ANALYSIS OF THE SPECIFIC NEEDS OF ECONOMICS STUDENTS AND THE CHARACTERISTICS OF LEARNING PROFESSIONAL TERMINOLOGY IN ENGLISH LANGUAGE TEACHING
Keywords:
English for Specific Purposes (ESP), economics students, specialized terminologyAbstract
This article examines the specialized needs of economics students when learning English, highlighting the challenges and strategies associated with acquiring industry-specific terminology and language skills. As higher education institutions adopt more globally oriented curricula and the use of English in academic and professional circles continues to rise, economics undergraduates face unique demands in mastering both general English proficiency and domain-specific lexicon. Through an exploration of pedagogical approaches such as needs analysis, content-based instruction, and task-based language teaching, the article underscores how educators can tailor lessons to align with economics students’ linguistic and professional aspirations. The discussion also spotlights authentic materials, collaborative projects, and integrative assessments as effective methods to motivate learners and reinforce the practical application of terminology in real-world economic contexts. In emphasizing the synergy between language development and economics expertise, this article highlights best practices that equip future economists with the communicative competence necessary to thrive in a globally interconnected environment.
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Brinton, D.M., Snow, M.A., Wesche, M.B. Content-Based Second Language Instruction. – Ann Arbor : University of Michigan Press, 2003. – 305 p.
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Spackman, E., Indriati, N. Teaching Academic Reading Skills to Economics Students: Corpus Analysis and Task-Based Approaches // English for Academic Purposes Journal. – 2019. – Vol. 12, № 1. – p. 53–67.
Basturkmen, H. Ideas and Options in English for Specific Purposes. – Mahwah, NJ : Lawrence Erlbaum, 2006. – 169 p.
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