METHODOLOGICAL OPPORTUNITIES OF INTEGRATIVE AND PROFESSIONALLY ORIENTED APPROACHES IN ENHANCING MEDICAL STUDENTS’ MEDICAL-TECHNICAL KNOWLEDGE

This article examines the methodological opportunities of integrative and professionally oriented approaches in enhancing the medical-technical knowledge of students in medical higher education institutions. It is argued that in English language instruction for medical students, linguistic competence cannot be developed in isolation from the professional content it serves. The study clarifies the essence of the integrative and professionally oriented approaches, identifies their theoretical foundations in activity theory, sociocultural theory, and English for Specific Purposes (ESP), and describes the methodological mechanisms through which they develop medical-technical knowledge: content integration, authentic professional tasks, content and language integrated learning (CLIL), and the use of digital technologies. A four-component set of criteria (knowledge, skills, motivational-interest, and competence) is proposed for assessing the effectiveness of these approaches. The findings may be used by teachers of English, curriculum designers, and researchers in the field of language education for professional purposes.