INTEGRATING TASK-BASED LANGUAGE TEACHING (TBLT) INTO ESP: ENHANCING TERMINOLOGICAL COMPETENCE IN MECHANICAL ENGINEERING EDUCATION

Abstract This text examines the efficacy of integrating Task-Based Language Teaching (TBLT) within English for Specific Purposes (ESP) curricula, with a particular focus on the development of terminological competence among Mechanical Engineering students. By prioritizing authentic professional tasks over traditional rote memorization, this pedagogical framework bridges the gap between academic theory and industry demands. The analysis explores how simulated engineering scenarios - such as technical reporting and troubleshooting - enhance cognitive engagement and linguistic accuracy. Furthermore, the text discusses the role of Task-Based Language Assessment (TBLA) in providing a more accurate measure of a student's professional readiness. Ultimately, the integration of TBLT and ESP is presented as a vital strategy for preparing technical students for the communicative complexities of the globalized workplace. Keywords: task-based language teaching (TBLT), english for specific purposes (ESP), mechanical engineering, terminological competence, task-based language assessment (TBLA), pedagogical framework, professional readiness.

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