This study explores medical terminology acquisition through communicative activities in English for Specific Purposes (ESP) classrooms. A questionnaire-based pre-test was conducted with first-year medical students at Tashkent Medical Academy to examine learners’ interests, challenges, and initial knowledge of medical terminology. The findings reveal that communicative approaches support contextualized terminology learning, increase learner engagement, and contribute to the development of professional communication skills in medical English.

Medical terminology, communicative approach, English for Specific Purposes

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