This article presents ideas and models for English language learning, using elements of two communicative learning methods for the specific purposes of sport practice. It is part of a pedagogical experiment, carried out with students from the National Sport Academy “V.Levski”, Sofia, organized into an experimental group (34) and a control group (34). The aim of the experiment was to study the influence of interactive techniques applied in the specialized English language course for sport terminology. The experimental course work involved using elements of different interactive learning methods to teach sport terminology to the experimental group of students for about 30-40 minutes of every academic class of 90 minutes. Initial and final tests of the basic language skills and knowledge of sports terminology were carried out with the experimental and control group of students, in order to establish their language competences before and after the experimental course. The results from the tests were processed with statistical methods – variation analysis and Student’s t-test (dependent and independent samples). The results from the initial and final tests of the two groups have shown that students from the experimental group have improved their language skills, their confidence in using the language and their knowledge of sports terms to a greater extent than the control group. Applying interactive techniques in language learning for the needs of sport specialists leads to better results in their language acquisition.

The article presents English language learning models in the field of specific sports, based on tasks completed by the students working in groups. It is aimed at improving students' communicative skills in exchanging sports information and in the acquisition of sports terminology. A pedagogical experiment with an experimental and a control group of students (consisting of 34 students each) was organized at the National Sports Academy "Vasil Levski". Interactive techniques, including group work based on tasks, to improve language learning were applied. The language skills of the two groups of students were tested at the beginning and the end of the experiment. The results were processed with mathematical and statistical methods -alternative analysis, variation analysis and Student's t-test. Tasks like sharing personal experience, enumeration, games, creative tasks, problem-solving, arranging and sorting were used Examples of topics alpine skiing and athletics were presented in the paper. Obtained results show that variety of interactive techniques, including those based on tasks, leads to better results for the students from the experimental group concerning the four basic language skills -listening, speaking, reading and writing at the end of the experiment. Improved positive attitude of the students to the application of interactive techniques in the specialized English language course of study at the sport academy is also noted.

Introduction. International activities in physical education, sport, and kinesitherapy are connected with the translation of materials or oral interpretation. Translation is considered the art of choosing the right words to transfer information from one language to another (Steiner, 1998). Translation of specialized materials requires language skills and knowledge in the respective field (Grego, 2010). Sports students often use materials or have contacts with colleagues from other countries – at training camps, competitions, conferences, etc. Translation competence is an important part of their education and professional development. Methods. The research aimed to establish how students from the National Sports Academy “V. Levski” deal with translation and oral interpretation in their fields - physical education, sport, or kinesitherapy, and whether they would like to have more translation and interpretation activities as part of their specialized language courses at the Academy. The subjects of the study were 44 students from the three faculties of the Academy. A survey was conducted at the end of the spring term of 2021-2022. The subjects completed a questionnaire with 11 closed-ended questions. Survey data were processed with alternative analysis and a chi-square test (x²). Results and discussion. The acquired results show that more than half of the respondents need to translate documents or written materials. 68% of them rely on their own language skills. 63% also use translation tools and services but do not find them very reliable. Most of them would like to have more translation tasks and interpretation exercises as part of their language courses at the Academy. Conclusions. The study results show that sports students need to improve their competence in translation and interpretation in their field of specialization, and the language courses at the Academy should try to offer more opportunities for that.

The purpose of the research was to study the attitude of students from the National Sports Academy “V. Levski”, Sofia, to foreign language learning in connection with their future profession as sport specialists, and their interest in using interactive learning techniques in the foreign language courses of the Academy. An enquiry was conducted at the end of the winter term of 2019-2020 academic year with students in the undergraduate programs of the Faculty of Pedagogy and the Faculty of Sport of the National Sports Academy. A questionnaire was used with 12 questions related to the evaluation of students’ foreign language learning needs and the most appropriate sources and strategies for language acquisition. The subjects of the study were 65 students, 44 men and 21 women, at the age of 19-20. The statistical methods used for the research were alternative analysis, variance analysis and  Pearson’s chi-squared test (x{\displaystyle \chi ^{2}}χ²).The results from the study show that students are mostly interested in the practical application of foreign language learning. They need to develop their productive language skills - oral communicative and writing skills, in order to use the language directly. Computer games and activities in the internet can act as a close to natural environment enhancing language acquisition. Another important conclusion from the survey is that students recognize using foreign languages as an important part of their professional qualification with reference to future career development.

Introduction: Students’ satisfaction is a major issue in a language learning course. The main task of the specialized English course for kinesitherapy students is to provide language knowledge and skills, and stimulate oral production, using interactive learning techniques, reading and listening materials on human anatomy, and health care for students’ future careers. Methods: The aim of the research was to study students’ satisfaction with the specialized English course held during the Covid-19 pandemic (spring semester, academic 2021-2022). The subjects were 51 students from the Faculty of Public Health, Health Care, Kinesitherapy and Tourism at the National Sports Academy “V. Levski”. They completed anonymously a Questionnaire of Student Satisfaction with Speaking Classes (Asakereh, Dehghannezhad, 2015), consisting of 6 scales: Linguistic related items; Psychology related items; Socially related items; Course book related items; Instructor related items and Educational system and facilities-related items. A 5-point Likert-type scale was used for evaluation of students’ satisfaction. Students also completed a survey, including questions about their gender; age; type of high school they finished; preference for the type of education (online, face-to-face or blended). Results and discussion: The results indicate that student’s satisfaction with the English course was high, irrespective of gender or age. Students from language or science schools were less satisfied by language communication with their colleagues, compared to students from other schools (t50=2.39, p=.021). Most students prefer face-to-face education (54.9 %), least prefer online education (13.7%) and about one third prefer blended education (31.4%). Conclusion: The results of the study show that students need to communicate directly in person on professional topics, and that learning specialized terminology is useful and important to them.