METHODS OF TEACHING ENGLISH TO MEDICAL STUDENTS

Abstract

English proficiency is increasingly important for medical students because contemporary medical education depends on international research, evidencebased guidelines, professional collaboration, and communication across linguistic and cultural boundaries. However, teaching English to medical students differs from teaching general English: learners need language that supports academic study and future clinical work. This article discusses major approaches to English for Medical Purposes (EMP), including needs analysis, communicative language teaching, taskbased learning, case-based learning, problem-based learning, role-play and simulation, content-based instruction, genre-based writing, vocabulary development, and technology-enhanced learning. It argues that no single method is sufficient for all learning outcomes. Effective instruction combines explicit language teaching with meaningful professional tasks, structured feedback, and assessment aligned with real communication demands.