In the study of English in a bylingual environment, issues related to the need to develop students' phonetic and lexical competencies, which include communication, phonetic and auditory skills and lexical sufficiency, are of particular relevance. The motive of this study is the need to improve the methodology of teaching English in the context of student immersion in a foreign language educational environment, by implementing additional thematic courses in the general educational program aimed at improving the phonetic and lexical competencies necessary for successful learning in a bilingual environment. The purpose of the article is to study the feasibility and effectiveness of studying phonetics and lexicology by students-translators who study in a bilingual educational environment. An educational experiment was conducted with the participation of 75 students-translators, in the educational process of which the disciplines of phonetics and lexicology were integrated for two academic hours per week for one year. The effectiveness of studying phonetics and lexicology within the framework of bilingual education has been proved and the skills and achievements of students that they have acquired in the process of bilingual education with an emphasis on phonetics and lexicology have been analyzed. Control tests yielded the following results: among the 46 Russian-speaking participants the percentage of English speakers at the C2 level was 7% (3 people), C1—79% (36 people), B2—14% (7 people). To achieve the most effective learning in a bilingual environment, especially when it takes place in a minority language, it is worth emphasizing students' learning of phonetics and vocabulary. Using this approach, students were able to form and develop a number of phonetic and lexical skills and improve academic performance.

在双语环境下的英语学习中，与培养学生语音和词汇能力（包括沟通、语音和听觉技能以及词汇充足性）相关的问题尤其重要。这项研究的动机是需要改进学生沉浸在外语教育环境中的英语教学方法，通过在普通教育计划中实施额外的主题课程，旨在提高成功学习所需的语音和词汇能力在双语环境中。本文的目的是研究在双语教育环境下学习的学生译者学习语音学和词汇学的可行性和有效性。在 75 名翻译学生的参与下进行了一项教育实验，在教育过程中，语音学和词汇学学科被整合在一起，每周两个学时，为期一年。证明了在双语教育框架下学习语音学和词汇学的有效性，并分析了学生在以语音学和词汇学为重点的双语教育过程中所获得的技能和成就。对照测试得出以下结果：在 46 名讲俄语的参与者中，讲英语的 C2 级别比例为 7%（3 人），C1 为 79%（36 人），B2 为 14%（7 人）。为了在双语环境中实现最有效的学习，特别是在小语种中进行学习，值得强调学生语音和词汇的学习。通过这种方法，学生能够形成和发展许多语音和词汇技能并提高学习成绩。