INTERDISCIPLINARY APPROACH IN FOREIGN LANGUAGE TEACHING METHODOLOGY: PHILOLOGY, PEDAGOGY, AND PSYCHOLINGUISTICS

Abstract

This article explores the theoretical and methodological foundations and empirical implementation of an interdisciplinary approach to teaching foreign languages to students of an agricultural university. An experiment involving 50 students from Samara State Agrarian University, enrolled in agronomy, animal science, veterinary medicine, agribusiness economics, and biotechnology, was conducted using the Content and Language Integrated Learning (CLIL) methodology and active learning methods. Statistically significant results were obtained in enhancing students’ language, professional, and cognitive competencies. The article also highlights the importance of educational digitalization, the introduction of adaptive online courses, and formative assessment in the context of an interdisciplinary approach. The potential for integrating philological, pedagogical, and psycholinguistic knowledge to train competitive specialists in a globalized world is discussed.