НАУКА И ОБРАЗОВАНИЕ: АКТУАЛЬНЫЕ ВОПРОСЫ, ДОСТИЖЕНИЯ И ИННОВАЦИИ В МЕДИЦИНЕ
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ТИББИЁТ ТАЛАБАЛАРГА ИНГЛИЗ ТИЛИНИ УРГАТИШ УЧУН АХАМИЯТЛИ
МАСЛАХАТЛАР
Набиева Жамила Рахмановна
E-mall: nabievajamilya@mail.com
Хулоса.
Еҳтиёжлар таҳлили аниқ мақсадлар учун инглиз тилининг тамал тоши
ҳисобланади (ЕСП). Еҳтиёжлар таҳлили тушунчаси ўн йиллар давомида турлича бўлган.
ЕСПНИНГ дастлабки босқичларида (1960-йиллар ва 1970-йиллар бошида) еҳтиёжлар таҳлили
ўқувчиларнинг коммуникатив еҳтиёжларини ва аниқ ўқув мақсадларига еришиш методларини
баҳолашдан иборат бўлди. Бугунги кунда еҳтиёжларни таҳлил қилиш вазифалари анча
мураккаб: ўрганувчилар ҳақида маълумот тўплаш ва Еспни ўрганишнинг мақсадли ҳолати ва
муҳитини белгилашга қаратилган.
Калит сўзлар:
инглиз тили; тиббиёт; еҳтиёжлар; компетенсия; ЕМП;ЕСП.
OЦЕНКА ПОТРЕБНОСТЕЙ ОБУЧАЮЩИХСЯ В ИЗУЧЕНИИ МЕДИЦИНСКОГО
АНГЛИЙСКОГО ЯЗЫКА
Набиева Жамила Рахмановна
E-mall: nabievajamilya@mail.com
Абстрактный.
Анализ потребностей считается краеугольным камнем английского языка
для конкретных целей (ESP). Концепция анализа потребностей менялась на протяжении
десятилетий. На начальных этапах ESP( 1960-е и начало 1970-х годов) анализ потребностей
состоял в оценке коммуникативных потребностей учащихся и методов достижения конкретных
целей обучения. В настоящее время задачи анализа потребностей гораздо сложнее: он направлен
на сбор информации об обучающихся и определение целевой ситуации и среды изучения ESP.
Ключевые слова:
английский язык; медицина; потребности; компетентность; EMP;ESP.
NEEDS ANALYSIS IN TEACHING MEDICAL ENGLISH
Nabiyeva Jamila Rahmanovna
E-mall: nabievajamilya@mail.com
Abstract.
Needs analysis is considered the cornerstone of English for Specific Purposes (ESP).
The concept of Needs analysis has been different along the decades. At the initial stages of ESP(
the 1960s and early 1970s), needs analysis consisted in assessing the communicative needs of the
learners and the techniques of achieving specific teaching objectives. Nowadays, the tasks of needs
analysis is much more complex: it aims at collecting information about the learners and at defining
the target situation and environment of studying ESP.
Key words:
English; medicine; needs; competence; EMP;ESP.
When we say “Medical English “we mean English language for specific ( medical ) professionals
. When teaching it we work with specific learners ,with specific needs to learn the language so the
question of those NEEDS analysis is the cornerstone of the thesis. The concept of Needs analysis has
been different along the years that consisted in assessing the communicative needs of the learners
and the techniques of achieving specific teaching objectives. Nowadays, the tasks of needs analysis
is much more complex: it aims at collecting information about the learners and at defining the target
situation and environment of studying specific language, for example medical one.
Medical English is highly technical and contextually based on some situation . In workplace
doctors use technical and academic language so, they hardly focus on proper sentence structure.
That’s why we concentrate the grammar in its contextual approach.
НАУКА И ОБРАЗОВАНИЕ: АКТУАЛЬНЫЕ ВОПРОСЫ, ДОСТИЖЕНИЯ И ИННОВАЦИИ В МЕДИЦИНЕ
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Medical English is the advanced English, thus it cannot be taught as the same method of fundamental
English language teaching.[1]
The aim of EMP ( English for medical Purposes ) learning is not to learn primary grammar and
structure but to learn use of language for social and career relations .EMP courses should be designed
accordingly to learner’s needs and purposes : who the medical learners can be and what their purposes
are . Though, English language course should enhance the communicative effectiveness of EMP
learners. It is based on instructional methodologies like content-based and problem-based learning.
For the purpose of real life communication in classroom we use GTM, CLT,CLIL, ALM, TPR
which are found to be effective in developing linguistic, socio-linguistic , pragmatic and strategic
competences in students :
Linguistic competence: Black box, Odd 1 out , Find someone who, Fill in gaps , True-False,
Categorizing, Tic-Tac-Toe, Line-up, Mind mapping, Bingo game, Making charts, Venn’s diagram,
Brainstorming, Hot potato, etc.
Socio-linguistic competence: Listening to a true story, a conversation , Reading a story, ads, writing
letters, Case study Problem recognition, Role plays, watching a video ,etc. Pragmatic competence:
Role play, watching a video, listening to a conversation, reading a story or lines from conversations
,etc.
Strategic competence: Miming, Say in one word ,Giving definitions , Descriptions. etc. Working
with such kind of technologies you make your classes more student –centered , so more effective
.[2,3]
Traditional methods like grammar translation method and vocabulary teaching method have also
been used. The curriculum of medical English course should be based on medical English rather than
rules and structure of English language.
Doctors use English when writing letters or articles , speaking at the conferences or on the phone
or to the patient taking a history , examining a patient .Medical students gather a large amount of
medical knowledge and skills in their medical education. The purpose of learning English at this level
is for the use of language in their medical studies
.[4]
Bringing authentic materials into classrooms is important because they provide exposure to real-
world language use. Since the language classroom is intended as the preparation for survival in the
real world, the purpose of the learning should be the same as they are in a real life. One way to
simulate the real world in the classroom has been to use authentic materials to expose students to the
language. Exposure will help them to acquire an effective competence and to eliminate the barrier
between the classroom knowledge and their participation in the real world. [5]For this purpose role-
plays, mingle activities simulations are very popular in our classes. To sum up the main idea of the
thesis we would like to generalize the role of needs analysis, particularly in EMP classes in Medical
universities of Uzbekistan . It is proved by the experience that students learn more in classrooms
with highly dedicated and motivated both teachers and students.
Among positive parameters promoting success in learning languages, the most essential one
is teachers’ awareness of
learners’ wants
. Therefore, student’s needs analysis is like a bridge to
successful learning. By performing a critical needs analysis, teachers should discover learners’
personal expectations about the course so that to predict whether the course suits his or her future
professional aspects (skills ) for example in medicine : talking to the patient , making presentations
at international conferences , writing an article or a medical history of the patient, talking on the
phone.
References:
1. DUDLEY-EVANS, T. & ST. JOHN, M. J. (2008) – Developments in English for Specific
Purposes: A multi-disciplinary approach, Cambridge: Cambridge University Press, 320 p.
2. HUTCHINSON, T., WALTERS, A. (2012) - English for Specific Purposes: A learner-
centered approach, Cambridge University Press, 183 p.
3. HYLAND, K. (2006) – English for Academic Purposes. An advanced resource book. Routledge,
Taylor and Francis Group, 35 p.
4. SMOAK, R. (2003) – What is English for Specific Purposes?, English Teaching Forum, 41:2,
22-27. pp.
5. Bocanegra ,A., Evaluating and designing materials for the ESP classroom., English for Specific
Purposes, New York,NY2010, 156-170 pp.
