Working with Methodological Terminology in English-Language Publications: Principles and Recommendations

The subject of the study is methodological terminology in contemporary English-language publications on English language teaching. Particular attention is paid to the ambiguity of term interpretations in methodology (Communicative Approach, Task-Based Learning, the notions of acquisition and learning in Stephen Krashen's theory), the differences in the usage of terms in British and American English (EFL, ESL/ESOL), the emergence of new concepts related to innovation and digitalization in education (gamification, flipped classroom, blended learning), and the challenges faced by novice teachers and students in understanding this terminology. The relevance of the study is determined by the global transformations of the Russian educational system, initially related to participation in the Bologna Process and later linked to the search for an effective innovative system of domestic education. This process has been accompanied by the integration of the achievements of Western methodology into the field of Russian education, particularly in teaching English. Additionally, this has been associated with a growing volume of methodological literature in English, the ambiguity of term interpretations, and the necessity of standardizing the terminology apparatus to enhance the effectiveness of professional communication. The method and methodology of the study are based on a comprehensive approach and include several complementary methods. First and foremost, an analysis of English-language methodological publications has been conducted. A comparative analysis of term interpretations in British and American English has been performed. The novelty of the research lies in the comprehensive systematization of the problems of terminological ambiguity, the identification of regional differences in term usage, and the analysis of the impact of digitalization on the expansion of methodological terminology. Based on the work conducted, key principles for working with terminology have been formulated, and recommendations for various target groups have been developed. The findings of the study confirm that the systematization and standardization of methodological terminology significantly enhance the accuracy of professional communication and the quality of English language teaching, while the developed principles and recommendations will help identify key challenges, overcome terminological ambiguity, and reduce the cognitive load on teachers and students. The implementation of the proposed solutions contributes to the uniformity of the terminology apparatus, improves the perception of methodological materials, and ultimately increases the effectiveness of English language learning and professional communication.