Concepts, Principles, and Methods of Teaching Agro-Terminology for Enhancing Oral Competence of Agricultural Students: Global Experience

This study examines the pedagogical foundations of teaching agro-terminology in higher agricultural education with the aim of enhancing students’ oral competence. In the context of globalization and international agricultural cooperation, the ability to use professional terminology effectively in oral communication has become an essential component of professional competence. The research analyzes theoretical concepts, pedagogical principles, and internationally recognized teaching methods used for developing agro-terminology among agricultural students. The study is based on a theoretical review of literature in English for Specific Purposes (ESP), communicative language teaching, task-based learning, and content-based instruction. The findings indicate that effective agro-terminology instruction requires integration of language and disciplinary content, authentic learning tasks, and collaborative communication activities. Modern approaches such as project-based learning, case studies, role-playing simulations, and digital technologies provide meaningful contexts for practicing professional vocabulary. The study concludes that an integrated pedagogical model combining communicative interaction, content-based instruction, and performance-based assessment significantly improves students’ oral competence and prepares them for participation in global agricultural communication.