A typology of exercises for forming professional communicative competence in English for chemistry students

The purpose of this study is to justify the feasibility of elaborating a typology of exercises based on digital educational resources, adapted to the specifics of teaching English to chemistry students and aimed at forming professional foreign language communicative competence. The article analyzes modern requirements for graduates of chemistry specialties and highlights the distinctive characteristics of foreign language training for chemistry students compared to students of other specialties. The scientific novelty of the research lies in the fact that it identifies a type of exercise for teaching a foreign language to chemistry students, such as productive-creative exercises, and that digital educational resources and artificial intelligence-based platforms are integrated into the development of tasks for the formation of foreign language professional communicative competence in chemistry students. The study found that the developed typology of tasks ensures the effectiveness of teaching foreign languages to chemistry students and increases their engagement in the educational process. Exercises within the proposed author’s typology allow students to solve communicative-problem tasks similar to those they will encounter in real life, and the use of digital educational resources provides access to relevant materials and significantly increases student motivation.