Teaching a Language for Specific Purposes (LSP) in HigherEducation implies that students, rather than teachers, are thespecialists in their field. This dynamic opens a range of teachingopportunities, and this paper focuses on one such opportunity: ateaching methodology adopted in the context of a French for Medicsmodule at the B2 level of the Common European Framework ofReference for Languages (CEFRL). This paper, rooted in classroompractice, details and exemplifies the teaching techniques derivedfrom a modified flipped classroom approach. The modification lies inreplacing traditional grammar or concept-based course content withauthentic materials sourced from French medical vulgarisation andspecialist websites, and in positioning students as domain expertswhose existing medical knowledge becomes the foundation forlanguage acquisition. These documents are didactised throughprogressive reading comprehension questions designed to scaffoldunderstanding and encourage reflexivity, allowing students toengage with real-world language while being supported in theirpreparation. It aims to guide the transfer of students’ communicativeand lexical competence in the medical field into French. Themethodology involves designing ad-hoc materials for both the "athome" and "in-class" components and leading students through real-life professional tasks. The central question explored is how to bestsupport students, who are specialists in medicine, in transposing theirdomain-specific knowledge into French, without requiring the tutorto be a medical expert, and how this modified flipped classroomapproach enhances autonomy and professional relevance. The paperreports on specific data collected from the implementation of thisapproach, including student performance in recognising andunderstanding medical terminology and documents in French, theirengagement in role-playing activities, and their ability to produceprofessional written documents. A concrete example focused onchildhood diseases is used to illustrate how students engage withauthentic materials and apply their medical expertise in French.

This article explores research on languages for specific purposes, with a focus on economic language and business communication. We provide an overview of the field’s development in Finland. First, we examine the factors that have shaped this research domain since the 1980s, including institutional frameworks such as business schools and university language centers, as well as the teaching of foreign languages. Secondly, we discuss the expansion and diversification of the field by the early 2000s, highlighting the range of topics studied. Initially, research was predominantly driven by the needs of foreign language teaching. It was crucial to engage with the language practically and to consider cultural aspects. Consequently, contrastive studies and intercultural communication emerged as central research areas. Early research was empirical and highly practical. Over time, the research evolved to incorporate a more theoretical foundation, leading to the production of several doctoral dissertations in both foreign languages and the Finnish language.

The aim of the article is to show the status of the French Communication course within the Bucharest University of Economic Studies and how the French language can be integrated into the labor market in today's society. Language is an instrument, a tool. Without language, there is no real communication between beings: it is the language that constitutes the code of our relationships. This is why we have sought to teach, from the beginning, language as a means of expression and communication that calls upon all the resources of our being: attitudes, gestures, facial expressions, intonations, etc. At the Bucharest University of Economic Studies, Communication in French has the status of an optional course. It is addressed to students of all faculties, all specializations, all years of study (bachelor's, master's, doctorate). The research proposes to capture a coherent picture of the approaches to the study of the French language for specific purposes and the French language for academic purposes. Regarding critical thinking skills, my article is more of an explanatory, descriptive nature.

The paper deals with virtual exchange (VE) as an approach to teaching English for specific purposes in higher education. It comprises a theoretical and empirical part based on a pilot project of a virtual exchange conducted at the Faculty of Law in Osijek, Croatia and the University of Giessen in Germany within the framework of the Legal English course. A mixed methods research was applied including pre- and post-VE session questionnaires, task analysis and student reflections. The research results show positive effects of the exchange on motivation, development of professional identity and strenghtening of language and intercultural competences, but they also indicate challenges related to language competence, differences in legal education systems and intercultural differences. The findings confirm that VE represents a motivating and effective approach to teaching the English language for specific purposes, while at the same time raising questions about the limitations of the pilot project and directions for future research.

Corpora are being increasingly used as a digital medium for language work in practical environments and, consequently, as a digital learning tool in foreign language learning. This has given rise to the relatively new area of corpus didactics within media pedagogy for German as a Foreign Language.This article explores the possibilities of the corpus-based approach to learning languages for specific purposes and its potential advantages in comparison to other digital tools, with a particular focus on legal language. The corpus GeLeCo (German Legal Corpus) is used to illustrate corpus-based methods in LSP didactics.By using the example of intertextual markers in court decision, the study investigates whether and in what ways corpora might offer advantages over machine translation tools and AI chatbots when translating legal texts. The analysis of linguistic means in the corpus GeLeCo shows that the linguistic means used in court decisions to reference other legal texts differ in frequency from those produced by translation engines.These findings provide the foundation for didactic considerations and the development of teaching scenarios and tasks designed to raise awareness of learners in law-related GFL learning of the limitations of automated translation tools and chatbots. While such tools might roughly reproduce the general content of a legal text, they often fail to capture the nuanced legal formulations that are critical for professional legal communication.

This study investigates the correlation between academic help-seeking behavior and foreign language anxiety (FLA) among Indonesian EFL learners enrolled in Foreign Language for Specific Purposes (FLSP) classes. Using a quantitative correlational design, data were collected from 90 undergraduate students across four faculties through two validated instruments: the Foreign Language Classroom Anxiety Scale (FLCAS) and the Academic Help-Seeking Scale. Pearson’s correlation revealed a significant negative relationship between academic help-seeking and FLA (r = –0.445, p < 0.05), indicating learners who actively seek academic assistance experience lower levels of anxiety, particularly regarding fear of negative evaluation—the most dominant FLA dimension. These findings highlight academic help-seeking as a self-regulated learning strategy that mitigates affective barriers and enhances emotional resilience in language learning. Nonetheless, the study’s cross-sectional design and limited sample size restrict generalizability. Future longitudinal and mixed-method studies are recommended to confirm causality and extend applicability across diverse educational context. Pedagogically, fostering supportive and collaborative classroom environments may encourage adaptive help-seeking and reduce anxiety, promoting greater learner autonomy and success in foreign language acquisition.

Abstract The Global Engineers Languages and Skills (GELS) framework, developed as a language-neutral framework of engineering-specific communication skills, was adapted in 2023 for Japanese to address the language’s unique linguistic and cultural features. Adjustments included subdividing beginner levels, adding a guideline for learning the complex writing system, delaying the learning of specialized vocabulary to match the learner’s kanji proficiency, and aligning communication skills with Japanese norms, such as prioritizing harmony and indirectness in interactions. These changes ensure the Japanese GELS framework reflects Japanese learning contexts and supports learners’ progress effectively. This report advocates for language-specific frameworks for Language for Specific Purposes (LSP) that go beyond English-centric models, addressing diverse linguistic and cultural needs and thereby enhancing engineers’ intercultural competence, critical thinking, and diversity management. This report also underscores the need for ongoing updates to frameworks to reflect technological and pedagogical advancements and calls for international collaboration among teachers to promote multilingual awareness. By integrating the Japanese version, the GELS framework expands its scope, better preparing engineers for diverse global environments.

Task-based needs analysis (TBNA) is widely recognized as a critical first step in designing second language (L2) courses, ensuring that language instruction reflects real-world contexts and professional demands. While numerous studies have addressed needs analysis (NA) practices, systematic reviews focusing specifically on NA methodologies remain scarce. This systematic review explores the prevailing trends, key methodological approaches, and major challenges in implementing TBNA within the context of Language for Specific Purposes (LSP). Adhering to the PRISMA guidelines, this review analyzed 26 empirical studies published before Feb. 1, 2025, which were selected from 744 initial records retrieved from Scopus and Web of Science databases. The findings indicate that most TBNA studies adopt methods inspired by Long (2005), with an emphasis on triangulation through diverse data sources and mixed methodologies. However, significant challenges persist, including reliance on inadequately validated tools, insufficient use of onsite observations, and the labor-intensive nature of data analysis. To address these issues, this review suggests the potential integration of modern educational technology and proposes a practical framework to improve the implementation of NA in LSP course design. This review provides a comprehensive overview of the current TBNA landscape, identifies key gaps, and offers actionable insights for researchers and educators, while highlighting future directions for TBNA in LSP contexts.

The article is devoted to the problem of formation and development of linguocultural competence in students majoring in international relations and learning a foreign language for specific purposes. The comparison of European and Russian approaches has revealed that in Europe the emphasis is placed on the formation and development of sociolinguistic competence, while in Russian universities of international profile attention is largely paid to forming and developing linguocultural competence. The aim of the article is to determine the value of the linguocultural studies in learning a foreign language for specific purposes, drawing on the students’ experience. Basing on the results of questionnaire survey of MGIMO students majoring in economics, business and law (n=100), the authors substantiate the necessity of introducing tailor-made foreign language linguocultural courses. The article presents examples of practical work with linguocultural studies material aimed at studying linguistic, sociocultural and historical realities of the countries of the target language, as well as developing analytical, communicative and professionally relevant competences. Ultimately, the authors come to the conclusion that the fragmentary presentation of linguocultural material is not sufficient enough compared to the systematic presentation of this material in a linguocultural studies course in terms of its efficiency in learning the material and its integration into the course of the language for specific purposes.

Mathematics is undoubtedly one of the school disciplines in which students generally have the most significant difficulties. Numerous studies in Mathematics education have shown that the causes of disciplinary learning difficulties are the acquisition, understanding, and management of language for specific purposes. This paper will illustrate Data-Driven learning activities with automatic formative assessment implemented within a Digital Learning Environment. The research sample comprises 40 students from two upper secondary schools in Turin, Italy. In an L1 context, students were guided to study the language of Mathematics using a concordance to analyse language and specialised texts. Students carried out activities with automatic formative assessment, featuring step-by-step and adaptive questions that guided them in discovering the peculiarities of the language in use and understanding the concepts expressed by the LPS. In this contribution, we will illustrate this close relationship between the use of technologies, the analysis of language, and the subject contents that the LSP conveys.

The article is devoted to substantiating the priority of content-oriented foreign language communication as a pedagogical condition for the formation of foreign language competence among master’s students of non-philological specialties. The relevance of the topic is determined by the demands of the globalized educational space, in which graduates are expected not only to possess general proficiency in a foreign language but also to apply it practically in professional activity, academic communication, and intercultural interaction. The study emphasizes that traditional approaches focused on grammar drills and the acquisition of basic vocabulary do not meet modern challenges, as they fail to develop the ability to work with authentic professional texts or to engage in effective foreign language collaboration. Instead, the integration of foreign language learning with professional content, based on CLIL (Content and Language Integrated Learning) and CBI (Content-Based Instruction) models, opens up new opportunities for the development of critical thinking, academic writing, oral communication skills, and professionally significant competencies. The empirical part of the study was implemented through a survey of master’s students of non-philological specialties and instructors involved in teaching foreign languages for specific purposes. The results showed a high demand for content-oriented tasks: 65% of students preferred working with authentic materials in their field, while less than 20% considered traditional grammar exercises professionally useful. The use of digital platforms (Google Docs, Padlet, Miro) also proved significant, as they created conditions for interactive collaboration in English, bringing learning situations closer to the realities of international professional interaction. At the same time, some challenges were identified: the lack of systematized authentic resources and insufficient focus on oral communication skills. The article concludes that prioritizing content-oriented foreign language communication is a key factor in improving the effectiveness of training master’s students in non-philological specialties, since it ensures an organic combination of language and professional knowledge and skills, enhances motivation, and fosters readiness for intercultural interaction and integration into the international academic environment.

The present paper focuses on the interface of hermeneutics, trans­lation and interpreting, culture, and specialized communication. The aim is to further outline and specify a hermeneutic approach to the theory and empirical investigation of transcultural specialized communication (spe­cial­ized translation and specialized interpreting) from the perspective of Trans­lationswis­senschaft (translation and interpreting studies). This will be done through a transdisciplinary synopsis of concepts and methods from philo­soph­ical hermeneutics, translation and interpreting studies, social and cul­tur­al sciences, research on language for special purposes, and the linguistics of the spe­cialized text. These concepts’ capacity to describe and explain the in­ter­play of understanding and action of the individual socio-cognitive subject who functions as a professional agent in the translational process of so-called hu­man translation and interpreting will be elaborated and subsequently brief­ly illustrated by referring to practices of transcultural specialized com­mu­nication and by suggesting methods of investigation. Special attention will be devoted to the role of textual and discursive horizons in transcultural spe­cialized communication. These enable translation culture(s) and thus pro­fessional translatorial understanding and action.

This reviewed publication is designed for teaching college students pursuing engineering and technical training in the field of oil and gas. It is intended for those who studied English in secondary school, corresponds to level B1 of the Common European Framework of Reference for Languages, and involves 170 hours of classroom and independent work. Consisting of eight lessons and two parts, the first of which has a general education profile and the second one – a specialization profile, the publication is intended for use over two years (4 semesters) – in the 1st and 2nd years of college. Being a classic textbook, the manual aims at mastering the language for specific purposes, forming the ability to work with technical literature, honing grammatical norms, and developing writing and speaking skills – both in general proficiency in a foreign language and in the professional field.

Article deals with structural peculiarities of abbreviations in economics organizations. Notwithstanding many scholars’ interest being drawn to numerous issues of the topic on regular basis, comprising varied aspects in the field of economics, peculiarities of languages for specific purposes, and professional abbreviations of various spheres, the structural features of abbreviations in economics organizations require more detailed analysis. Due to the evolving nature of economics in modern world, actuality of professional abbreviations and terminology standardization, and evident gaps in researching the structural potential of abbreviations in economics organizations, the aim of the paper is to explore the names of common organizations in this field. Tasks of the research comprise examining and comparing the structural features of abbreviations for professional organizations in the sphere of economics. The object of research involves common abbreviations of economics organizations, and the subject concerns the structural peculiarities of abbreviations in professional organizations of this field. Structural peculiarities of abbreviations in economics organizations have been defined due to the methods of literature analysis, the comparative analysis and structural analysis. The study results point out to obvious predominance of three-component abbreviations in the names of economics organizations, as compared to other abbreviations in the material under research. Such an obvious prevalence in the three main groups of abbreviations in the names of economics organizations is predetermined by the commonly recognized fact that abbreviations with less components are the most optimal by quantity, as the term requirements contradiction in its conciseness and precision are the least peculiar for them. Further research prospects are investigation and comparative analysis of abbreviations usage in the evolving field of economics in the English and Ukrainian languages.

The article analyzes the role of the Ukrainian language by professional direction for specific purposes in the professional environment, in particular, for students majoring in history and archaeology. The ability to effectively apply the Ukrainian language is necessary for specialists in this field, as it allows them not only to acquire knowledge, but also to implement it in the form of scientific and public materials, speeches and research. In the conditions of the modern educational process, it is necessary to improve the language training of students of the specialty “History and Archaeology”, integrating the study of the Ukrainian language with professional vocabulary and scientific approaches.The language used in professional activity is not only a means of communication, but also an important element of the development of professional competence. According to the definitions of famous scientists, the Ukrainian language in a professional direction for specific purposes aims to form language skills for performing professional tasks. In particular, this includes the ability to conduct scientific discussions, create business documentation, master terminology, and also conduct public speeches.The acquisition of such competencies allows future specialists to carry out professional activities at a high level, contributes to the development of scientific discourse, participation in international exchange and the preservation of cultural identity through language competence. Studying the Ukrainian language also contributes to the improvement of lexical, grammatical and stylistic competence, which is important in working with scientific texts, conducting research and creating publications.For applicants for the specialty “History and Archaeology”, knowledge of the Ukrainian language is a key to successful integration into the scientific environment and the development of the interpretation of archaeological materials of national importance. The academic discipline “The Ukrainian Language for Specific Purposes” provides students with the necessary competencies that contribute to professional growth and effective functioning in any field of activity.

In this study, the authors derive key principles for classifying terminological vocabulary when teaching a foreign language for specific purposes and, based on these principles, develop a classification of terminology in the field of artificial intelligence (AI) in English-language railway mass media (news media) within railway-related texts, using English-language publications as an example. This aims to organize its effective assimilation in foreign language classes at a transport university. The scientific novelty of the study lies in the fact that, for the first time, based on English-language materials, it investigates and systematizes terminology in the field of AI in English-language railway news media, compiled taking into account key principles for classifying terminological vocabulary. Furthermore, it proposes a methodology for organizing its effective assimilation in the educational process. As a result of the research, the principles for compiling a classification are identified, and a classification of railway terminology is presented. Based on this classification, recommendations are made for organizing the process of terminology acquisition in English for specific purposes classes at a transport university.

Importance. There are many artificial intelligence (AI) tools that can be used in teaching students a foreign language, including the formation of their lexical competence. However, the formation of a professional thesaurus for students of non-linguistic specialties through participation in foreign language practice on professional topics with AI is not the subject of a separate study. The goal of the study is to develop a step-by-step technology for the professional thesaurus formation of agricultural university students through practice with AI tools and to test its effectiveness in experimental training.Materials and Methods. The experiment is conducted by the Voronezh State Agrarian University named after Emperor Peter the Great. The training is attended by undergraduates of the study field 35.04.04 – “Agronomy”. The participants of the control group (CG) (N = 15) are trained according to the traditional teaching method based on the elements of subject-language integrated learning and a foreign language for special purposes. The participants of the experimental group (EG) (N = 15), in addition to the traditional teaching methodology, participated in the practice of professional foreign language communication with the PolyBuzz web application. Statistical analysis of learning outcomes is carried out based on the Student’s t-test method.Results and Discussion. The experiment proved the effectiveness of a step-by-step technology for the formation of a professional thesaurus for students of an agricultural university using extracurricular practice with the PolyBuzz web application (t = 2.25 at p < 0.05).Conclusion. The novelty of the study consists in the step-by-step technology development for the professional thesaurus formation for students of an agricultural university using extracurricular practice with the PolyBuzz web application. The prospects of the conducted research consist in further study of the linguodidactic and methodological potential of specific AI tools in the professional training of agricultural university students.

This paper aims to present the European project “Language for Specific Purposes (LSP) Teacher Education Online Course for Professional Development” (LSP-TEOC.Pro) which addresses the need for online LSP teacher development courses to be provided by higher education institutions. The project’s objective was to equip future and early-career LSP teachers with a multilingual online course designed to build essential competencies and skills for effective foreign language instruction in specific contexts. The project was conducted over three years (2020–2023) and completed in seven stages plus evaluation. The paper focuses on the findings from the project’s first stage, which examined existing online LSP teacher training and development programmes across six European countries. Through a structured methodological approach, the paper gathers relevant information about such programmes, revealing a scarcity of specialised online training and development programmes for LSP teachers. These results underscored the pressing need for an innovative, accessible online course for LSP teacher education, which ultimately became the primary outcome of the project.

Aim. To conduct a lexical-semantic analysis of forestry terms in Russian and English and describe the lexical-semantic processes inherent in this terminology system.Methodology. The main content of the study is an analysis of such lexical-semantic processes inherent in the terms “forestry” as synonymy, polysemy, and homonymy. In our research, we used a multifaceted methodology (comparative analysis of Russian and English terms, cognitive analysis). The material for the article was the forestry terminology system identified by the method of continuous sampling from English-Russian and Russian-English forestry dictionaries.Results. Based on the results of the study, it was concluded that the forestry terminology system is fully characterized by lexical-semantic processes of synonymy, polysemy, and homonymy, which may be caused by foreign language borrowings, among other things, while cognitive research helps to identify the characteristics of the scientific worldview.Research implications. The existing knowledge in terminology about the phenomena of synonymy, polysemy, and homonymy in languages for special purposes has been expanded. The collected material can be used in courses on linguistics, terminology, and translation theory.

Aim. To describe the structure and components of the international electrotechnical dictionary from the perspective of linguistic analysis, since this dictionary is one of the means used in engineering job training, and to identify the peculiarities of the dictionary as both scientific and teaching training manual, which develops personal thinking with use of a special form of the national language, that is language for specific purposes. Methodology. “International Electrotechnical Dictionary. Electrical and Electronic Measuring Instruments” was used as a material for linguistic analysis. Descriptive, definitional, comparative methods were used.Results. The peculiarities of the dictionary as a means necessary for both teaching technical professions connected with measuring instruments and improving language for special purposes skills have been confirmed.Research implications. The results of the conducted research make a certain contribution to lexicography, translation theory, terminology, and linguodidactics.