The purpose of this study is to identify the specific features of applying folk pedagogy in developing communicative competence among students of nonlinguistic specializations and to assess its effectiveness in foreign language teaching. The methodology involves student surveys, educator questionnaires and interviews, a pedagogical experiment within educational institutions, and a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis of the data obtained. Both quantitative and qualitative data collection methods are employed, enabling a comprehensive evaluation of the proposed approach. The main findings demonstrate a positive impact of folk pedagogy on the acquisition of linguistic norms, increased student motivation, and the development of communicative skills. The proposed approaches may contribute to improving the quality of language training and expanding the range of methodological tools available in foreign language education. The practical value of the study lies in the potential to integrate folk pedagogy into the foreign language learning process, which may enhance material acquisition and promote deeper cultural understanding. The recommendations offered could be used to improve higher education curricula. The application of folk pedagogy supports a more engaging, interactive, and natural learning experience, aligning with current educational trends.
Doolotova et al. (Wed,) studied this question.