Methodology for Developing Students’ Professional Communication Competence Through Economic Terms

Abstract

This article examines the methodology for developing students’ professional communication competence through economic terms. In modern higher education, especially in economic universities, the ability to use professional terminology correctly, clearly and appropriately is one of the key indicators of students’ communicative readiness for future professional activity. Economic terms perform not only a nominative function, but also a communicative, cognitive and professional function, since they help students understand economic concepts, analyze professional texts, participate in discussions, prepare presentations and conduct business communication. The article analyzes the theoretical foundations of professional communication competence, the role of economic terminology in language education, and the methodological possibilities of using economic terms in developing students’ oral and written speech. The research is based on theoretical analysis, pedagogical observation, comparative interpretation and generalization of methodological approaches used in teaching foreign languages for specific purposes. The results show that systematic work with economic terms increases students’ vocabulary, develops their ability to communicate in professional contexts, improves academic and business speech, and strengthens their professional identity. The article concludes that the development of professional communication competence through economic terms requires an integrated methodology based on contextual learning, communicative tasks, text analysis, interactive methods and independent work.