A MODEL FOR DEVELOPING COMMUNICATIVE COMPETENCE BASED ON ESP (ENGLISH FOR ECONOMICS)

Abstract

The expansion of international economic cooperation has increased the demand for graduates who can communicate professionally in English within discipline-specific contexts. General English courses often provide insufficient preparation for tasks typical of economists, such as interpreting analytical texts, reporting data, writing summaries, and presenting evidence-based recommendations. This article proposes a model for developing communicative competence through ESP (English for Economics) grounded in needs analysis, genre-based instruction, task-oriented learning, and aligned assessment. The model integrates linguistic resources with economic reasoning and professional discourse norms, emphasizing authenticity, progressive scaffolding, and reflective learner autonomy. A qualitative design-based approach is used to synthesize key components and describe their pedagogical functioning in a university setting. The resulting framework offers a structured pathway from guided comprehension of economic discourse to independent production of spoken and written genres relevant to academic and workplace environments. The article argues that communicative competence in English for Economics develops most sustainably when instructional objectives, learning activities, materials, and assessment criteria reflect real professional performance rather than isolated language knowledge.