Linguistic characteristics of phraseological units related to the field of economics in English and Uzbek

Аннотация

In today’s globalized world, fluency in English is essential across all disciplines, not just philological fields. However, non-philology university students often struggle to develop effective speaking skills due to limited language exposure and traditional teaching methods. This article investigates the use of interactive methods—such as role-plays, group discussions, debates, and digital platforms—to enhance oral communication among non-language majors. The study underscores the effectiveness of student-centered activities in creating real-life communication scenarios that boost confidence, engagement, and fluency. Based on classroom experiments, surveys, and feedback analysis, the findings demonstrate that interactive methods significantly improve students’ motivation and speaking competence. Keywords: interactive teaching, speaking skills, non-philology students, communication competence, English language learning, student-centered methods, classroom interaction Introduction: In an era of globalization and digital transformation, English has solidified its role as the lingua franca of international communication, business, science, and education. While philology students receive extensive training in language proficiency, non-philology students—such as those in engineering, medicine, economics, or IT—often receive limited instruction in practical language skills, particularly speaking. This gap hinders their academic and professional success in global contexts. Speaking, one of the most challenging second-language skills, demands linguistic competence, sociocultural awareness, real-time processing, and psychological confidence. Non-philology students frequently lack opportunities for 366 “JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN” JURNALI VOLUME 3, ISSUE 04, 2025. APRIL ResearchBib Impact Factor: 9.654/2024 ISSN 2992-8869 meaningful verbal interaction in English, as classroom instruction often prioritizes grammar, reading, or test preparation. This situation necessitates a shift from traditional, teacher-centered approaches to dynamic, interactive methods that engage learners in active speaking practice. Techniques such as simulations, peer discussions, project-based tasks, and digital tools can create environments mimicking real-world communication, fostering confidence, fluency, and motivation. This article examines how interactive methods can enhance the speaking skills of non-philology university students, evaluating their impact on engagement and performance. Developing strong English speaking skills is critical for professionals across all fields, enabling participation in international conferences, collaboration with global partners, and access to cutting-edge knowledge. However, many higher education institutions, particularly for non-philology majors, undervalue spoken English due to outdated curricula and limited practical communication opportunities. This disconnect between academic preparation and real-world demands underscores the need for innovative, communicative teaching methods that prioritize active language use. The relevance of this topic lies in its potential to transform English language education for non-language students, aligning it with modern learners’ needs. Interactive strategies foster inclusive, effective learning environments, equipping students with the communicative competence required for their careers. Moreover, enhancing speaking skills promotes confidence, intercultural competence, and lifelong learning—essential qualities in the 21st century. Fluency and confidence in English speaking are vital for modern education and professional development. For non-philology students in fields like engineering, business, or medicine, English proficiency is not merely academic but a practical necessity for engaging in the global knowledge economy. Yet, speaking remains a challenging, anxiety-inducing skill due to limited vocabulary, poor pronunciation, or insufficient practice. Traditional methods often neglect oral communication, focusing on passive skills like reading and writing, creating a mismatch between classroom learning and post-graduation needs. This study bridges this gap by promoting interactive methods that center learners in the speaking process. These approaches enhance language fluency, 367 “JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN” JURNALI VOLUME 3, ISSUE 04, 2025. APRIL ResearchBib Impact Factor: 9.654/2024 ISSN 2992-8869 critical thinking, teamwork, and problem-solving, preparing graduates for global competitiveness and professional competence. Relevance of Work: This study aligns with the transformation of higher education, where interdisciplinary knowledge and communicative competence are increasingly valued. It addresses a critical gap in language education for non- philology students, who are often underserved in speaking practice. By introducing interactive methods tailored to their academic and professional needs, the research pro