Improving The Methodology of Developing Professional and Communicative Skills in Future Economists (In the Case of Teaching English)

Abstract

In the context of globalization, acquiring professional foreign language proficiency is pivotal for students specializing
in International Business. However, traditional approaches often fall short in equipping students with the necessary
linguistic and communicative skills for real-world business environments. This study focuses on refining the pedagogical
framework for enhancing professional English language skills among economics students, emphasizing authentic business
contexts. Utilizing methodologies from applied linguistics, discourse analysis, and language education theory, the
study proposes an integrated approach to curriculum development. It highlights the importance of corpus analysis, needs
assessment, and competency modeling in identifying precise language usage and tailoring teaching materials accordingly.
The introduction of project-based learning and real-life business scenarios facilitates the development of a comprehensive
skill set, including communicative proficiency, analytical capabilities, intercultural understanding, and strategic
competences. Through continuous evaluation, this research-backed pedagogy aims to transition language education
into specialized preparation for the global business milieu, offering actionable strategies for curriculum and assessment
design that foster professional readiness in multicultural and multilingual settings. Further empirical studies are recommended
to refine this holistic educational model, enhancing long-term effectiveness and adaptability in professional language
training. The significance of this work lies in both the theoretical expansion of language education principles and
practical implications for curriculum designers and educators in international business fields.