PEDAGOGICAL AND METHODOLOGICAL FRAMEWORK FOR ENHANCING PROFESSIONAL COMMUNICATIVE COMPETENCE IN ENGLISH AMONG PHYSICS STUDENTS
Keywords:
professional communicative competence, physics education, English for Specific Purposes (ESP), CLIL, didactics, methodology, higher education.Abstract
In the context of globalization and the internationalization of science and higher education, professional communicative competence in English has become a crucial component of physics students’ academic and professional development. Modern physicists are expected not only to possess strong subject knowledge but also to effectively communicate research findings, participate in international collaborations, and engage with global scientific discourse. This article examines the didactic and methodological foundations for improving physics students’ professional communicative competence in English. The study synthesizes contemporary pedagogical theories, communicative language teaching principles, and English for Specific Purposes (ESP) approaches, with particular emphasis on Content and Language Integrated Learning (CLIL), task-based learning, and digital pedagogies. Drawing on recent international research, the paper proposes a comprehensive framework that integrates linguistic, cognitive, and professional dimensions of communicative competence. The findings suggest that interdisciplinary instruction, authentic scientific discourse, and technology-enhanced learning environments significantly enhance physics students’ ability to communicate professionally in English.
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