DEVELOPING FUNCTIONAL COMMUNICATIVE COMPETENCE IN ESP INSTRUCTION FOR LANDSCAPE ARCHITECTURE STUDENTS: APPLICATION OF TBL AND PBL ACTIVITIES

Abstract

The paper examines approaches to fostering functional communicative competence in English for Specific Purposes (ESP) among Landscape Architecture students. Functional communicative competence is here defined as the ability to employ language appropriately in professional contexts, combining accurate use of terminology with the ability to describe problems, explain processes, and propose solutions. The study is based on a qualitative analysis of speaking tasks from the course English Language II at the Faculty of Forestry, University of Belgrade, with particular emphasis on the application of Task-Based Learning (TBL) and Project-Based Learning (PBL). The analysis demonstrates that TBL activities, such as compiling a plant species catalogue, and PBL tasks, such as evaluating the condition of a public park, support the acquisition of discipline-specific vocabulary while encouraging teamwork, critical thinking, and the development of presentation skills. These activities connect linguistic practice with authentic content, thereby enabling a more functional use of English. Although challenges were observed, including the differences in students’ proficiency levels and the time required for complex tasks, the findings confirm that well-structured TBL and PBL activities substantially contribute to communicative competence. Pedagogical recommendations emphasise the importance of thorough pre-task preparation, integration of digital tools, differentiation according to proficiency levels, and the provision of continuous feedback. Taken together, these measures can enhance the effectiveness of ESP instruction and prepare students for professional communication in the field of landscape architecture.