DEVELOPING SOCIOCULTURAL COMPETENCE OF MEDICAL STUDENTS THROUGH ENGLISH FOR SPECIFIC PURPOSES: A THEORETICAL FRAMEWORK

Abstract

This article examines the theoretical foundations of developing the sociocultural competence of medical students through English for Specific Purposes as a key component of contemporary competency-based medical education. The relevance of the study is determined by the globalization of healthcare systems, the expansion of international professional collaboration, increasing academic mobility, and the growing need to prepare healthcare professionals capable of effective intercultural communication in diverse clinical settings. The study aims to provide a theoretical justification for the content, structure, and psychological and pedagogical foundations of developing sociocultural competence of medical students through English for Specific Purposes. The research employs methods of theoretical analysis, comparison, synthesis, systematization, and interpretation of contemporary Ukrainian and international scholarly literature on foreign language professional education, intercultural communication, English for Specific Purposes, and medical education. The article analyses contemporary approaches to defining sociocultural competence and demonstrates its integrative nature as a fundamental component of the professional foreign-language communicative competence of medical students. It substantiates the significance of cultural studies competence, linguo-sociocultural competence, professional background knowledge, and non-equivalent and background medical vocabulary for ensuring effective intercultural interaction in clinical practice. Furthermore, the study confirms the pedagogical value of sociocultural commentary, concept mapping, authentic clinical scenarios, problem-based, case-based, and context-based learning as effective instructional approaches for developing the intercultural professional communicative competence of medical students. The findings demonstrate that integrating the sociocultural component into the English for Specific Purposes curriculum promotes the development of professional thinking, cultural sensitivity, empathy, patient-centred communication skills, and readiness for professional practice in an international healthcare environment. The proposed theoretical framework contributes to the advancement of competency-based medical education by providing a comprehensive foundation for integrating linguistic, professional, and sociocultural dimensions into the training of medical students.