REVISING THE TEACHER'S ROLE TO IMPROVE ENGLISH INSTRUCTION IN PREPARATORY CLASSES

In the context of globalization and international economic integration, proficiency in economic terminology in English has become an essential component of professional competence for students of economics and related fields. Teaching economic terminology requires a specific methodological approach that integrates linguistic knowledge with subject-matter content. This article examines the peculiarities of teaching economic terminology in English, focusing on lexical complexity, contextualization, and communicative application.Grounded in English for Specific Purposes (ESP), Content and Language Integrated Learning (CLIL), and communicative language teaching theories, the study adopts a mixed-methods approach combining theoretical analysis, classroom observation, and pedagogical experimentation with university-level learners. The findings reveal that contextualized, task-based, and learner-centered instruction significantly enhances students’ comprehension, retention, and practical use of economic terminology. The study emphasizes the importance of integrating authentic materials and interactive tasks to ensure effective acquisition of economic vocabulary in English.