Abstract
The paper attempts to prove the efficiency of binary lecture courses by experiment in the academic group illustrating the outcomes of their progress and feedback about the new type of a course. Teaching theoretical linguistic disciplines in English for the students who are non-native speakers is rather a controversial issue in contemporary higher education, namely for foreign language department students. On the one hand, it is necessary to involve as much English as possible. On the other hand, comprehension of theoretical material is not easy even in a native language. The objectives of the current research are to find the solution of the problem and suggest an optimal form of delivering lectures, to test a binary lecture as the main form of a lesson during the whole course.