Developing economic linguoculture in higher education through project-based learning and interlingual interaction

Abstract

The article examines the theoretical and methodological foundations of developing the economic linguoculture in higher education in the context of integrating project-based learning and interlingual interaction into the educational process. The aim of the study is to analyse the specific features of developing students’ economic linguistic culture through the implementation of projectoriented activities and interlingual interaction. The content of key conceptual categories is clarified, in particular the notion of linguocultural competence, which is interpreted as a set of knowledge, representations, value orientations and communicative practices that ensure the individual’s effective functioning within foreign-language and intercultural economic discourse. It is demonstrated that its structural components comprise linguistic, cognitive, pragmatic and sociocultural dimensions, whose interaction determines the effectiveness of professional communication. The study substantiates the significance of core linguistic and cultural units, including terms, collocations, phraseological constructions and precedent texts, as carriers of nationally and culturally marked economic meanings, the acquisition of which contributes to the development of economic thinking and the formation of an integrated linguistic consciousness. The relevance of project-oriented analytical and research-based tasks is justified, particularly those involving contrastive, semantic and discursive analysis of English-language economic terminology, interpretation of the pragmatic orientations of utterances and identification of culturally conditioned differences in the conceptualisation of economic processes. The article highlights the potential of interdisciplinary integration, a multicultural approach and the use of authentic sources as means of enhancing foreign-language professional training. It is argued that the implementation of individual and group projects, case analysis, communicative situation modelling and the creation of students’ own professional products fosters the development of critical thinking, communicative flexibility, interlingual mediation skills and readiness for interaction within a globalised economic environment.