THE PEDAGOGICAL POTENTIAL OF ECONOMIC TERMS: THE “TERM–CONCEPT–SPEECH” UNITY
Keywords:
economic terminology, pedagogical potential, term–concept–speech, professional communication, definition, context, collocations, communicative competence.Abstract
This article explores the pedagogical potential of economic terms through the concept of the “term–concept–speech” unity. Economic terms are analyzed as cognitive anchors for professional thinking, semantic tools for precise acquisition of economic categories, and discourse resources for developing students’ professional communication. The study highlights key didactic functions of terminology, including concept structuring, strengthening argumentation, accurate interpretation of economic texts (reports, analytical briefs, contracts, presentations), and precise meaning-making in communicative settings (negotiations, debates, pitching). The paper proposes a practical teaching algorithm that combines definitional work, contextualization, collocation training, pragmatic appropriateness, and reflection, thereby supporting systematic development of communicative competence.
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