This article examines the integrative approach as an important pedagogical factor in developing students' linguo-methodological thinking. According to the research results, linguistic knowledge, methodological training, and professional competencies, when closely interconnected, enhance the quality and effectiveness of the educational process. Linguo-methodological thinking encompasses a student's ability to analyze linguistic phenomena not only from a linguistic perspective but also from methodological and didactic viewpoints, to make pedagogical decisions appropriate for various educational situations, and to apply them effectively in practical activities.

The article systematically examines the cognitive, activity-oriented, and reflexive components of the educational process organized on the basis of an integrative approach. These components play an important role in forming methodological thinking, solving problem-based situations, and developing independent study skills in students. Interdisciplinary integration, the combination of theory and practice, and the use of interactive methods contribute to the accelerated development of linguo-methodological thinking. The research results indicate that an educational process organized on the basis of an integrative approach has high pedagogical effectiveness in developing students' professional training, methodological competence, and creative thinking.

Integration, interdisciplinary integration, methodological competence

Coyle, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Coyle, D., Meyer, O. (2021). CLIL in Practice. Oxford: Oxford University Press.

Davydov, V. V. (1996). Educational Theory of Developmental Learning. Moscow: Pedagogika.

Humboldt, W. von. (1999). On Language: The Diversity of Human Language Construction. Cambridge: Cambridge University Press.

Hutchinson, T. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press.

Leontyev, A. N. (2005). Activity, Consciousness, and Personality. Prentice Hall, p. 92.

Passov, E. I. (1991). Theory and Practice of Foreign Language Teaching. Moscow: Vysshaya Shkola.

Rubinshteyn, S. L. (2002). Psychology of Language. Moscow: Academy.

Saponov, A. (2017). Language as a Cultural System. St. Petersburg.

Shchukin, V. (2018). Communicative Competence and Sociocultural Development. Moscow: Prosveshchenie.

Timofeeva, O., Bogdanova, I. (2023). Modern CLIL Approaches. Moscow: Yurayt, p.

Verbitskiy, A. A. (2017). Linguistic and Methodological Aspects of Foreign Language Education. Moscow: Nauka.