Linguistic-didactic principle of language minimization for teaching foreign language for specific purposes at non-linguistic departments of universities

The article considers a linguistic-didactic principle of language minimization for teaching foreign language for specific purposes. The relevance of the research is determined by the importance of selecting and prioritizing material for teaching foreign language for special purposes at non-linguistic departments of universities in the context of reducing the contact hours of a foreign language in university curriculums. The aim of the study is to select and structure the material for the specialties “Ecology and Nature Management” and “Geography” on the basis on the principle of language minimization for the formation of a foreign language professional competence for solving professional problems. Additional purpose of the study is to test the effectiveness of the principle. The methods of analysis, synthesis and interpretation of obtained results, comparison and generalization of data and debriefing of the quiz results are used for the study. Contemporary requirements for teaching and learning foreign languages at non-linguistic departments of universities include applying both traditional and modern linguistic-didactic methods and approaches not only for program material delivery, but also to monitoring and assessing the level of knowledge, skills and abilities. The article discusses the principles of applying pedagogical technology “quiz” to assess the effectiveness of mastering linguistic material and, moreover, the synergistic effect of parallel formation of students' professional and language competencies. The authors describe the methodology of an interdisciplinary quiz and analyze its results for control and experimental groups. In addition, they identify prospects for applying linguistic-didactic principle of language minimization, taking into account the regional component on the example of textbook “English for active and ecological tourism”.