TEACHING ENGLISH FOR ECONOMIC PURPOSES TO STUDENTS WITH A LOW INITIAL LEVEL OF ENGLISH PROFICIENCY

Abstract

The article addresses the problem of teaching English for Economic Purposes to students who start their studies with a low initial level of English proficiency. The relevance of the topic is determined by the contradiction between requirements for the language training of economists and the actual foreign-language competence of applicants. In today’s academic and professional environment, economics students are expected to work with English-language analytical materials, business communication, digital platforms, professional texts, statistical data, presentations, and information resources. At the same time, a low initial level, limited vocabulary, insufficiently developed reading, listening, speaking and writing skills, as well as language anxiety and fear of mistakes significantly complicate learning the course of English for professional purposes. The purpose of the article is to justify the didactic foundations and the instructional model of teaching English for economic purposes to students with a low initial knowledge level. The study employs theoretical methods, including analysis and synthesis of literature, comparison, generalization, and pedagogical modelling. Based on the analysis of current research on English for Specific Purposes, differentiated instruction, collaborative learning, guided writing, and digital educational resources, the paper identifies the major difficulties characteristic of this category of students and formulates the key principles of course design. The effective instruction should rely on accessibility, professional relevance, integration of basic language with disciplinary content, formative assessment, and a psychologically safe communicative environment. The article proposes a model that includes a diagnostic stage, mastering basic language competence, gradual introduction of economics-related vocabulary, the use of adapted professional texts, and systematic assessment of individual progress. An English course for economic purposes aimed at low-level students should not be simplified: it must gradually prepare students for professional foreign-language communication. The practical value of the article lies in the possibility of using the proposed approaches while designing syllabi, modules, and classroom activities for economics students with insufficient initial English proficiency.