Methodological implementation of controversial cases in English-language scientific discourse in professional education

the article is devoted to the study of methodological approaches to teaching when working with controversial terminological units in English-language scientific discourse within professional education. The aim of the research is to develop effective methods for helping students master the features of English-language scientific discourse and to improve the quality of training professionals who possess the skills to use scientific terminology accurately. The study analyzes various approaches to exploring terminological variation and the complexity of English terms, identifying the most common difficulties faced by Russian-speaking students in perceiving and reproducing specialized terminology. Practical recommendations are proposed for organizing educational activities aimed at overcoming these difficulties and developing stable skills in the correct use of terminological units in academic writing and presentations. Special attention is given to the development of teaching methodological complexes, including exercises on comparison, interpretation, and synthesis of terminological material, as well as thematic case studies that enable students to actively apply their knowledge in real-life professional communication situations. The findings can be implemented in the educational process at universities and research centers involved in training highly qualified specialists for international labor markets and global collaboration. The practical significance of the study lies in creating a toolkit that ensures deep understanding and accurate use of terminological units in English-language scientific discourse, thereby enhancing the competitiveness of Russian professionals on the international stage.

English-language scientific discourse, terminological units, methodological recommendations, professional education