Формування іншомовної професійної компетентності майбутніх фахівців у галузі будівельної інженерії: сутність, підходи та освітні практики

Abstract

The review article substantiates the essence of foreignlanguage professional competence of future specialists in construction engineering as an integrative construct combining cognitive, communicative, professional-activity, and motivational components. Its role is emphasized as a factor of personal and professional development that ensures the ability to effectively use a foreign language (primarily English) to solve specialized tasks, access international professional discourse, participate in joint projects, and enhance competitiveness in the global labor market. The article analyzes modern scientific approaches to developing foreign-language professional competence in the context of international experience in teaching English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL). The effectiveness of implementing competence-based, communicativeactivity, integrated, cultural, and project-based approaches in higher education is substantiated. The importance of using authentic materials (technical documentation, drawings, international standards, English-language reports), role-plays, simulation tasks, interdisciplinary projects, and electronic resources to develop professionally relevant language skills is highlighted. Examples of interdisciplinary integration in teaching professional subjects (structural mechanics, building design, geotechnics) with English language instruction are considered, fostering the ability to apply professional vocabulary in real-world industrial settings. The need to account for cultural aspects of international professional communication to prevent intercultural misunderstandings and improve cooperation with foreign partners is stressed. Prospects for further research are outlined, including the development of specialized methodological materials for ESP courses in construction, the creation of electronic learning resources based on authentic content, the modeling of interdisciplinary integration, and the formation of intercultural competence in distance learning environments.