ESP Approach in Geology Education: From Linguistic Universality to Professional Specification

Introduction: Against the backdrop of increasing globalization and the transnational nature of the geological profession, foreign language proficiency has become a key prerequisite for professional mobility, participation in international projects, and access to up-to-date scientific knowledge. However, the content of language courses offered in Russian universities often fails to align with the specific professional needs of future geologists. This misalignment between educational preparation and professional expectations calls for empirical investigation.

Purpose: To identify the linguistic needs, preferences, and genre-related deficits of geology students in Russian universities, and to assess the degree to which current language courses meet their professional communication demands.

Materials and Methods: This study employed a mixed-methods design combining quantitative and qualitative approaches. A structured questionnaire was administered to 150 third- and fourth-year geology students from three major Russian universities (RUDN University, Lomonosov Moscow State University, and the Russian State Geological Prospecting University). Participants were deliberately selected based on the absence of prior training in academic writing or scientific communication. The questionnaire included scaled, open-ended, and semi-open questions aimed at identifying CEFR-level self-assessments, preferred languages, perceived importance of various language activities, and genre-specific difficulties. Additionally, 15 semi-structured interviews were conducted to deepen the findings. Survey data were analyzed statistically, while interview transcripts were thematically coded (Braun & Clarke, 2006).

Results: Findings indicate that English is overwhelmingly perceived as the primary language for professional communication (97%), especially in relation to reading scientific literature, writing reports, and engaging in international collaborations. The most frequently reported skill deficits concern academic reading and professional writing. Only 11% of students believe that their current language courses fully address their professional needs, while over 30% rate them as inadequate. Interview data confirmed limited genre competence and highlighted a strong demand for more professionally immersive language instruction. Students also expressed high motivation to develop their linguistic proficiency and emphasized the importance of practice-oriented language learning.

Conclusion: The results point to an urgent need to restructure foreign language education for geology students in favor of ESP-oriented programs tailored to disciplinary specifics. Core directions for modernization should include genre-based instruction, a balanced focus on written and oral professional communication, and interdisciplinary collaboration between language instructors and subject-matter experts. The findings may inform the development of applied teaching modules and serve as a foundation for revising foreign language curricula in technical and natural science programs.

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