Linguodidactic Foundations Of Developing Students’ Professional Communicative Competence Through Economic Terminology

Abstract

This thesis examines the linguodidactic foundations of developing students’ professional communicative competence through economic terminology in higher education. Particular attention is paid to the relationship between terminological knowledge, professional discourse, and communicative performance in economics-related situations. The research employs theoretical analysis, comparative interpretation, and generalization of scholarly approaches to language for specific purposes and communicative language teaching. The findings identify the importance of contextualized terminology instruction, authentic economic materials, and professionally oriented communicative activities. A methodological framework integrating terminological, linguistic, pragmatic, and discourse-based components is proposed. The study provides theoretical guidance for improving language instruction for economics students and developing their ability to communicate effectively in professional environments.