SIMILARITIES AND DIFFERENCES IN TEACHING PROFESSIONAL TERMINOLOGY IN ENGLISH: THE CASE OF RAILWAY SPECIALIZATION

In the context of globalization and the internationalization of engineering education, teaching professional terminology in English has become a critical component of vocational and higher education. Railway engineering, as a highly specialized technical field, requires precise terminological competence to ensure effective communication, safety, and professional performance. This article explores the similarities and differences in the process of teaching professional terminology in English within the railway specialization. Drawing on theoretical perspectives from English for Specific Purposes (ESP), applied linguistics, and engineering pedagogy, the study analyzes linguistic, pedagogical, and professional dimensions of terminological instruction. Using a qualitative theoretical approach, the paper identifies common features shared with general ESP instruction as well as field-specific challenges unique to railway education. The findings highlight that while the core principles of terminology teaching remain consistent, the railway context demands specialized content integration, safety-oriented precision, and interdisciplinary collaboration.

Hali tarjima qilinmagan