COGNITIVE-BASED ESP INSTRUCTION IN OIL AND GAS ENGINEERING THROUGH A NEUROSCIENTIFIC APPROACH

This study explores how psycholinguistic and neuroscientific principles can enhance ESP instruction for oil and gas engineering students, particularly in Uzbekistan and Central Asia. By integrating multi-modal learning, cognitive load management, and problem-based learning (PBL), the research demonstrates significant improvements in technical vocabulary retention, processing efficiency, and professional communication fluency. The findings suggest that ESP instruction should align with cognitive science and industry needs, ensuring that students develop both linguistic competence and real-world problem-solving skills for success in global engineering fields.