Introspection in Teaching Professionally Oriented Language to Non-Linguistic University Students

The aim of the study is to determine the effectiveness of introspective practices in the context of teaching a professionaly oriented foreign language, contributing to the formation of students' individual knowledge systems and the ability to recognise and verbalise their learning process. The article deals with the possibilities of introspection application in a professional foreign language teaching. The author analyses the role of introspective methods in the learning process and their influence on the development of students' metacognitive and communicative skills. The research is based on the theoretical justification of introspection as a tool that promotes self-reflection and awareness of learning processes by students in the course of communication with the teacher on the basis of linguodidactic materials. The article also presents practical recommendations on introspective technologies implementation in the educational process aimed at improving the perception of the material and increasing the motivation of students. The main conclusions of the paper emphasise the importance of active involvement of students in the process of self-analysis to improve the effectiveness of learning a foreign language in the professional context.