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DOI: 10.15507/1991-9468.030.202602.409-427

UDC 81-25-057.875:811.111

Comprehensive Approach to Teaching English to Philology Students

Tatiana S. Makarova
Cand.Sci. (Ped.), Associate Professor, Associate Professor of the Chair of English Language Theory and Cross-Cultural Communication, Moscow City University (1 bld., 4 2nd Selskokhozyaistvennyi Proezd, Moscow 129226, Russian Federation), ORCID: https://orcid.org/0000-0003-0148-4927, Scopus ID: 57200195258, SPIN-код: 1031-8300, This email address is being protected from spambots. You need JavaScript enabled to view it.

Nataliya V. Matyushina
Cand.Sci. (Philol.), Associate Professor, Associate Professor of the Chair of English Language Theory and Cross-Cultural Communication, Moscow City University (1 bld., 4 2nd Selskokhozyaistvennyi Proezd, Moscow 129226, Russian Federation), ORCID: https://orcid.org/0000-0002-6982-5305, SPIN-код: 3237-7046, This email address is being protected from spambots. You need JavaScript enabled to view it.

Natalia G. Pribylova
Cand.Sci. (Ped.), Associate Professor, Associate Professor of the Chair of English Language Theory and Cross-Cultural Communication, Moscow City University (1 bld., 4 2nd Selskokhozyaistvennyi Proezd, Moscow 129226, Russian Federation), ORCID: https://orcid.org/0000-0002-6667-3836, SPIN-код: 4872-8824, This email address is being protected from spambots. You need JavaScript enabled to view it.

Natalia V. Burenina
Cand.Sci. (Philol.), Associate Professor, Associate Professor of the Chair of English Philology, National Research Mordovia State University (68 Bolshevistskaya St., Saransk 430005, Russian Federation), ORCID: https://orcid.org/0000-0001-6613-6857, Scopus ID: 57200194191, SPIN-код: 4892-1088, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Developing successful verbal communication skills in English, which translate into the ability to avoid misunderstandings and/or failures when communicating with members of the English-speaking community, is impossible without mastering implicit negation in native English speech. Despite the comprehensive presentation of negation as a linguistic phenomenon in publications on English grammar, methodological works devoted to teaching students of philology how to develop a successful communication strategy taking into account the specifics of using implicit negation in English are virtually non-existent. The aim of this study is to present the results of a study conducted on the basis of experimental training of students studying a lecture course on intercultural communication and a practical course aimed at developing reading and writing strategies in English.
Materials and Methods. The research methods included an analytical review of works by Russian and international authors devoted to the category of negation in English and Russian, the communicative approach to foreign language teaching, and the importance of studying the linguacultural aspects of language functioning. The experiment analyzed 289 English-language works by third-year students majoring in Philology at the Institute of Foreign Languages at Moscow City Pedagogical University. Lexical-semantic and contextual analyses of linguistic units were used to evaluate the written works.
Results. The parallel study of practical and theoretical disciplines has a positive impact on the development of lexical and grammatical competence, particularly the correct use of implicit negative constructions characteristic of Anglo-Saxon linguistic culture. This brings the speech of young Russian-speaking philologists closer to that of native English speakers, enabling them to build successful verbal communication with representatives of the foreign-language community. The students’ works showed an increase in the number of structures with implicit negation and a decrease in the number of structures with explicit negation.
Conclusion. The results of the study may be useful for English teachers in secondary schools, vocational schools, and higher education institutions. A more detailed analysis of the development of negative construction skills in learners at various levels of English proficiency could be proposed as a prospect for further research.

Keywords: intercultural communication, explicit and implicit negation, theoretical and practical course in intercultural communication, English linguistic culture, successful verbal communication in English, development of reading and writing strategies

Conflict of interest: The authors declare no conflict of interest.

For citation: Makarova T.S., Matyushina N.V., Pribylova N.G., Burenina N.V. Comprehensive Approach to Teaching English to Philology Students. Integration of Education. 2026;30(2):409–427. https://doi.org/10.15507/1991-9468.26302.409-427

Authors’ contribution:
T. S. Makarova – evolution of overarching research goals and aims; verification of the overall reproducibility of results and other research outputs; specifically critical review.
N. V. Matyushina – formulation of ideas of overarching research; development of methodology; management and coordination responsibility for the research activity planning and execution; conducting a research and investigation process; specifically visualization; specifically visualization; specifically critical review.
N. G. Pribylova – management activities to annotate for initial use and later re-use; application of statistical techniques to analyze study data; specifically writing the initial draft.
N. V. Burenina – verification of the overall reproducibility of results and other research outputs; specifically critical review.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 26.11.2025;
revised 16.03.2026;
accepted 23.03.2026.

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