DEVELOPING GENERAL AND PROFESSIONAL COMMUNICATIVE COMPETENCIES COHERENTLY IN LANGUAGE TEXTBOOKS FOR NON-PHILOLOGICAL PROGRAMS

Abstract

This article examines how language textbooks for non-philological university programs can support the coherent development of general and professional communicative competencies. In the higher education context of Uzbekistan, students need language resources that connect everyday interaction, academic participation, and communication within their future professions. The article adopts a conceptual and methodological approach to textbook design rather than reporting an empirical intervention. It considers how learning outcomes, thematic progression, communicative tasks, language support, and assessment criteria can establish meaningful connections between general language learning and professional applications. Particular attention is given to the gradual transition from familiar communicative situations to discipline-related activities, including explaining procedures, discussing evidence, collaborating on projects, and presenting recommendations. The proposed approach treats professional communication as an extension and contextual adaptation of broader communicative abilities. It also addresses differences in students’ language proficiency, disciplinary knowledge, and learning needs. The article offers a framework for evaluating textbook coherence and developing materials that combine linguistic accessibility with professional relevance. Its central argument is that integrated task sequences and aligned assessment can provide a principled basis for connecting general and professional communication, while their educational effectiveness requires subsequent empirical investigation.