DIDACTIC PRINCIPLES OF PROFESSIONALLY ORIENTED ENGLISH LANGUAGE TEACHING IN ECONOMICS EDUCATION

Abstract

Professionally oriented English teaching in economics education aims to develop students’ ability to communicate within academic and workplace economic contexts. Unlike general English, it focuses on discipline-specific discourse, typical genres, and communicative tasks relevant to economists. This article outlines the key didactic principles that ensure such instruction is effective: professional relevance based on needs, authenticity of economic discourse, integration of language learning with economic thinking, task orientation, gradual scaffolding, learner autonomy, and assessment aligned with real professional outcomes. Using qualitative didactic analysis of ESP and communicative pedagogy, the article proposes a principle-based framework for curriculum design, classroom interaction, and evaluation. The findings indicate that the strongest results are achieved when language forms are taught as resources for performing economic communication, including interpreting data, presenting arguments, and producing coherent written texts. The discussion emphasizes balancing authenticity with accessibility and highlights assessment alignment as a decisive condition for sustainable learning.