Abstract
The phased transition to trilingual education in secondary schools in Kazakhstan led to the need to undertake professionally oriented foreign language teaching, as well as updating curricula and learning materials through the integration of subject content with language learning. The effectiveness of studying comprehensive subjects depends on proficiency in subject-specific target terminology. The article mainly focuses on the principles of implementing linguodidactic approaches in the pre-professional level learners` specialized vocabulary formation, providing insights for teachers according to terminology teaching. This paper presents a short theoretical overview and practical research observations in the field of specialized vocabulary instruction to students. The purpose of the study is to identify an effective implementation practice of linguodidactic approaches in the content of specific lexical acquisition by pre-professional level students of the comprehensive subjects (Physics, Biology, Chemistry, IT/ Computer Science) taught in English. The study uses methods of observation, monitoring, and comparative analysis, as well as literary analysis of secondary education and its pre-professional level requirements in Kazakhstan and ESP methodology of teaching. The article formulates methodological recommendations for effective pre-professional classroom management as an efficient realization of linguodidactic approaches in terminological vocabulary teaching in the target (English) language.