THE EFFECTIVENESS OF SITUATIONAL TEACHING TECHNOLOGY IN OVERCOMING THE "LANGUAGE BARRIER" AND ENHANCING PROFESSIONAL COMMUNICATIVE COMPETENCE AMONG ENGINEERING STUDENTS

this study explores the linguodidactic barriers that emerge in the process of developing professional communicative competence among engineering students and examines practical mechanisms for overcoming them. At the center of the research lies scenario-based learning, analyzed as an effective pedagogical instrument that harmonizes engineering thinking with active verbal engagement. Particular attention is given to optimizing cognitive load and employing authentic professional scenarios as a means of dismantling the psychological “language barrier” frequently experienced by technical students. The paper substantiates the didactic potential of the scenario-based model in fostering students’ ability to analyze problem situations, articulate technical reasoning, and make informed decisions in English within a professional context. The findings demonstrate that structured immersion in realistic communicative tasks significantly enhances both confidence and discursive fluency. The results contribute to strengthening the methodological foundation of English for Specific Purposes (ESP) courses in higher technical education institutions.