBMITED
28 March 2025
ACCEPTED
24 April 2025
PUBLISHED
30 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
On The Urgent Issues of
Foreign Language
Teaching In Non-
Philological Higher
Education Institutions
Shakhnоz Atadjanova
Professor at Uzbekistan National Pedagogical University Doctor of
Pedagogical Sciences, Uzbekistan
Abstract:
This article analyzes the theoretical
foundations of foreign language teaching in non-
philological higher educational institutions and the main
problems encountered in practice. The interdisciplinary
importance of foreign language teaching, the
effectiveness of communicative approaches and CLIL
technologies are revealed. At the same time, issues such
as the lack of pedagogical personnel potential,
methodological support, motivation and educational
environment are studied. The article substantiates the
need for an integrated approach, modern methods,
information technologies and globalization of the
educational environment as a solution to existing
problems.
Keywords:
Foreign
language,
non-philological
education, CLIL method, communicative approach,
pedagogical problems, information technologies,
motivation, methodological support, interdisciplinary
integration, educational environment, knowledge
efficiency, communication competence, quality of
education,
globalization,
cognitive
approach,
interdisciplinary connections, interactive education,
coherence,
multimedia
resources,
professional
vocabulary.
Introduction:
Today, due to globalization processes, the
expansion of economic and scientific and technical ties,
cooperation with foreign investors, international
organizations, and the rapid development of digital
technologies, knowledge of foreign languages is
becoming an important requirement for specialists in all
fields. Especially for students studying in non-
philological (technical, natural, economic and socio-
humanitarian) areas, knowledge of a foreign language is
European International Journal of Pedagogics
220
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European International Journal of Pedagogics
becoming a decisive factor in organizing their
professional and scientific activities at an international
level. Therefore, in the Republic of Uzbekistan,
modernization of the education system and the
development of foreign language learning in all fields
have risen to the level of state policy.
The Resolution of the President of the Republic of
Uzbekistan No. PP-
4063 dated December 10, 2018 “On
measures to radically improve the system of studying
foreign languages”, the Resolution No. PP
-4884 dated
November 6, 2020 “On improving the quality of
education in the higher education system and
introducing a rating-based assessment system for its
activities”, and the Resolution No. PP
-5117 dated May
19, 2021 “On measures to ensure that young people
learn f
oreign languages” are important regulatory and
legal foundations of state policy in the field of foreign
language education. In addition, the Law of the
Republic of Uzbekistan “On Education” (2020, ZRU
-
637) and the Law “On Higher Education” also legally
guarantee the right to teach and study a foreign
language.
In this regard, an in-depth analysis of the system of
foreign language teaching in non-philological higher
educational institutions, identification of practical
problems and determination of their solutions has
become a pressing issue today. The study envisages
the study of such problems on the basis of modern
educational principles, state policy and international
experience.
Non-philological higher educational institutions are
educational institutions whose main field of study is
not linguistics, but which provide for the teaching of
foreign languages in order to form the professional
potential of students in accordance with international
requirements. In today's era of globalization,
knowledge of a foreign language is necessary not only
for linguists, but also for representatives of all
professional fields, such as engineers, natural
scientists, economists and medical workers. In
particular, the fact that international standards,
scientific and technical news, scientific information are
published mainly in English, German and French
further increases the importance of knowledge of a
foreign language in these areas (3).
According to the theory of foreign language teaching,
language teaching in educational activities is not
limited to the acquisition of grammatical rules or
lexical units. Language teaching is the process of
developing communication, culture, thinking and the
ability to perceive information (4). Therefore, in
addition to theoretical approaches, methods aimed at
developing practical communication and professional
communication are of great importance in teaching a
foreign language. Methods such as the communicative
approach, task-based learning, CLIL (Content and
Language Integrated Learning) are widely used today
(5).
CLIL method involves the combination of teaching
specialized subjects and a foreign language (6). For
example, in engineering or medical disciplines,
organizing practical exercises in a foreign language, such
as lectures, analysis, problem solving, is an effective and
activating factor in learning. The advantage of this
method is that it allows for the parallel development of
language and science in the process of learning.
Psycholinguistics and cognitive pedagogy also play an
important role in forming the theoretical foundations of
teaching a foreign language in non-philological areas of
education. Psycholinguistics is based on the speech
activity, thinking system, and memory capabilities of a
person in the process of receiving and mastering a
language (7). From this point of view, it is necessary to
take
into
account
the
individual
potential,
communication style, and psychological state of each
student in teaching.
The cognitive approach is based on the student's
cognitive process. In this method, language learning is
combined with cognitive stages of mastering
knowledge, such as thinking, understanding, analysis,
and generalization (8). This approach to foreign
language teaching serves to develop students who are
actively engaged in learning, that is, who are not
“receivers of knowledge,” but “active subjects.”
Another methodological basis of teaching is the
formation of communicative competence. This
competence includes not only language knowledge, but
also the ability to actively use language in a cultural and
social environment (10). Therefore, in the process of
teaching a foreign language, it is advisable to direct
students to work in an international environment, to
familiarize them with different cultures and
communication habits.
The widespread use of information and communication
technologies in foreign language teaching is also a
theoretically based approach. Modern language
teaching platforms (for example, Moodle, Edmodo,
Duolingo, Quizlet, etc.) provide students with
opportunities for independent language learning,
completing tasks, and understanding learning materials
(9). This creates an interactive and personalized learning
environment, unlike traditional lessons.
When choosing methods for teaching a foreign
language in non-philological educational institutions,
the requirements and environment specific to the
professional field should also be taken into account. For
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European International Journal of Pedagogics
example, for students studying in the technical field, it
is advisable to organize lessons based on special
terminology, subject-specific texts, and forms of
professional communication (8). This will bring
students closer to a real professional environment and
allow them to communicate freely in a foreign
language in their field. At the same time, an interactive
approach to teaching a foreign language - such as
group work, debates, case studies, and role-playing
exercises - will also be effective (10). These methods
develop active participation, communication, thinking,
and creativity in students. In this way, not only
language, but also universal competencies are formed.
In conclusion, the theoretical foundations of foreign
language teaching in non-philological educational
institutions are associated with an interdisciplinary
approach,
cognitive-psychological
theories,
methodological achievements, and information
technologies, which play an important role in
preparing specialists in accordance with the
requirements of the international labor market (1; 2).
There are a number of problems in the process of
teaching foreign languages in non-philological higher
educational institutions, which directly affect the
effectiveness of education. First, it is necessary to
emphasize the issue of teaching staff. In many cases,
specialists teaching foreign languages are not fully
specialized in philology, or their professional
vocabulary base in English is insufficient. This hinders
students from mastering the specialized language in
depth (8).
Secondly, the lack of educational and methodological
support is also one of the important problems. Foreign
language literature, specialized texts, audio and video
resources that students use in their professional
activities are often absent or insufficiently updated.
Therefore, the ability to effectively use modern
educational tools will be limited (9).
The third main problem is the low level of motivation
of students. For many students, a foreign language is
not only a difficult subject, but also a subject outside
their field of specialization, with unknown practical
significance. In this case, low motivation, lack of
interactive methods in the educational process, and
the perception of results in the long term reduce the
interest in learning (10).
The fourth problem is the lack of foreign language
lessons. In most non-philological education, English is
taught only during 1-2 semesters, and even then, the
number of hours per week does not exceed 2-3. In such
conditions, it is almost impossible to form a high level
of language competence (6).
Fifth, the lack of interdisciplinary connections in
foreign language teaching is also a problem. As a result
of the lack or incorrect application of CLIL and field-
specific language teaching methods, there is no
semantic coherence between the subject studied by
students and the foreign language. This negatively
affects the vital and practical study of the language (7).
The sixth problem is the theoretical basis of testing and
assessment systems. In some higher education
institutions, students' foreign language knowledge is
assessed only through grammar and translation skills. In
this
case,
insufficient
attention
is
paid
to
communication, listening, writing and oral speech skills,
which prevents students from acting freely in a real
language environment (4). The seventh aspect is the
lack of a material and technical base. Many higher
education
institutions
lack
modern
language
laboratories, multimedia facilities, and computer
classes connected to the Internet. This, in particular,
limits the possibility of using interactive lessons and
online resources (9). The eighth problem is the lack of a
foreign language environment. Students of non-
philological directions do not have the opportunity to
communicate in a foreign language. For them, English
should be present as an active environment not only
during classes, but also outside of them. This could be
ensured through international projects, debates,
science Olympiads, and electronic courses (3).
The ninth problem is the limited opportunities to attract
qualified foreign specialists. In some universities, the
participation of specialists from abroad in the
educational process is complicated for legal and
financial reasons. This leads to a lack of a language
environment and international experience (2). Due to
the lack of coherence and consistency in foreign
language teaching, a system of step-by-step
development of students from the 1st stage to
graduation has not been formed. Solving these
problems requires a comprehensive approach,
interdisciplinary integration, increasing the potential of
personnel, and globalization of the educational
environment.
Conclusion. The theoretical foundations of foreign
language teaching in non-philological higher education
institutions require considering a foreign language not
only as linguistics, but also as professional
communication and interdisciplinary knowledge. In this
process, communicative, cognitive and CLIL methods
justify themselves as a modern approach. However, in
practice, the insufficient potential of teaching staff, the
lack of methodological base and language environment,
as well as the problem of motivation, reduce the quality
of education. The lack of study hours, the lack of
interdisciplinary communication and the theoretical
basis of the assessment system are also among the main
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European International Journal of Pedagogics
obstacles. To overcome these problems, it is necessary
to introduce a comprehensive approach, modern
methodological support and an integrated education
system.
List of used literature
1.
Law of the Republic of Uzbekistan “On
Education”. –
Tashkent: Oliy Majlis of the Republic of
Uzbekistan, 2020.
–
No. ZRU
–
637.
2.
Resolution of the President of the Republic of
Uzbekistan “On measures to radically improve the
system of learning foreign lang
uages”. –
December 10,
2018, No. PP
–
4063.
3.
Resolution of the President of the Republic of
Uzbekistan “On measures to ensure the learning of
foreign languages by young people”. –
May 19, 2021,
No. PP
–
5117.
4.
Brown, H. D. (2007). Principles of Language
Learning and Teaching. 5th ed.
–
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410 p.
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Richards, J. C., Rodgers, T. S. (2014).
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328 p.
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Coyle, D., Hood, P., Marsh, D. (2010). CLIL:
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–
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Ellis, R. (2003). Task-Based Language Learning
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Savelyeva, N. A. Modern pedagogical
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