Theoretical and Methodological Foundations of the Communicative Approach in Teaching English in Medical Universities

Abstract

In the context of globalization, proficiency in English has become increasingly important for medical professionals. English serves as the primary medium of international scientific communication, medical research, and professional interaction. This article provides a comprehensive analysis of the current challenges in teaching English in medical higher education institutions and examines the theoretical and methodological foundations of the communicative approach as an effective means of addressing these issues. The leading role of English in scientific communication and professional practice is substantiated. The study explores the essence of the communicative approach, its connection with the concept of communicative competence, and its structural components, including grammatical, discourse, sociocultural, and strategic competences. Particular attention is paid to the key principles of communicative language teaching, such as the use of authentic materials, learner-centered instruction, and the integration of all language skills. The article also highlights the specific features of teaching medical English within the framework of English for Specific Purposes (ESP). Furthermore, it analyzes existing methodological challenges in teaching English in medical universities in Uzbekistan. The findings justify the need to integrate the communicative approach, ESP methodology, and task-based learning technologies to enhance students’ professional communicative competence.