ISSUES OF PROFESSIONAL NEEDS IN TEACHING COMMUNICATIVE SPEECH TO MEDICAL STUDENTS

Аннотация

s, participate in international Olympiads, and progress through competitive selection processes for international academic exchange programs. In this context, there is a pressing need for long-term, high-level instruction in professionally oriented English for medical students. Such instruction is essential for fulfillingthe future healthcare professional’s needs in developing personal, professional, and scientific potential. The undergraduate curriculum for medical specialists of all fields includes the discipline "Foreign Language in Medicine." Within the framework of this course, future physicians not only acquire knowledge of medical terminology, grammar, and general vocabulary, but also develop practical communication skills. These include the ability to ask relevant questions, express thoughts clearly and concisely, and participate in discussions and presentations. These competencies enable effective communication in English and other languages, which is particularly significant in today’s globalized world. Proficiency in a foreign language in the field of medicine is not merely an advantage, but rather a prerequisite for the professional development and career advancement ofa specialist. [3] In contemporary language education, the focus has shifted from a linguistic paradigm to a communicative approach. The primary objective of teaching university students today is the development of communicative competence, which encompasses a set of speech behaviors oriented toward the ability to adapt to various communicative contexts. The main goal of language instruction from a communicative perspective is to cultivate oral and written language skills in diverse forms and modes of expression. The mechanisms for addressing communicative tasks define the content of the academic discipline, including the integration and interaction of both linguistic and speech components. The development of communicative skills is particularly crucial for healthcare professionals, as effective interpersonal communication significantly enhances the quality of medical care. Numerous studies have highlighted the importance of communication within healthcare settings. For instance, M. Stewart et al. [4] (2000) and S. Greenberg et al. [5] (2009) conducted meta-analyses demonstrating a direct correlation between physician–patient communication and patients' adherence to effective treatment regimens, owing to the establishment of trust-based relationships. Conversely, communication gaps and language barriers negatively affect doctor–patient relationships, fostering feelings ofisolationand mistrust. L. Kadagidze states that "the inability to communicate effectively between patients and healthcare professionals due to language barriers threatens both the quality of medical care and patient safety" [6]. Similarly, Jonathan McFarland emphasizes that "strong communication skills are an integral component of medicine and other healthcare fields. Communication is important not only for the interaction between professional and patient, but also within the medical team" [7]. Training in communicative skills within English language classes contributes significantly to the success and effectiveness of future medical professionals. The aspect of professional needs in teaching communicative speech to students of medical disciplines has been addressed in the works of Y.A. Neprokina [7], who pays particular attention to medical discourse; in the dissertation of T.D. Bashkueva [8], which investigates the formation of professionally communicative competence among medical students; and in the research of Zh.I. Zherebtsova [9], who outlines methodological foundations for the development of communicative competence amonginternational medical students withinacademic-professional contexts. Z.K. Temirgazina and Zh.K. Temirgazina conclude that "the ultimate goal of professionally oriented language instruction is the acquisition of foundational communicative competence by future medical professionals" [10]. Aligning with the views of many researchers, they argue that https://ijmri.de/index.php/jmsi volume 4,issue5,2025 1126 the purpose of communicative competence in medical education includes the following: the ability tointegrate acquired knowledge and construct monologic discourse on professional topics, expressing thoughts and ideas in a coherent and logical manner; the capacity to respond appropriately to interlocutor speech behavior, establishing a communicative atmosphere and sustaining professional dialogue; adherence to norms of speech etiquette in professional interactions with colleagues and patients, and the ability to respond appropriately to a range of communicative situations; active participation in conversation, the ability to express one’s position and substantiate one’s viewpoints; the ability to adequately comprehend and respond to the interlocutor’s arguments; the competence to conduct professional dialogues and formulate pertinent questions