According to the English for Specific Purposes (ESP) Curriculum the aim of learning is developing not a separate set of language tools but an integrated system of skills in order to be used in situational and professional communication [1, p. 5].In order to achieve the main aim, an appropriate level of ESP competence is developed, consisting of foreign language knowledge, language, communicative skills as well as general technical skills.As a result, learning as a model of real communication diminishes the language tool set in order to satisfy the certain students' needs. Authentic teaching materials are also supposed to be used to provide the professionally focused communication under the conditions of intercultural communication [2, p. 7].Mentioned above language knowledge, skills to use a set of lexical, grammatical tools builds up the premise for further self-work with ESP corresponding to educational challenges and harmonic unity of learning and future professional activities.Thus commutative situations that are typical for professional domain encourage students to use ESP in class and make the learning process as close as possible to natural professional communication.Relatively, ESP competence is considered to be a complex personal issue, developed during the language learning and consisting of linguistic,
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