Task-based teaching of genetic engineering-related vocabulary to medical students in ESP classes: a linguodidactic approach

Abstract

The rapid development of genetic engineering, gene therapy, genome editing, and molecular medicine has increased the need for medical students to acquire specialized English vocabulary in these fields. This article examines the linguodidactic foundations of teaching genetic engineering-related terminology within English for Specific Purposes (ESP) courses. The study focuses on lexical and communicative competence, principles of terminology selection, and the use of task-based instruction. A qualitative descriptive and analytical approach is used to synthesize key ESP, vocabulary-learning, CEFR, and task-based learning principles and to develop a pedagogical model for classroom application. The proposed model integrates pre-task preparation, a professionally oriented task cycle, and post-task language analysis. Authentic scientific texts, visual materials, case-based discussions, information-gap activities, role plays, simulations, and project work are presented as means of contextualizing terminology. The analysis suggests that specialized vocabulary is more effectively developed when it is taught as part of conceptual networks, collocations, and communicative functions rather than as isolated word-definition pairs. The article concludes that combining medical content, systematic lexical instruction, and professionally oriented communicative tasks provides a coherent framework for developing medical students’ ESP lexical competence.