IMPROVING THE METHODOLOGY OF TEACHING FIELD-SPECIFIC VOCABULARY TO ENHANCE COMMUNICATIVE COMPETENCE OF FUTURE OFFICERS

This study investigates methodological approaches to improving the teaching of field-specific vocabulary in order to enhance the communicative competence of future military officers in English language instruction. In modern military education, effective professional communication is essential for operational coordination, international cooperation, and participation in multinational missions. However, traditional vocabulary instruction often emphasizes memorization rather than functional and communicative use. The research adopts a quasi-experimental mixed-methods design conducted over a twelve-week English for Specific Purposes (ESP) course at a military higher education institution. Sixty cadets were divided into an experimental group and a control group. The experimental group received instruction based on communicative-task methodology, situational simulations, and discourse-based vocabulary integration, while the control group was taught through traditional translation and definition-based methods. Quantitative measures included vocabulary retention tests, role-play performance scores, and communicative interaction assessments. Qualitative analysis examined discourse fluency, pragmatic appropriateness, and professional terminology usage in simulated operational contexts. The results indicate that cadets exposed to communicative and context-based vocabulary instruction demonstrated significantly higher levels of lexical retention, interactive fluency, and professional communicative confidence. The study concludes that methodological refinement in teaching field-specific vocabulary—emphasizing contextualization, task-based interaction, and scenario-based communication—can substantially enhance the communicative competence of future officers.