Approaches and methods for teaching special terminology in English classes at medical universities

The continuous rise of English as the primary global medium of communication highlights the critical need for efficient language teaching methodologies, particularly in professional domains like medicine. This article explores the application of the communicative system-activity approach and communicative methodologies in teaching medical terminology at medical universities. Given that cognitive capacities for language acquisition are highly productive during early and young adulthood, incorporating specialized language training during this period is essential. The paper reviews the historical development of the communicative approach within the European educational framework (including the Common European Framework of Reference levels like Waystage and Threshold) and discusses its contemporary integration into the Uzbek higher education system. The author emphasizes that a communicative framework enhances linguistic, sociolinguistic, and strategic competencies, ensuring pragmatic adequacy in professional medical discourse.

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