DEVELOPING PROFESSIONAL COMMUNICATIVE COMPETENCE IN NON-PHILOLOGICAL STUDENTS: THE INDISPENSABLE ROLE OF AUTHENTIC MATERIALS
Keywords:
Authentic materials, non-philological students, English for Specific Purposes (ESP), professional communicative competence, Galskova, motivation, independent learning, task differentiation, Central Asia, ESP pedagogyAbstract
Non-philological students—future engineers, medical professionals, economists, IT specialists, and lawyers—require English not as an object of linguistic study but as a functional tool for professional communication. However, traditional textbook-based instruction, with its sanitised and decontextualised language, consistently fails to prepare these learners for the authentic discourse of their future workplaces. This article argues that authentic materials (unmodified texts, audio, and visual resources from real-world professional contexts) are not a supplementary luxury but a pedagogical necessity. The article demonstrates that authentic materials uniquely develop the four sub-competences of professional communicative competence: linguistic, sociolinguistic, pragmatic, and strategic. Furthermore, authentic materials increase intrinsic motivation, build metacognitive skills for independent learning, and provide exposure to genre-specific formatting, technical vocabulary, and real-language features such as redundancy, hesitation, and ellipsis. The article concludes with actionable recommendations for curriculum designers, classroom practitioners, and policymakers to systematically integrate authentic materials into ESP courses for non-philological students.
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