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Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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65
THE IMPORTANCE OF TERMINOLOGICAL VOCABULARY IN ENHANCING
STUDENTS’ PROFESSIONAL COMPETENCE IN FOREIGN LANGUAGE
TEACHING
Urunova Shakhlo
Doctor of philosophy in pedagogical sciences (PhD) of
Andijan state technical institute
Abstract:
This article explores the crucial role of terminological vocabulary in the formation of
professional competence among students of non-philological higher education institutions. The
author emphasizes that in the context of global communication and market-driven economies,
knowledge of English for Specific Purposes (ESP), especially terminology relevant to a student's
field, is essential for developing communicative and professional competencies. Drawing on
theoretical perspectives from both Uzbek and international scholars, the article outlines the
components of professional competence (linguistic, discourse, sociolinguistic, and cognitive) and
highlights the importance of integrating specialized vocabulary into the teaching process. The
study also references competency models such as KSAO and stresses the significance of context-
based learning in professional communication.
Keywords:
professional competence, terminology, ESP, technical education, linguistic
competence, communication, specialized vocabulary, higher education, foreign language
teaching, KSAO model
Currently, teaching English for Specific Purposes (ESP) in non-philological higher education
institutions has become increasingly relevant in developing students’ professional and
communicative competencies in their respective fields. It is well known that under the conditions
of a market economy, the labor market requires specialists who are well-rounded and
competitive, possessing professional competence and constantly improving it.
If we first consider the term "competence," the English word
competence
directly translates to
“ability.” In essence, it refers to the capacity to apply theoretical knowledge in practice, to
demonstrate high-level professional skills and talent. The term "competence" was first
introduced as a scientific term by David McClelland in his 1973 article titled “Testing for
competence rather than intelligence.” In this article, the author used the term to describe the
qualities that distinguish a competent specialist from an ordinary worker. McClelland argued that
holding multiple diplomas and certificates does not always guarantee one’s ability to perform
professional tasks effectively. He linked job performance with the concept of "competence."
American scholar J. Starr provides the following definition: “Professional competence is
manifested within the framework of social relations and includes the following: professional
aptitude, adoption of professional norms and tasks through socialization, professional ethics,
competitiveness, effective activity in a market economy, pursuit of scientific excellence,
acquisition of new knowledge through research, passion for learning, and the ability to
demonstrate existing knowledge and potential in accordance with current demands” [4.28].
According to T.I. Shamova, “professional competence” is defined as possessing both
professional knowledge and the ability to apply it [11.12]. I.P. Smirnov interprets this concept as
a synthesis of knowledge, abilities, and experience required to complete tasks in professional
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activity [9.65]. V.V. Serikov explains that “professional competence” refers to the qualification
knowledge necessary for conducting professional activities and applying both theoretical and
practical knowledge in the field [8.45]. V.N. Zimin considers professional competence to
encompass not only knowledge, skills, and abilities relevant to the professional sphere, but also
the display of personal qualities and effective participation in society [2.34].
In the United States, specialists often describe competence using the abbreviation
KSAO
:
Knowledge, Skills, Abilities,
and
Other characteristics.
These components help define
professional competence in ethical and practical terms. Scholars E.W. Stevick and J.M. Merill
proposed a "competency model of a worker," which includes the individual-psychological traits
of university graduates such as independence, ability for growth, desire for self-development,
discipline, and communication [6.124].
In her research, scholar K.F. Maksudova identifies the following components of professional
competence:
-
Specialized component: professional knowledge, skills, and abilities.
-
Social component: ability to use foreign languages and IT in professional activity.
-
Motivational component: self-development in professional context.
-
Personal component: qualities such as calmness, responsiveness, attentiveness, and agility
[7.29].
Methodologist Andrey A.G., in his research on developing professional competence in technical
university students, uses the term
professional language competence
. He emphasizes that this
competence fully corresponds to the components of communicative competence in foreign
language learning. According to him, students in technical fields should possess the following
competencies in foreign language professional communication:
a) Linguistic competence:
understanding of grammar, vocabulary, and syntax of the foreign
language.
b) Discourse competence:
ability to use all modes of communication (reading, writing,
speaking, listening).
c) Sociolinguistic competence:
skill in selecting appropriate language norms for various
communicative situations within the topic.
d) Cognitive competence:
ability to develop oneself using information and communication
technologies [1.6].
Based on the above, it can be stated that knowledge of special vocabulary, specifically field-
specific terminology, is of great importance in enhancing a specialist’s professional and
communicative competence.
S.T. Qalandarova and F.R. Begov, in their article “ Issues of Teaching Terminology Translation
to Professional Specialists” argue that:
"In the process of forming foreign language professional competence among students of non-
philological higher education institutions, the general foundational and professional components
serve as the basis, and professional competence in a foreign language functions within the
framework of context-based technological education. Speaking, listening, reading, writing, and
translation in the foreign language are all part of speech activities. Terminology, in turn, serves
the purpose of professional communication.” [12.123]
In her research, E.S. Emelyanova notes: "Effective professional communication cannot be
achieved without knowledge of terminological vocabulary, because nowadays, within a given
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national community, terminology serves not only linguistic functions but also plays a growing
role in international communication.” [3.24].
In agreement with the above, it can be confidently stated that teaching terminology to students
significantly contributes to the development of their professional and communicative
competence in a foreign language. Terminological vocabulary serves as specialized language in
various communicative scenarios relevant to the field, enabling successful and integrated
professional communication.
References:
1. Andrey A.G. Professional language competence of technical university students: concept, its
specificity and development.
http://dx.doi.org/10.5377/paradigma.v26i42.9016
2. Zimin V.N. Innovative activity in the professional development system as a factor in the
growth of professional competence of engineering-pedagogical staff: Dissertation... PhD in
Pedagogical Sciences. Ulan-Ude, 2005 – 200 pages.
3. Emelyanova E.S. Scientific principles of teaching special terminology in higher education.
4. Lysak O. Formation of professional competencies in vocational education bachelors using
IT-technologies based on mathematical disciplines. Dissertation – Orel, 2019.
5. McClelland, D.C. Testing for competence rather than for “intelligence.” American
Psychologist, 1973, Vol. 28(1), p. 3–290.
6. Merill, J.M. Onsite staff. San Francisco / J.M. Merill. – Cambridge University Press, 1977. –
234 p.
7. Maksudova H.F. Developing professional competencies in pharmaceutical students through
English language instruction. PhD dissertation. Uzbekistan State University of World
Languages, Tashkent, 2021.
8. Serikov V.V. A Personal Approach in Education: Concept and Technologies. Volgograd:
Peremena, 1994 – 150 p.
9. Smirnov, I.P. Theory of Professional Education. Moscow: ROSH. NIIRPO, 2006 – 320 p.
10. Stevick, E.W. Teaching and Learning Languages. Cambridge University Press, 1992 – 215
p.
11. Shamova, T.I., Perminova L.M. Foundations of Modular Learning Technologies. Chemistry
at School, 1995, No. 2, pp. 12–18.
12. Qalandarova S.T., Begov F.R. Issues of Teaching Terminology Translation to Professional
Specialists. Journal “Irrigation and Melioration,” No. 4 (14), 2018.
