INTEGRATIVE PROBLEMS OF LEARNING ENGLISH IN NON- PHILOLOGICAL AREAS

<div>This paper explores the integrative challenges faced by students in non-</div> <div>philological areas when learning English, highlighting the multifaceted nature of</div> <div>language acquisition in specialized fields. It examines how disciplinary contexts,</div> <div>pedagogical approaches, and cognitive factors intersect to impact language</div> <div>learning outcomes. The study identifies key obstacles, such as limited exposure to</div> <div>English in technical subjects, the lack of tailored instructional strategies, and</div> <div>varying levels of motivation among learners. Additionally, it emphasizes the</div> <div>importance of integrating language skills with subject-specific content to enhance</div> <div>both communicative competence and academic performance. By proposing a</div> <div>framework for interdisciplinary collaboration between language educators and</div> <div>subject matter experts, this research aims to facilitate a more holistic approach to</div> <div>teaching English in non-philological disciplines, ultimately fostering greater</div> <div>proficiency and confidence among students.</div>