DIDACTIC FOUNDATIONS OF FORMING PROFESSIONAL COMMUNICATIVE COMPETENCE

In the context of internationalization and professional mobility, the formation of professional communicative competence (PCC) has become a central task of modern higher education. PCC enables specialists to perform effectively in foreign-language professional environments. This article provides a comprehensive theoretical analysis of the structure, didactic principles, stages, and participant roles in the formation of PCC within the framework of professional linguodidactics and English for Specific Purposes (ESP). A systematic literature review and theoretical synthesis were conducted, drawing on competence-based, communicative, and learner-centered approaches. Eight didactic principles (professional context-orientation, communicative orientation, functionality, integration, activity and consciousness, individualized approach, authenticity, competence-based approach) and a five-stage developmental model (preparatory, core, practice, reinforcement, assessment) are identified.

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