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.在非语言类高等院校中，培养学生的英语听力（听觉）能力仍是一项突出的教学挑战，尤其在职业导向型教学场景中。内容与语言整合学习（Content and Language Integrated Learning，CLIL）现已成为将学科内容教学与外语学习相结合的有效路径。本文探讨了CLIL在提升非语言类高校学生英语听力能力方面的应用潜力，重点聚焦农业教育场景。本研究依托CLIL教学法、第二语言习得理论以及专门用途英语（English for Specific Purposes，ESP）原则，采用质化描述性研究设计，涵盖理论分析、课堂观察与教学实验三大研究环节。研究结果显示，依托农业内容开展的CLIL教学能够显著提升学生的听力理解水平、术语认知能力与学习动机。本研究最终得出结论：CLIL是在非语言类高等教育场景中培养学生英语听力能力的高效教学框架。