MODELLING ENGINEERING BRIEFINGS AND DEFECT ANALYSIS AS A PEDAGOGICAL TOOL FOR TEACHING ENGLISH FOR SPECIFIC PURPOSES

The article presents a theoretical justification and methodological modelling of engineering briefings and defect analysis as pedagogical tools for teaching English for Specific Purposes (ESP) to engineering students.The relevance of the study is determined by the growing importance of oral professional communication in contemporary engineering practice and the need to bridge the gap between traditional ESP instruction and the communicative demands of the engineering workplace.Particular attention is given to such professional genres as engineering briefings and defect analysis, which play a crucial role in production processes, teamwork, and technical decision-making.The paper examines communicative and genre-based approaches to ESP teaching within the context of engineering education and identifies the didactic potential of role-plays and simulations as means of integrating linguistic and professional training.This focus can encourage educators and researchers to see their work as contributing to meaningful professional development.It is argued that simulated professional interaction creates favourable conditions for the development of professionally relevant communicative skills, including the ability to articulate technical judgments, participate in collaborative problem-solving, and make decisions under conditions of uncertainty and time constraints.Special emphasis is placed on discourse analysis in simulated professional situations, which allows students' speech to be viewed not merely as an object of linguistic correction but as a tool of engineering thinking.The study proposes methodological models of role-based simulations for engineering briefings and defect analysis that reflect the logic of real workplace communication, incorporate problem-based interaction, and include a reflective component.It is demonstrated that the implementation of these models contributes to the development of professional communicative competence, critical thinking, and learner motivation, as well as to students' awareness of the social responsibility inherent in engineering communication.Highlighting this societal aspect can motivate educators and researchers to see their work as vital to responsible engineering practice.The findings of the study have both theoretical and practical implications for improving ESP teaching methodologies in higher technical education.