ENHANCING PROFESSIONAL COMMUNICATIVE COMPETENCE IN ESPSTUDENTS: A PEDAGOGICAL PERSPECTIVE

Abstract

The rapid globalization of professional environments necessitates a paradigm shift in how English for Specific Purposes (ESP) is taught in higher education. Traditional ESP instruction often prioritizes linguistic accuracy over pragmatic effectiveness, leaving graduates underprepared for real-world workplace communication. This paper examines pedagogical strategies for systematically enhancing professional communicative competence (PCC) among ESP students. Drawing on genre theory, corpus linguistics, task-based learning, and formative assessment frameworks, the study proposes an integrated pedagogical model that aligns classroom practice with authentic professional discourse demands. The paper critically analyzes common instructional gaps, presents evidence-based teaching interventions, and outlines actionable implementation pathways for ESP educators. Findings emphasize that PCC development requires a move from decontextualized language drills toward discourse-driven, task-synchronous, and iteratively assessed learning experiences. The proposed pedagogical perspective offers a scalable framework for curriculum designers and language instructors aiming to produce globally competitive, workplace-ready graduates.