Teaching Dental Terminology in Context: An ESP-Based Approach

Abstract

This article explores the effectiveness of teaching dental terminology in context through an English for Specific Purposes (ESP) approach. In non-English-speaking medical universities, dental students often face difficulties in understanding and using professional terminology accurately in clinical communication. Traditional vocabulary memorization methods are insufficient for developing communicative competence. Therefore, this study proposes a context-based ESP model integrating authentic clinical cases, role-play activities, and task-based exercises into English lessons. The research is based on classroom observation, needs analysis, and experimental teaching conducted with dentistry students. The findings demonstrate that contextualized instruction significantly improves students’ retention of dental terms, professional speaking skills, and confidence in doctor-patient communication. The article highlights the pedagogical value of integrating subject-specific content with language instruction and emphasizes the role of interactive and practice-oriented methods in professional language development. The proposed approach contributes to enhancing the quality of English language teaching in dental education.