Improving The Methodology of Teaching Russian Language to Medical University Students on the Basis of an Integrative Approach

Abstract

This article addresses the problem of improving the methodology of teaching the Russian language to students of medical higher education institutions through the application of an integrative approach. The relevance of the study is determined by the growing need for future physicians to master professionally oriented Russian language communication skills that combine linguistic competence with medical content knowledge, while existing teaching practices frequently treat language instruction and professional medical training as separate, disconnected processes. The purpose of the research is to develop and experimentally verify a methodological model for teaching Russian language in medical universities that integrates linguistic, communicative, and professional-medical components within a unified instructional framework. The article follows the IMRAD structure: it presents the theoretical background and problem statement, describes the materials and methods used, including the pedagogical experiment design, diagnostic instruments, and participant sample, reports the quantitative and qualitative results obtained before and after the implementation of the integrative model, and discusses these findings in relation to existing research on language for specific purposes and integrative pedagogy. The results demonstrate that students taught according to the integrative model achieved statistically significant improvement in professional-terminological competence, communicative fluency in clinical contexts, and motivation toward language learning compared with students taught through the traditional, linguistically isolated methodology. The article concludes that an integrative approach, which combines Russian language instruction with authentic medical content, clinical communication scenarios, and interdisciplinary coordination between language and medical faculty, offers a more effective pathway for developing the professional language competence required of contemporary medical specialists.