FROM LISTENING TO GRAMMATICAL MASTERY: THE POTENTIAL OF PODCASTS FOR NON-LINGUISTIC STUDENTS

Abstract

The article examines the methodological potential of podcasts for developing grammatical competence among students of non-philological specialties in the context of English language learning. The relevance of the study is determined by the need to develop effective methods for integrating digital educational resources into the grammar-teaching process, as well as by the insufficient coverage in the scientific literature of podcasts’ potential as a means of teaching English grammar. The purpose of the study is to substantiate the methodological potential of podcasts for developing grammatical competence and to develop practical recommendations for their integration into the English learning process. The research employed content analysis, comparative analysis, classification methods, and criterion analysis of platforms. The empirical basis consisted of 12 podcasts, including 7 educational and 5 authentic ones. The study identifies specific challenges in grammar acquisition among non-philological students: disconnection between grammar rules and real-world application, limited classroom hours, low motivation for traditional exercises, and insufficient exposure to authentic English environments. Key didactic advantages of podcasts have been established: contextualization of grammatical structures, repeated exposure to constructions in various contexts, development of active listening skills, flexibility of autonomous learning, and increased motivation through professionally relevant content. A classification of podcasts for grammar teaching has been developed based on didactic purpose, format, and complexity level. Comprehensive methodological recommendations include principles for selecting podcasts, a five-stage working model, a system of receptive, productive, and analytical tasks, and recommendations for organizing independent, classroom, and blended learning. The practical significance lies in the possibility of direct implementation of the developed methodology in higher educational institutions as a component of students’ independent work or classroom activities.