A Polyparadigmal Approach in Teaching the Foreign Language in non-linguistic Specialties

Now specialists carry out their professional activities in conditions that require a high level of knowledge of the foreign language, and its use goes far beyond everyday communication, so the task for teachers is not only to teach students basic communication skills, but also to deepen their subject knowledge and develop certain strategies of behavior in situations of communication in the foreign language. The polyparadigm approach successfully copes with all these tasks, it involves an optimal combination of paradigms (= sets of methods) aimed at solving a specific problem facing a foreign language teacher for special purposes: developing professional communication skills. The polyparadigm approach combines the experience of previous generations, it implies a combination of the advantages of other approaches to achieve certain learning goals. The novelty of this study lies in the fact that it is aimed at studying the prospects of using a polyparadigm approach in the process of teaching a foreign language to students of non-linguistic specialties. The aim of the study is to offer the most effective methods of teaching a foreign language to form a number of universal, general professional competencies among students. Within the framework of the polyparadigm approach, it is advisable to use such methods as the case-study, content and language integrated learning approach (CLIL), information and communication technologies. Using them in combination, the teacher will help to develop not only such basic skills in foreign languages as the ability to carry out oral and written communication, but also to form general professional competencies for students for future activities.

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