THE USE OF PROFESSIONAL ENGLISH TERMINOLOGY IN THE TRAINING OF AGROENGINEERING STUDENTS
DOI:
https://doi.org/10.37406/2521-6449/2025-2-19Keywords:
English language, ESP, professional terminology, agroengineering, CLIL, corpus linguistics, professional competence, digital resources, teaching models, knowledge assessmentAbstract
The article examines methodological and practical aspects of using professional English terminology in the educational process of training students in agroengineering specialties. A review of contemporary theoretical approaches to the study of terminology within English for Specific Purposes (ESP) is provided, with particular attention to the key principles of adapting educational materials to the needs of students in technical disciplines. Special focus is placed on the integration of the CLIL (Content and Language Integrated Learning) approach as a means of simultaneously developing professional knowledge and language competence, as well as on the role of corpus linguistics in forming skills for working with terminological text corpora. The use of digital resources, electronic dictionaries, and online platforms as tools for supporting effective acquisition of foreign professional lexical material is also analyzed.A model of a teaching unit is proposed, featuring a clearly structured list of terms, methodological techniques, and practical tasks, including corpus-based exercises, project-based learning, and micro-tasks aimed at developing terminological competence. The system of student assessment is considered, encompassing terminology testing, portfolio maintenance, and the defense of practical projects in English, which allows for a comprehensive evaluation of professional language proficiency.The article outlines the main challenges faced by instructors and students, including non-standardized terminology, varying levels of English proficiency among students, limited availability of digital and educational resources, and insufficient integration of linguistic and professional components in the educational process. Based on the analysis, practical recommendations are proposed for improving terminology training, enhancing the effectiveness of ESP use, expanding digital learning support, and optimizing methods for developing professional competence in agroengineering education.
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