Incorporating authentic English song discourse into the training of future English teachers in professional language education

Archive of Scientific Articles

ISSUE:

Philology. Theory & Practice. 2026. Volume 19. Issue 3

COLLECTION:

Literature Teaching Techniques

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Abstract. The research aims to theoretically substantiate and develop a methodical model for the phased incorporation of authentic song discourse into the training process of future English teachers, directed toward the formation of their professional and linguoculturological competencies. The article examines the concept of “song discourse” as a multidimensional communicative phenomenon possessing high linguodidactic potential. The authors analyze the structural-semantic, pragmatic, and sociocultural characteristics of English-language songs and define criteria for selecting musical material relevant to the goals of professional English language teaching in higher education. The scientific novelty of the study lies in the fact that it is the first to develop and theoretically substantiate a methodical model for incorporating authentic English song discourse (AESD) into the professional training of future teachers. Unlike existing approaches, where song discourse serves primarily as a means of developing language skills or motivation, the proposed model views song discourse as a substantive basis for forming the analytical and interpretative skills of future educators. For the first time, a comprehensive pedagogical approach to working with AESD is proposed, integrating the linguistic, cultural, and professional-communicative aspects of teacher training. The work presents an original system of exercises and provides a detailed description of the stages of working with song material (anticipation, primary perception and verification, linguistic analysis, linguoculturological interpretation, and communication). The cognitive-pragmatic characteristics of AESD are revealed, allowing its use as a didactic tool for developing professional skills in the interpretation of foreign-language speech. The study theoretically substantiates that the systematic use of the proposed methodical model contributes to the comprehensive improvement of future teachers’ professional and linguoculturological competencies in their unity. At the level of the student’s linguistic personality, this is expressed in the development of listening skills for authentic speech at a natural pace, the enrichment of professionally oriented vocabulary, and the formation of a secondary linguistic personality capable of intercultural interaction. At the professional-methodological level, the phased integration of AESD into the lesson structure allows for the effective decoding of implicit meanings and cultural codes – a necessary component of a teacher’s linguoculturological competence. Furthermore, it fosters analytical and interpretative skills in future teachers, ensuring their readiness to use AESD as a didactic resource in their own pedagogical activities.