Task-Based Terminology Instruction for Enhancing Professional Communicative Competence in ESP Classrooms

Abstract

This article examines task-based terminology instruction as a methodological mechanism for enhancing professional communicative competence in English for Specific Purposes classrooms. Drawing on TBLT, ESP, lexical learning and genre perspectives, it proposes a four-phase model consisting of pre-task orientation, a communicative task cycle, post-task language analysis and reflective transfer. The model aligns target professional situations, high-value terminology, communicative outcomes and performance-based assessment. Particular attention is given to terminological accuracy, discourse construction, interactional effectiveness and professional task achievement.