The development of domain-specific collocational competence has become a priority objective in English language teaching within higher education. Professional communication requires not only lexical knowledge but also the ability to combine words appropriately according to disciplinary norms and discourse conventions. This article examines the conceptual foundations of collocational competence, its structural components, and its methodological significance in the formation of professional communicative competence. The study synthesizes theoretical perspectives from Western and CIS linguodidactic traditions and analyzes corpus-based pedagogical technologies as an effective tool for enhancing collocational awareness and usage. Special attention is given to the role of authentic language data, lexical bundles, register variation, and Data-Driven Learning (DDL) approaches in professional language training. The findings indicate that systematic integration of corpus resources into English language instruction strengthens students’ ability to recognize, interpret, and produce domain-specific collocations in both oral and written communication. The article concludes that corpus-based technologies provide an empirically grounded and pedagogically sustainable framework for developing professional discourse competence in higher education.