THE IMPORTANCE OF TERMINOLOGICAL VOCABULARY IN ENHANCING STUDENTS’ PROFESSIONAL COMPETENCE IN FOREIGN LANGUAGE TEACHING

Аннотация

This article explores the crucial role of terminological vocabulary in the formation of professional competence among students of non-philological higher education institutions. The author emphasizes that in the context of global communication and market-driven economies, knowledge of English for Specific Purposes (ESP), especially terminology relevant to a student's field, is essential for developing communicative and professional competencies. Drawing on theoretical perspectives from both Uzbek and international scholars, the article outlines the components of professional competence (linguistic, discourse, sociolinguistic, and cognitive) and highlights the importance of integrating specialized vocabulary into the teaching process. The study also references competency models such as KSAOand stresses thesignificance of context- based learning in professional communication. Keywords: professional competence, terminology, ESP, technical education, linguistic competence, communication, specialized vocabulary, higher education, foreign language teaching, KSAO model Currently, teaching English for Specific Purposes (ESP) in non-philological higher education institutions has become increasingly relevant in developing students’ professional and communicative competencies in their respective fields. It is well known that under the conditions of a market economy, the labor market requires specialists who are well-rounded and competitive,possessing professional competence and constantly improving it. If we first consider the term "competence," the English word competence directly translates to “ability.” In essence, it refers to the capacity to apply theoretical knowledge in practice, to demonstrate high-level professional skills and talent. The term "competence" was first introduced as a scientific term by David McClelland in his 1973 article titled “Testing for competence rather than intelligence.” In this article, the author used the term to describe the qualities that distinguish a competent specialist from an ordinary worker. McClelland argued that holding multiple diplomas and certificates does not always guarantee one’s ability to perform professional tasks effectively. Helinked job performance with theconcept of "competence." American scholar J. Starr provides the following definition: “Professional competence is manifested within the framework of social relations and includes the following: professional aptitude, adoption of professional norms and tasks through socialization, professional ethics, competitiveness, effective activity in a market economy, pursuit of scientific excellence, acquisition of new knowledge through research, passion for learning, and the ability to demonstrateexisting knowledgeand potential in accordance with current demands”[4.28]. According to T.I. Shamova, “professional competence” is defined as possessing both professional knowledge and the ability to apply it [11.12]. I.P. Smirnov interprets this concept as a synthesis of knowledge, abilities, and experience required to complete tasks in professional http://www.internationaljournal.co.in/index.php/jasass 65 Volume15 Issue 08, August 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 activity [9.65]. V.V. Serikov explains that “professional competence” refers to the qualification knowledge necessary for conducting professional activities and applying both theoretical and practical knowledge in the field [8.45]. V.N. Zimin considers professional competence to encompass not only knowledge, skills, and abilities relevant to the professional sphere, but also thedisplay ofpersonal qualitiesand effective participation insociety [2.34]. In the United States, specialists often describe competence using the abbreviation KSAO: Knowledge, Skills, Abilities, and Other characteristics. These components help define professional competence in ethical and practical terms. Scholars E.W. Stevick and J.M. Merill proposed a "competency model of a worker," which includes the individual-psychological traits of university graduates such as independence, ability for growth, desire for self-development, discipline,and communication [6.124]. In her research, scholar K.F. Maksudova identifies the following components of professional competence: - Specializedcomponent: professional knowledge, skills,and abilities. - Socialcomponent: ability to useforeign languages andIT in professional activity. - Motivationalcomponent: self-development in professional context. - Personal component: qualities such as calmness, responsiveness, attentiveness, and agility [7.29]. Methodologist Andrey A.G., in his research on developing professional competence in technical university students, uses the term professional language competence. He emphasizes that this competence fully corresponds to the components of communicative competence in foreign language learning. According to him, students in technical fields should possess the foll