ENHANCING TERMINOLOGICAL COMPETENCE WITHIN ESP CONTEXTS: A TASK-BASED APPROACH

Abstract

Terminological competence has become an essential aspect of English for Specific Purposes (ESP) education, especially in light of globalization, the evolution of digital technology, and professional communication. This research investigates the foundational theories, structural elements, and teaching importance of terminological competence in higher education. Utilizing Wüster's General Theory of Terminology (1979), the Communicative Competence framework (Hymes, 1972; Canale & Swain, 1980), and Cabré’s Communicative Theory of Terminology (1999), the study defines terminological competence as a comprehensive skill that includes cognitive, linguistic, pragmatic, and professional aspects. Additionally, the research explores various teaching strategies to foster terminological competence in ESP contexts, such as task-based learning, corpus-based teaching, and digital tools, including AI-assisted platforms. The results indicate that the systematic incorporation of terminological instruction improves students’ academic literacy, professional communication skills, and global competitiveness. The paper concludes with recommendations for curriculum development and suggestions for future research initiatives.