Keyword: «discipline-oriented learning»

The relevance of this study stems from the growing internationalization of higher music education and the increasing demand for academic, performance, and professional communication using English. Professional musicians must have a level of English proficiency that allows them to participate in international masterclasses, collaborate with international colleagues, and effectively interact in multicultural creative groups. However, existing English language programs at conservatories and music departments are predominantly focused on general academic English and do not take into account the specifics of musicians' professional communication, which is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations. This creates a persistent contradiction between the communicative needs of music students and the content of language training. The aim of this study is to experimentally test the effectiveness of an English language instruction model developed for advanced music students within the framework of the concept of English for Specific Purposes. The leading method is a pedagogical experiment using a quasi-experimental design with control and experimental groups, including diagnostic, formative, and post-experimental stages. Data were collected using tests of general language competence and communicative tasks simulating authentic music education scenarios: interaction in a master class, negotiations at rehearsals, writing program notes, and oral presentation of repertoire. The main results indicate statistically and pedagogically significant improvements in professional communicative competence in the experimental group compared to the control group. The effect size for the composite index of professional communicative competence was Cohen 's d = 1.50. The theoretical significance of the study lies in extending the theory of English for Specific Purposes to the field of higher music education through the development and experimental validation of a discipline-specific instructional model. The practical significance lies in providing an empirically grounded model applicable to curriculum design, materials development, and assessment tools in conservatories and music universities.