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6.995, 2024 7.75
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29
THE CONCEPT OF PROFESSIONAL COMPETENCE IN TEACHING ENGLISH TO
STUDENTS OF NON-PHILOLOGICAL FIELDS
Urunova Shakhlo
Doctor of philosophy
in pedagogical sciences (PhD) of
Andijan state technical institute
Abstract:
This article provides an in-depth analysis of the development of professional
competence in teaching English to students of non-philological specializations. In particular, it
highlights the role of English for Specific Purposes (ESP), its psychological and methodological
features, and its significance in the context of professional education. The author emphasizes the
necessity of using authentic materials in English lessons and substantiates the importance of
selecting textbooks and tasks that align with students’ professional needs. Furthermore, the
article explores the concept of professional competence, its components, and the role of language
education in fostering these skills, based on the views of various researchers. Professional
competence is defined not only as theoretical knowledge, but also as a complex set of qualities
including practical skills, communicative abilities, psychological preparedness, independent
thinking, and the ability to use modern technologies. Especially in technical fields such as
mechanical engineering and robotics, mastering English in a professional context is considered a
crucial factor in ensuring students’ competitiveness in the global labor market.
Keywords:
Professional competence, English for Specific Purposes (ESP), non-philological
students, vocational English, authentic materials, subject-specific vocabulary, language for
professional communication, communicative competence, interdisciplinary integration,
professional development.
Nowadays, in non-philological higher educational institutions, teaching target English (English
for Specific Purposes - ESP), especially the teaching of terminological vocabulary for acquiring
professional and communicative competencies in specific fields, is becoming increasingly
relevant. It is known that in higher education institutions, English is taught in two forms: General
English and English for Specific Purposes (ESP). Starting from the second year, students of non-
philological specialties begin studying ESP.
Salmani-Nodoushan emphasizes that the needs of ESP learners are a significant psychological
factor, and that materials used for learning professional English should not be simplified or
modified, but should be “pure” and “authentic” [3,247]. Thus, ESP includes the following
elements: purpose, specialization, learners’ needs, existing conditions and authentic material.
Hutchinson and Waters highlight in their research that ESP is one of the essential types of
language teaching. They particularly note the importance of teaching terminological vocabulary
and grammar relevant to specific fields, especially in technical education institutions. According
to the principles of specialized learning, ESP does not differ from other types of language
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learning. It is an approach based on learners’ needs and directed by specific and distinct reasons
for learning[1,18].
In today's labor market, being a competitive specialist requires having and continuously
developing professional competence. The term “competence” in English means “ability.” It
implies the capacity to apply theoretical knowledge in practice, demonstrate high professional
skills, mastery, and talent. The term “competence” was first introduced into science in 1973 by
David McClelland in his article “Testing for competence rather than intelligence” [2,290]. In his
article, McClelland used this term to define the distinguishing behaviors of a competent
specialist compared to an ordinary worker. He argued that possessing multiple diplomas and
certificates does not always guarantee effective job performance, linking job efficiency to the
concept of competence. American scholar D. Star explains professional competence as being
manifested in a specialist’s social relations and includes the following: professional aptitude,
acceptance of professional norms and responsibilities through socialization, professional ethics,
competitiveness, effective functioning within market relations, achieving academic excellence,
acquiring new knowledge through research, enthusiasm for education, and the ability to
demonstrate existing knowledge and abilities according to current demands [7,56].
Researcher V.A. Slastenin states that professional competence encompasses the theoretical,
psychological, and practical readiness of undergraduate students [10,125]. T.I. Shamova defines
“professional competence” as the possession of professional knowledge and the ability to work
[12,14]. I.P. Smirnov describes it as the integration of knowledge, skills, and experience
necessary to perform work-related tasks [11,67]. V.V. Serikov considers it to be the qualification
knowledge required for carrying out professional activities and applying theoretical and practical
knowledge [9,54]. V.N. Zimin believes that professional competence is not only about having
knowledge, skills, and abilities, but also about exhibiting personal qualities and effectively
functioning in society [5,38]. O.A. Kopus' focuses on the concept of professional linguodidactic
competence and describes it as an integrated set of professional qualities that aid in developing
knowledge, skills, and abilities manifested in professional activity.
A.V. Matienko states that professional competence encompasses not only knowledge and moral
qualities but also long-term preparation for complex professional activity.
Researcher X.F. Maksudova identifies the following components of professional competence:
- Specialization component (professional knowledge, skills, and abilities);
- Social component (ability to use foreign languages and information technology in professional
activity;
- Motivational component (self-directed professional development)
- Personal component (composure, responsiveness, alertness, agility) [8,24].
Yu.V. Lopatina includes the following features in professional competence:
-
Competence in the field (complete mastery of the profession)
-
Creative approach to work
-
Clear goal setting
-
Ensuring high quality of results
-
Stress tolerance, risk-taking ability
-
Leadership skills and team management
-
Continuous self-development [6, p. 15]
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Based on the views above, a highly qualified specialist can be considered professionally
competent if they possess in-depth knowledge in their field, constantly learn about new
developments, can use modern information technologies, speak foreign languages, think
creatively and independently, and possess leadership abilities.
As we live in an era of information and integration, and as our country continues to gain a
worthy place in the global community – especially in the fields of mechanical engineering and
robotics – it is crucial that specialists in robotics possess a high level of professional competence
and communicative competence in English, which is the global language of communication.
In recent years, the demand for English language proficiency has significantly increased in non-
linguistic higher education institutions, especially among students in technical disciplines such as
engineering, robotics, and information technology. This trend reflects the globalization of the job
market, where the ability to communicate effectively in English within one’s professional
domain is no longer optional, but essential.
Integrating ESP into the curriculum equips students with the language skills necessary to operate
in international environments, read scientific literature, write reports, and participate in
professional discussions. The role of the teacher in this context is not only to deliver language
knowledge but also to serve as a facilitator who guides students toward achieving practical,
career-oriented communication goals.
Moreover, task-based learning (TBL) and content and language integrated learning (CLIL)
approaches have proven effective in ESP instruction. These methods encourage students to
engage in meaningful language use by completing tasks related to their field of study, thereby
reinforcing both linguistic and professional competencies simultaneously.
Assessment in ESP courses should also be aligned with real-world tasks. For example,
evaluating students through presentations, report writing, or simulations of workplace scenarios
can better measure their ability to apply English in a professional context.
The development of professional competence through ESP also supports lifelong learning.
Students not only acquire immediate job-related language skills but also develop the ability to
independently expand their professional vocabulary and stay current with innovations in their
field by accessing English-language resources.
References:
1.
Hutchinson, T., & Waters, A. (1987).
English for Specific Purposes: A Learner-Centered
Approach
. Cambridge: Cambridge University Press, pp. 18–19.
2.
McClelland, D. C. (1973). Testing for Competence Rather Than for "Intelligence".
American Psychologist
, 28(1), p. 3–290.
3.
Salmani Nodoushan, M. A. (2020). English for Specific Purposes: Traditions, Trends,
Directions.
Studies in English Language and Education
, 7(1), 247–268.
4.
Aleksandrovna. (2003). [Title not provided]. Tobolsk. 240 p.
(Note: Please add the full
title for a complete reference.)
5.
Zimin, V. N. (2005).
Innovative Activity in the System of Professional Development as a
Factor in the Growth of Professional Competence of Engineering and Pedagogical Workers
(PhD Dissertation in Pedagogical Sciences). Ulan-Ude, 200 p.
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32
6.
Lopatina, Yu. V. (2005).
Teaching Professionally-Oriented Communication in English to
Students of Non-Linguistic Universities
(PhD Dissertation in Pedagogical Sciences). Yaroslavl,
15 p.
7.
Lysak, O. (2019).
Formation of Professional Competencies in Bachelor Students of
Vocational Training Using IT Technologies in Teaching Mathematics
(PhD Dissertation). Orel.
8.
Maksudova, Kh. F. (2021).
Development of Professional Skills of Students in the Process
of Teaching English in the Field of Pharmacy
(PhD Dissertation). Uzbekistan State World
Languages University, Tashkent. UDC: 378.091.3:811.111
9.
Serikov, V. V. (1994).
The Personality-Oriented Approach in Education: Concept and
Technologies
. Volgograd: Peremena. 150 p.
10.
Slastenin, V. A. (Ed.). (2002).
Pedagogy: A Textbook for Students of Higher Pedagogical
Institutions
. Moscow: Akademiya. 576 p.
11.
Smirnov, I. P. (2006).
Theory of Vocational Education
. Moscow: ROSH. NIIRPO. 320 p.
12.
Shamova, T. I., & Perminova, L. M. (1995).
Fundamentals of Modular Teaching
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