Keyword: «анализ потребностей»

The international career development of music majors is closely related to their English proficiency, which directly affects their access to foreign scores and academic literature, as well as their opportunities for international academic exchange and performance practice. Consequently, English for Specific Purposes (ESP) instruction tailored to music students has attracted growing scholarly attention. Although considerable number of works exists on professionally oriented foreign-language teaching and modular curriculum design, few studies have systematically integrated modular and thematic principles into ESP courses specifically for music majors, which determines the starting point of this study. This paper proposes a theoretical model of a modular-thematic ESP curriculum that addresses the professional needs of music learners. The study is theoretical in nature and relies on literature analysis, systematic comparison, inductive generalization, and curriculum modeling, drawing on previously published needs-analysis findings as secondary empirical support. Its conceptual framework is built upon five pillars: the competence-based approach, the modular approach, professional orientation, needs-analysis methodology, and Content and Language Integrated Learning (CLIL). A comparative examination of practices in the United Kingdom, Spain, and Russia reveals consistent cross-contextual patterns: oral communication and listening comprehension consistently prove to be the most difficult skills for music students; the demand for specialized vocabulary and authentic performance-based tasks persists across all settings; a purely task-driven pathway, lacking thematic organization, tends to leave gaps in the language system, whereas embedding language materials in musical content significantly enhances learner motivation and achievement. Domestic Russian practice aligns with this general direction but relies more heavily on the competence-based framework and has seldom conducted systematic analysis of music learners’ needs. The theoretical significance of this study lies in demonstrating that the modular-thematic model preserves professional relevance without sacrificing linguistic systematicity. Its practical value is reflected in its applicability to ESP course development for music majors, selection of thematic modules, and targeted improvement of oral and listening skills training.