A NEEDS-DRIVEN METHODOLOGICAL FRAMEWORK FOR TEACHING ENGLISH FOR SPECIFIC PURPOSES TO UNIVERSITY STUDENTS IN HISTORY

Abstract

. The article addresses the methodological challenges of teaching English for Specific Purposes (ESP) to university students majoring in history within the context of contemporary higher education transformation. In the era of globalization, internationalization of science, and increasing academic mobility, English has become the dominant language of scholarly communication, which significantly affects the training requirements of future historians. However, traditional foreign language teaching approaches in many higher education institutions still focus primarily on general language competence and do not sufficiently reflect the discipline-specific academic and professional needs of history students. This mismatch often results in reduced motivation, limited applicability of acquired skills, and insufficient preparation for participation in international academic discourse. The purpose of this study is to develop and theoretically substantiate a needs-driven methodological framework for teaching ESP tailored specifically to history students. The study is based on a comprehensive analysis of pedagogical literature, ESP theory, and higher education practices, as well as the author’s teaching experience and elements of empirical observation. The proposed framework is grounded in the concept of needs analysis, which identifies the academic, professional, and communicative requirements of learners and integrates them into curriculum design, teaching strategies, and assessment methods. The article argues that the effective teaching of ESP for historians