The paper deals with theoretical substantiation and construction of the methodological system of autonomous learning of the course "English for Specific Purposes (ESP)" for prospective teachers of Mathematics. The purpose of the study is to prove theoretically the methodological system of autonomous ESP learning for prospective teachers of Mathematics and to test empirically the current students" level of autonomous learning competence. The main components of the methodological system are observed, among them: target component (social demand, requirements, goals, and objectives); methodological component (approaches and principles); procedure component (content and technologies); assessment component (control and results). The main features such as functionality, complexity, openness and conceptual positions of the methodological system are described in the paper. It is said that the designed methodological system of autonomous learning of ESP of prospective teachers of Mathematics can be implemented in the educational process effectively in the presence of grounded pedagogical conditions, among them: training of students" autonomy, pedagogical support, and effective learning environment. The analysis of the study results reveals that during the initial phase of the implementation of autonomous ESP learning, the students have a moderate level of autonomous learning competence and it needs improvement in the process of implementation of the developed system.

This paper reports on a classroom investigation into a tertiary variation of content and language integrated learning (CLIL) as well as addresses the conceptual and methodological parameters of this method as distinguished from the other two content-based English-taught courses: ESP and EMI. A special challenge for this research was to study the functionality of CLIL in the university settings in terms of content retention and language acquisition as well as the development of communicative culture in university students. With this purpose we conducted a pilot project on CLIL also designing a triple vector observation scheme (content retention; language acquisition; communication culture) and adding the high order thinking skills dimension as a pivotal learning goal in a CLIL-based English classroom. The project comprised 8 syllabi-based sub-modules that featured scientific content and was conducted among 78 humanities majors.  Findings show that students’ cognitive and communicative needs do not find sufficient support in the existing L2 courses to which CLIL may serve as a solution. Introduction of CLIL even at the level of a variable sub-module may considerably raise students’ satisfaction with L2 courses and provide a reliable backing in the development of their academic thinking and communicative culture. References Григорьева К.С., Салехова Л.Л. Реализация принципов предметно-языкового интегрированного обучения с помощью технологий Web 2.0 в техническом вузе. Вестник РУДН. Серия ИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯ. 2014. № 2. С. 11-18. Знанецька О.М. Основні дидактичні та методичні принципи викладання іноземної мови. Актуальні проблеми викладання іноземних мов для професійного спілкування : Матеріали Всеукр. наук.- практ. конф., 6–7 квіт. 2012 р. : У 3 т. Д. : Біла К.О., 2012. С. 60-62.  Retrieved from: http://www.confcontact.com/2012edu/2012edu_tom1.pdf Barrios, E., Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. Cummins, J. (1984). Bilingualism and Special Education. In Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals: CLIL in Europe, edited by D. Marsh and D. Wolff. (pp. 91–101). Frankfurt: Peter Lang. Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá (Eds), Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Castelló de la Plana: Universitat Jaume I. Graham, K. M, Choi, Y., Davoodi, A., Razmeh, S., & Dixon L.Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. LACLIL, 11(1), 19-37. Jiang, Li., Jun Zhang, L., & May, S. (2019). Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and students’ Learning Motivation and Needs. International Journal of Bilingual Education and Bilingualism. 22(2), 107-119. Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic issues in EFL Teaching and Learning, 295-313. Lasagabaster, D., & Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. Yang, W. (2016). ESP vs CLIL: A Coin of Two Sides or a Continuum of Two Extremes? ESP Today. Vol. 4(1). P.43-68. References (translated and transliterated) Grigorieva K.S., Salekhova L.L. (2014). Realizatsia printsipov predmetno-yazykovogo integrirovannogo obucheniya s pomoshchyu tekhnologiy Web 2.0 v tekhnicheskom vuze. [Realisation of subject and language integrated learning principles using Web 2.0 technologies in higher technical school]. Vesnik RUDY. Seriya Informatizatsyia Obrazovaniya. No. 2. P. 11-18.  Znanetska, O. (2012) Osnovni dydaktychni ta metodychni pryntsypy vykladannia inozemnoyi movy [The main didactic and methodical principles of teaching foreign languages]. Aktualni problemy ykladannia inozemnykh mov dlia professiynoho spilkuvannia: materialy Vseukr. nauk.-prakt. konf., 6-7 kvit. 2012 r.: U 3 t. D.: Bila K.O. P. 60-62. Retrieved from:  http://www.confcontact.com/2012edu/2012edu_tom1.pdf Barrios, E., Lara, M. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. Cummins, J. (1984). Bilingualism and Special Education. In Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions in Diverse Contexts-converging Goals: CLIL in Europe, edited by D. Marsh and D. Wolff. (pp. 91–101). Frankfurt: Peter Lang. Fortanet-Gómez, I. & Bellés-Fortuño, B. (2008). The relevance of discourse markers in teacher training courses for Content and Language Integrated Learning in higher education. In O. Martí Arnáinz, & M. P. Safont Jordá (Eds), Achieving multilingualism: Wills and ways. Proceedings of the First international conference on multilingualism (ICOM) (pp. 149-159). Castelló de la Plana: Universitat Jaume I. Graham, K. M, Choi, Y., Davoodi, A., Razmeh, S., & Dixon L.Q. (2018). Language and Content Outcomes of CLIL and EMI: A Systematic Review. LACLIL, 11(1), 19-37. Jiang, Li., Jun Zhang, L., & May, S. (2019). Implementing English-Medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and students’ Learning Motivation and Needs. International Journal of Bilingual Education and Bilingualism. 22(2), 107-119. Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. Basic issues in EFL Teaching and Learning, 295-313. Lasagabaster, D., & Sierra, J. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367-375. Yang, W. (2016). ESP vs CLIL: A Coin of Two Sides or a Continuum of Two Extremes? ESP Today. Vol. 4(1). P.43-68.

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.

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