Scenario-based method in teaching English to future musicians

Abstract

In today’s world, globalization and internationalization of professional activities place high demands on proficiency in foreign languages, particularly English, especially for musicians who actively participate in international competitions, festivals, master classes, and conferences. The relevance of this study stems from the need to improve students’ preparation for the practical use of English in professional contexts by integrating realistic situations, promoting critical thinking, decision-making, and effective communication. The purpose of this study is to explore the potential of using the scenario-based method in teaching English to future musicians to enhance their language, professional, and communication skills through interactive and situational exercises. This article analyzes the literature on the role of the scenario method in foreign language teaching and examines various types of scenarios that can be valuable for musicians. The following types of scenarios are discussed: skills- based scenarios, problem-based scenarios, issues-based scenarios, speculative scenarios, branching scenarios, gamified scenarios, exploratory scenarios, and story-based scenarios. The article features a problem-based scenario based on a realistic situation in which a chamber orchestra conductor must resolve the issue of replacing the first violinist before an important concert. This scenario allows students to practice decision-making, teamwork, and adapting to changes in a professional environment. In conclusion, the scenario method is an effective tool for developing students’ language and professional competencies. The choice of appropriate scenarios, tailored to students’ needs and interests, contributes to the development of critical thinking, creative problem-solving, and communication skills.