Linguodidactic Criteria For Selecting A Minimum Of English Terminology For Students Of Non-Philological Educational Programmes

Abstract

In this article, the linguodidactic criteria that should be used to select an English terminological minimum for students who are enrolled in educational programs that are not related to philology are discussed. In this study, theoretical approaches to terminology selection in English for Specific Purposes (ESP) are analysed, and the viewpoints of prominent academics are summarised. Following the completion of the analysis, a set of criteria that includes linguistic, didactic, and methodological aspects is proposed. The linguistic requirements include things like systematicity, authenticity, and the frequency of usage; the didactic criteria include things like communicative value, compliance with the Common European Framework of Reference for Languages (CEFR), and professional relevance; and the methodological criteria center on progression, integration, practical orientation, and replication. By providing a scientific basis for selecting terminology that contributes to the development of students' professional communicative ability and improves the efficacy of ESP education, the criteria that have been given offer a scientific basis for its selection.