ENHANCING AUDITORY SKILLS OF NON-PHILOLOGICAL UNIVERSITY STUDENTS THROUGH CLIL: THE CASE OF AGRICULTURAL EDUCATION

In non-philological higher education institutions, developing students’ auditory (listening) competence in English remains a significant pedagogical challenge, particularly in professionally oriented contexts. Content and Language Integrated Learning (CLIL) has emerged as an effective approach that combines subject matter instruction with foreign language learning. This article examines the potential of CLIL in enhancing the auditory skills of non-philological university students, with a specific focus on agricultural education. Drawing on CLIL methodology, second language acquisition theory, and ESP principles, the study adopts a qualitative-descriptive research design involving theoretical analysis, classroom observation, and pedagogical experimentation. The findings indicate that CLIL-based instruction using agricultural content significantly improves students’ listening comprehension, terminological awareness, and motivation. The study concludes that CLIL is an effective pedagogical framework for developing auditory competence in non-philological higher education settings.