THEORETICAL FOUNDATIONS OF DEVELOPING “SOFT SKILLS” IN ENGLISH LANGUAGE TEACHING
Abstract
This article examines the necessity of developing the conceptual foundations of a system for improving “soft skills” in English language teaching in non-philological areas of higher education. The study emphasizes that English language instruction has significant potential not only for developing linguistic competence, but also for strengthening students’ communicative, self-management and cognitive skills. The article analyzes the current lack of systematic integration of “soft skills” into higher education, particularly in the preparation of Economics students. Special attention is paid to the insufficient methodological connection between English language learning, independent education, professional communication and reflective assessment. The study also highlights the absence of standardized criteria and descriptors for evaluating the development of “soft skills” among students. Based on the analysis of international theories and concepts, including experiential learning, the zone of proximal development, social learning, reflective practice, agile pedagogy and the T-shaped professional model, the article substantiates the need for a scientifically grounded, integrative and gradually implemented conceptual-methodological model. The proposed approach aims to organize the development of “soft skills” as a purposeful, methodologically coherent and diagnostically measurable process within English language teaching.
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