This study investigates the effectiveness of translating professional texts as a pedagogical strategy for developing lexical competence among university students specializing in English for Specific Purposes (ESP). Lexical competence, encompassing vocabulary breadth, depth, collocations, and productive use, is a cornerstone of communicative proficiency in professional contexts. An experimental design involving 60 students from technical and medical faculties in Tashkent, Uzbekistan, was employed. Participants in the experimental group engaged in structured translation tasks using authentic professional texts (e.g., medical reports, technical manuals, and legal documents) over a 12-week period, while the control group followed traditional vocabulary instruction. Pre- and post-tests measured lexical size, depth of knowledge, and translation accuracy. Results demonstrated a statistically significant improvement in the experimental group’s lexical competence (p < 0.01), particularly in collocation mastery and contextual word usage. The findings highlight translation as a dynamic bridge between receptive and productive lexical skills, supporting the integration of professional translation into ESP curricula. Implications for language teaching in non-English-dominant contexts are discussed, emphasizing cultural and linguistic adaptation.

lexical competence, professional text translation, ESP vocabulary development, collocations, experimental study, Uzbek higher education, translation pedagogy

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