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PRINCIPLES OF FORMING LEXICAL COMPETENCE IN TEACHING
ENGLISH LANGUAGE INDUSTRY TERMS (ON THE EXAMPLE OF ICT
TERMS)
Saidqosimova Azizaxon Saidmavlonovna
Faculty of English Philology
https://doi.org/10.5281/zenodo.15648424
Abstract.
This article explores the key methodological and pedagogical
principles for developing lexical competence in learners of English, with a focus
on industry-specific vocabulary related to Information and Communication
Technology (ICT). Lexical competence—understood as the ability to effectively
recognize, understand, and apply vocabulary—plays a crucial role in the
professional development of students, particularly in technical and vocational
education. The study emphasizes contextual learning, cognitive scaffolding,
corpus-based teaching, and multimodal instruction as effective strategies.
Kеywоrds:
lexical competence, ICT terminology, English for Specific
Purposes, technical vocabulary, vocabulary acquisition.
Intrоduсtiоn
In today’s globalized digital economy, proficiency in English goes far
beyond general communicative skills—it increasingly requires mastery of
specialized vocabulary relevant to professional domains. Among these,
Information and Communication Technology (ICT) represents one of the most
rapidly evolving fields, where English serves not only as a lingua franca but as
the primary medium for innovation, instruction, and documentation. For
students in technical lyceums, colleges, and universities, especially those in non-
English speaking countries, acquiring lexical competence in ICT-related English
is both a practical necessity and an academic challenge.
Lexical competence refers to more than just vocabulary memorization. It
encompasses the learner’s ability to decode, internalize, and flexibly use words
in specific professional contexts. Teaching such competence requires careful
attention to linguistic nuance, conceptual depth, and intercultural awareness,
particularly in areas like ICT where terms often carry both literal and
metaphorical meanings (cloud, bug, virus, etc.).
Mаtеriаls аnd mеthоds
ICT terminology is characterized by high density, abstraction, and frequent
metaphorization. For example, the term firewall has a concrete origin in
construction and fire safety but has been metaphorically adapted to mean a
security barrier in network architecture. Understanding such terms requires not
only linguistic knowledge but also a grasp of technical systems. Therefore,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
82
forming lexical competence in ICT requires interdisciplinary integration—
blending language learning with basic technological literacy [1].
Rеsults аnd disсussiоn
One of the most effective strategies in teaching ICT vocabulary is
contextualization—presenting terms in authentic, meaningful contexts. For
example, instead of defining cloud computing in isolation, students might be
given an excerpt from a company’s IT policy or a user manual. This mirrors real-
life usage and improves retention. Classroom techniques may include role-play
(e.g., IT help desk scenario), case studies, and simulation tasks involving tech
company workflows.
Learners of ICT terminology benefit significantly from structured cognitive
support. Teachers can begin with familiar or semi-familiar words (network,
data) and gradually move to more abstract terms (algorithm, machine learning).
Graphic organizers such as semantic maps or mind maps allow students to
visualize the lexical field. Scaffolding also involves comparing synonyms and
antonyms (e.g., upload vs. download), collocation practice (install software, run
a script), and affix recognition (e.g., cyber-, -ware, auto-).
Digital corpora and keyword frequency lists from real-world ICT
documents (manuals, white papers, technical blogs) can be powerful tools in
teaching. Students can analyze word frequency, contextual meaning, and
syntactic patterns of use. For example, the Corpus of Contemporary American
English (COCA) or Sketch Engine provides authentic occurrences of terms like
database, interface, and encryption. This approach increases awareness of both
usage and variation (e.g., data breach vs. data leak) [2].
ICT vocabulary is often associated with visual-spatial understanding (e.g.,
GUI elements, network topologies). Therefore, using multimodal inputs—videos,
infographics, interactive simulations—helps reinforce both semantic and
pragmatic understanding. For example, a video tutorial on configuring a server
not only explains the steps but visually associates terms like port, gateway, and
router with their functional counterparts. Paired with vocabulary logs and
reflective journals, such instruction strengthens retention.
One of the most nuanced challenges in forming lexical competence with ICT
terminology lies in the inherent semantic ambiguity and polysemy of many
English terms. Words like cloud, bug, crash, or cookie not only possess multiple
meanings in everyday language but acquire entirely new technical meanings in
the ICT domain. For instance, a student who understands the term crash as a
vehicular accident might initially struggle to comprehend it as a sudden
THEORETICAL ASPECTS IN THE FORMATION OF
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International scientific-online conference
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software failure. Without explicit instruction on domain-specific meaning shifts,
learners may misinterpret key concepts, leading to cognitive overload and
lexical fossilization.
Thus, teachers must employ contrastive semantic instruction, where terms
are introduced alongside their multiple meanings, each exemplified in authentic
sentences. A useful exercise is the use of “lexical splitting”—encouraging
students to build semantic trees that categorize a term's everyday, metaphorical,
and technical uses. This approach not only fosters lexical flexibility but sharpens
metalinguistic awareness, which is vital for industry communication where
clarity is paramount [3].
Another essential yet often overlooked aspect of teaching ICT terminology
is the cultural load that accompanies certain expressions. Terms such as open-
source, hacker, or pirate carry pragmatic implications that vary across cultures
and professional communities. For example, while hacker may be negatively
perceived in the public sphere, within tech communities, it may denote
ingenuity and technical prowess.
To foster lexical competence that is not only linguistically accurate but also
pragmatically
appropriate,
instructors
must
integrate
intercultural
communication strategies. Case studies, such as legal disputes over software
licenses or debates on ethical hacking, can be used to highlight the implications
and contextual uses of such loaded terms. Students should be encouraged to
compare how certain terms are interpreted in Uzbek, Russian, or other native
contexts, versus in English-speaking IT environments [4].
Соnсlusiоn
The teaching of ICT industry terms within the framework of English
language education must go beyond rote learning. By applying principles of
contextualization, scaffolding, corpus analysis, and multimodal instruction,
educators can foster deeper lexical competence that is transferable to real-world
professional environments. This competence empowers learners to participate
more actively in the digital economy and positions them to better understand
technological discourse. As such, lexical competence in English is not just a
linguistic goal but a strategic enabler for future professionals in the ICT domain.
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International scientific-online conference
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