Teaching Russian For Specific Purposes In Agrarian Higher Education: A Competency-Based Imrad Model For Terminological, Mediational, And Digital Communication

Abstract

The growing technologization of agriculture, the expansion of transnational knowledge networks, and the persistence of Russian as a language of professional exchange across a large part of Eurasia make language training in agrarian universities a strategic rather than auxiliary domain of higher education. In the conditions of Uzbekistan, and especially in institutions oriented toward scientific modernization, sustainable food systems, and international academic cooperation, the teaching of Russian cannot remain confined to general grammar, literary reading, or decontextualized conversational practice. It must be reorganized as a professionally targeted system that enables students to work with disciplinary terminology, understand instructions and standards, interpret agronomic, veterinary, engineering, and economic texts, participate in expert dialogue, and mediate meaning across languages, registers, and digital environments