INTEGRATED PEDAGOGICAL APPROACHES IN TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP) FOR PSYCHOLOGY STUDENTS: A FRAMEWORK FOR PROFESSIONAL COMMUNICATIVE COMPETENCE

Abstract

This study explores the integration of discipline-specific content into English language instruction for undergraduate psychology students. Teaching English for Specific Purposes (ESP) in the field of psychology requires a dual focus: the acquisition of complex terminological lexicons and the development of empathetic communication skills in a second language (L2). Through a mixed-methods research design involving 80 psychology students, this paper evaluates the efficacy of Content and Language Integrated Learning (CLIL) and Case-Based Learning (CBL). The results demonstrate that incorporating psychological case studies and simulated therapeutic dialogues significantly enhances both linguistic proficiency and professional readiness.