Abstract
This article examines the impact of scientific discourse on shaping the professional speech culture of future philologist-teachers by considering its role as a specialized, semantically rich language that fosters essential communication skills. The research goal was to reveal the main characteristics of oral and written scientific discourse facilitating professional speech culture and empirically investigate the effectiveness of teaching students these discourse conventions in improving academic speaking and writing skills. The research methodology was a theoretical, descriptive, and comparative analysis of scientific discourse, as well as a pre-test/post-test experimental design with a control group in the Professional Speech Culture course with a total of 40 students: 20 in the control group and 20 in the experimental group. The students were required to produce an abstract-style written discourse piece and an oral mini-report before and after instruction in both groups. The students’ performance was rated using an analytic rubric on six criteria: terminology, organization, clarity/precision, argumentation, academic register, referencing/intertextuality. The results revealed that discourse instruction has a greater and more consistent impact on students’ improvement than regular instruction, especially in clarity/precision, academic register, referencing/intertextuality. Overall, students’ mastery of oral and written scientific discourse helps them achieve clarity, precision, and argumentation in communication, which are essential in professional communication, and provides guidelines for improving academic training for future philologist-teachers. Keywords: professional speech culture, scientific discourse, academic discourse, future philologist-teachers, scientific communication.