IMPROVING THE METHODOLOGY OF TEACHING ENGLISH IN TECHNICAL HIGHER EDUCATION INSTITUTIONS

Аннотация

This article explores modern methodological approaches to teaching English in technical higher education institutions. With the rapid advancement of science and technology, the integration of English language instruction into engineering and technological curricula has become crucial. The study analyzes effective strategies for enhancing students' professional communication skills in English, focusing on subject-specific vocabulary acquisition, technical reading, writing, and speaking competence. Emphasis is placed onthe useoftask-based learning, content and language integrated learning (CLIL), and project-based activities to foster motivation and contextual learning. Moreover, the paper highlights the significance of digital tools and platforms, including simulations, mobile applications, and virtual labs, which play a transformative role in improving language proficiency among future engineers and technologists. The results demonstrate that adapting teaching methods to the needs of technical students leads to better engagement, practical knowledge application, and improved language outcomes. Recommendations are offered for curriculum designers and language instructors aiming to align English teaching withthe professional goalsof technical students. Keywords: English for Specific Purposes (ESP), technical education, engineering students, CLIL, task-based learning, project-based learning, digital learning tools, language skills development, communicative competence, interdisciplinary approach, vocabulary acquisition, professional English, technical terminology, teaching methodology, higher education, blended learning. In the era of globalization and technological advancement, English has become an essential tool for communication in almost all professional spheres, especially in science, engineering, and technology. As technical higher education institutions are responsible for preparing highly qualified specialists in various fields of engineering and applied sciences, the integration of English language instruction into their curricula is of paramount importance. Proficiency in English not only enhances students' academic achievements but also expands their access to international research, collaborations,technical documentation, andcareer opportunities. In technical universities, students are expected to acquire not only general language proficiency but also the ability to use English for specific academic and professional purposes. This includes understanding technical texts, participating in scientific discussions, writing reports and project papers, and presenting innovative ideas in English. Traditional language teaching methods often fall short in addressing the specific needs of engineering students, which necessitates the development and implementation of specialized teaching methodologies tailored to the technical context. Furthermore, the increasing use of English-language academic resources, international conferences, and joint educational programs with foreign universities requires technical students to be equipped with solid language skills. In response, educators and curriculum developers must adopt innovative teaching strategies such as Content and Language Integrated Learning (CLIL), http://www.internationaljournal.co.in/index.php/jasass 913 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 Task-Based Language Teaching (TBLT), and the use of digital platforms and authentic materials thatsimulatereal-life professional scenarios. This article aims to examine the methodological foundations of teaching English in technical higher education institutions, identify the challenges faced by both teachers and learners, and propose effective approaches that enhance learners' engagement, motivation, and language competence. The goal is to ensure that English language education aligns with the professional andcommunicative demands offuture engineers and technologists. To examine the effectiveness of modern English teaching methods in technical higher education institutions, acombination of qualitative and quantitative research approaches was used. Surveys, classroom observations, and interviews were conducted with English language instructors and engineering students from several technical universities, including Termiz State University of Engineering and Agrotechnology. Thefindings reveal several key patterns and insights. First, the analysis of survey data indicates that a majority of students (around 76%) believe that traditional grammar-based teaching does not adequately prepare them for using English in technical contexts. They expressed a strong preference for more interactive and applied learning approaches, such as project-based learning and the use of authentic materials (e.g., technical manuals, videos, and real-life case studies). Classroom observations supported this view. In classes where task-based and CLIL (Content and La