EVOLUTION OF THE CONCEPT OF LANGUAGE FOR SPECIFIC PURPOSES (LSP) IN THE METHODOLOGY OF TEACHING INTERNATIONAL STUDENTS IN HIGHER MEDICAL EDUCATION: A COMPARATIVE DIMENSION

Abstract

The article presents a comparative-historical analysis of the evolution of the concept of professional language (Language for Specific Purposes, LSP) in the methodology of teaching international students in higher medical education, from the second half of the twentieth century to the present day. The relevance of the study is due to the need for a theoretical rethinking of the LSP concept in Ukrainian linguistic didactics of medical education in the context of the internationalization of higher medical schools, the growth of academic mobility and the formation of a global market for professional linguistic and medical training. Based on the analysis of contemporary research on English for Medical Purposes (EMP), medical discourse, and the training of international medical students within the English-speaking, German-speaking, West Slavic, and Ukrainian educational spaces, four periods in the evolution of the concept are distinguished: functional-stylistic, communicativeactivity, genre-discursive, digital-integrative. For each period, the understanding of medical professional language, leading methodological principles and typical forms of educational activities with foreign students of medical specialties are characterized A comparative analysis of the implementation of these methodological paradigms in four educational traditions of training foreign medical students was carried out: the paradigm of English for medical purposes (EMP), the German model of professional medical language (Fachsprache Medizin) with a mandatory professional language exam (Fachsprachprüfung), the West Slavic traditions of professional language training for applicants of higher medical education (Poland, the Czech Republic, Slovakia) and the Ukrainian tradition of teaching professional language to foreign students of medical institutions of higher education. Typological differences in the interpretation of medical professional language, the ratio of linguistic and clinical components, and models of integration with professional medical disciplines were identified. A generalization of trends relevant for the further development of the methodology of teaching professional language to foreign medical students in Ukraine is proposed