THE CONCEPT OF PROFESSIONAL COMPETENCE IN TEACHING ENGLISH TO STUDENTS OF NON-PHILOLOGICAL FIELDS

Аннотация

This article provides an in-depth analysis ofthedevelopment ofprofessional competence in teaching English to students ofnon-philological specializations. In particular, it highlights theroleof English for SpecificPurposes (ESP), itspsychological and methodological features, and itssignificance in thecontextof professional education. Theauthor emphasizes the necessity ofusing authentic materials in English lessons and substantiates theimportance of selecting textbooks and tasks that align with students’ professional needs. Furthermore, the articleexplores theconcept ofprofessional competence, itscomponents, and therole oflanguage education in fostering these skills,based ontheviews of various researchers. Professional competence is defined not onlyas theoretical knowledge, but also as a complex set ofqualities includingpractical skills, communicativeabilities, psychological preparedness, independent thinking, and theability to usemodern technologies. Especially in technical fields such as mechanical engineering and robotics, mastering English in a professional contextis considered a crucial factor in ensuring students’competitiveness in theglobal labor market. Keywords:Professional competence, Englishfor Specific Purposes (ESP), non-philological students,vocational English,authentic materials, subject-specific vocabulary, language for professional communication, communicativecompetence, interdisciplinary integration, professional development. Nowadays, in non-philological higher educational institutions, teaching target English (English for Specific Purposes - ESP), especially the teaching of terminological vocabulary for acquiring professional and communicative competencies in specific fields, is becoming increasingly relevant. It is known that in higher education institutions, English is taught intwo forms: General English and English for Specific Purposes (ESP). Starting from the second year, students of non- philological specialties begin studying ESP. Salmani-Nodoushan emphasizes that the needs of ESP learners are a significant psychological factor, and that materials used for learning professional English should not be simplified or modified, but should be “pure” and “authentic” [3,247]. Thus, ESP includes the following elements: purpose, specialization, learners’ needs, existing conditions and authentic material. Hutchinson and Waters highlight in their research that ESP is one of the essential types of language teaching. They particularly note the importance of teaching terminological vocabulary and grammar relevant to specific fields, especially in technical education institutions. According to the principles of specialized learning, ESP does not differ from other types of language http://www.internationaljournal.co.in/index.php/jasass 29 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 learning. It is an approach based on learners’ needs and directed by specific and distinct reasons forlearning[1,18]. In today's labor market, being a competitive specialist requires having and continuously developing professional competence. The term “competence” in English means “ability.” It implies the capacity to apply theoretical knowledge in practice, demonstrate high professional skills, mastery, and talent. The term “competence” was first introduced into science in 1973 by David McClelland in his article “Testing for competence rather than intelligence” [2,290]. In his article, McClelland used this term to define the distinguishing behaviors of a competent specialist compared to an ordinary worker. He argued that possessing multiple diplomas and certificates does not always guarantee effective job performance, linking job efficiency to the concept of competence. American scholar D. Star explains professional competence as being manifested in a specialist’s social relations and includes the following: professional aptitude, acceptance of professional norms and responsibilities through socialization, professional ethics, competitiveness, effective functioning within market relations, achieving academic excellence, acquiring new knowledge through research, enthusiasm for education, and the ability to demonstrateexisting knowledgeand abilities according to current demands [7,56]. Researcher V.A. Slastenin states that professional competence encompasses the theoretical, psychological, and practical readiness of undergraduate students [10,125]. T.I. Shamova defines “professional competence” as the possession of professional knowledge and the ability to work [12,14]. I.P. Smirnov describes it as the integration of knowledge, skills, and experience necessary to perform work-related tasks [11,67]. V.V. Serikov considers it to be the qualification knowledge required for carrying out professional activities and applying theoretical and practical knowledge [9,54]. V.N. Zimin believes that professional competence is not only about having knowledge, skill