Volume 05 Issue 10-2024
23
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
23-28
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The English for Specific Purposes (ESP) course plays an important role in professionally oriented foreign language
learning. The main reason for studying all the ESP (English for Specific Purpposes) programs listed below is to
emphasize increasing their effectiveness through experiments conducted in various professional fields: 1. the ESP
program requires a unique teaching methodology, 2. clear definition of professional needs, 3. the application of
acquired knowledge in practice, 4. it is necessary to adapt new methods and strategies to sports activities through
the study of experience in other areas.
KEYWORDS
Programs, methodology, knowledge, professional needs.
INTRODUCTION
Historically, the development of the ESP course began
in the 1960s, during which new approaches to
language teaching methodology emerged. For
example, the ESP is considered an early period of
development in the 1960s, and in 1987 Huchinson and
Waters were working on a translation of a guidebook
for travelers written in the 16th century, that is, in 1576.
Furthermore, in 1976, Ticco's research recommended
“professional German language instruction for
students”.
As can be seen from the above data, at the initial stage
of English for Specific Purposes (ESP), materials were
Research Article
PROFESSIONAL ENGLISH LANGUAGE INSTRUCTION FOR STUDENTS
IN THE FIELD OF SPORTS ACTIVITIES AS A PEDAGOGICAL PROBLEM
Submission Date:
October 02, 2024,
Accepted Date:
October 07, 2024,
Published Date:
October 12, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-04
Gulchexra KHUDOYBERDIEVA
Doctoral student, Chirchik State Pedagogical Institute, Tashkent region, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
24
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
23-28
OCLC
–
1242041055
Publisher:
Master Journals
developed in accordance with different specialties.
Therefore, ESP materials initiated the process of
teaching English through specific contexts in areas
such as business, medicine, engineering, and aviation.
In connection with this development, in the 1960s,
leading scholars such as John Swales and Michael West
emphasized the linguistic demands of science in
vocational language instruction.
The main goal of the English for Specific Purposes
(ESP) course is to develop important materials for
effective communication through industry-specific
contexts in professionally oriented English language
learning. In our study, we primarily examine the
process of professionally-oriented English language
learning under the term ESP (ELT).
EAP (English for Academic Purposes) is designed for
academic English, primarily for university students
learning a second language.
Literature review
Hutchinson and Waters, in their 1992 research, state
that ESP is a basic approach that focuses on the
learning process of how to use language in practice.
Lorenzo's 2005 research suggests that ESP leads us to
learn language more effectively when we focus on
working with contexts rather than learning grammar
and language systems.
GE is a program designed to help students develop
everyday communication, and covers language skills
and topics such as grammar, vocabulary, speaking,
reading, and writing for effective communication in
various social and professional contexts. EST- these
programs are aimed at teaching science, technology,
engineering, mathematics (STEM) fields, and non-
philology majors will learn the knowledge and
communication skills necessary for understanding
complex scientific and technical concepts and
communicating in English. intended for erasing. EBE -
this program is designed to study terms, phrases,
expressions, in particular, in business, finance,
economics and other professional fields, as well as to
prepare knowledge and skills for professional
conditions. ESS is an important task of teaching English
for social studies. For example, teaching a foreign
language in fields such as sociology, psychology,
anthropology and political science, that is, reading and
writing academic texts, participating in discussions and
presenting research results to social sciences, helps to
develop language skills.
EOP is a program that specifically teaches English
language skills in professional settings, while EVP relies
on exercises and tasks to develop English language
skills for technical occupations, i.e. industry-specific
vocabulary and communication skills in the work
process. In 1997, the Japanese scientist Antoni
developed and put into practice the educational
programs of the universities for the purpose of
teaching specific sciences to the profession in his
scientific research. He says that it is intended for the
fields of chemistry.
VESL- professional English language training includes
exercises and assignments, as well as field-specific
vocabulary and dialogues. EPP is a program aimed at
learning
vocabulary,
communication
skills,
professional
etiquette,
meetings,
contracts,
presentations, negotiations related to professional
fields such as business, finance, health and law. EGP
covers a wide range of language skills such as
grammar, vocabulary, listening comprehension,
speaking, reading and writing to develop everyday
communication by working in industry-specific
contexts. EGAP is a program intended for students
preparing for master's and doctoral studies at English-
speaking universities. This program aims to develop
research students' advanced research and writing
skills. ESAP is a program that helps to improve the level
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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VOLUME
05
ISSUE
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Pages:
23-28
OCLC
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1242041055
Publisher:
Master Journals
of knowledge of science, technology, engineering,
mathematics, social sciences, humanities and other
professional subjects by adapting the language skills of
reading, writing, listening and speaking in English.
To date, the teaching of the English language with a
focus on the profession is classified around the world
as follows.
EELS -English as a Second Language
MT - Emergency Medical Technician
ELT -English Language Teaching
ESP -English for Specific Purposes
GE -General English
EST -English for Science and Technology-
English for Technical Training (ETT)
English for Professional Development (EPD)
English for Vocational Education (EVE)
English for Certification Preparation (ECP)
English for On-the-Job Training (EOJT)
English for Safety Training (EST)
EBE -English for Business and Economics
ESS - English for Social Sciences
EAP -English for Academic Purposes
EOP -English for Occupational Purposes-
English for Nursing (EoN)
English for Construction (EoC)
English for Aviation (EoA)
English for Retail (EoR)
English for IT (EoIT)
English for Hospitality (EoH)
English for Customer Service (EoCS)
EVP -English for Vocational Purposes-
English for Culinary Arts (EoCA)
English for Automotive (EoA)
English for Beauty Therapy (EoBT)
English for Construction (EoC)
English for Electrical (EoE)
English for Healthcare Support (EoHS)
VESL -Vocational English as a Second Language
EPP -English for Professional Purposes
–
Business English (BE)
Technical English (TE)
English for Healthcare (EHP)
English for Tourism and Hospitality (ETH)
English for Legal Purposes (ELP)
English for Finance (EF)
English for Management (EM)
English for Marketing (EMk)
EGP -English for General Purposes
EAP -English for Academic Purposes
EGAP -English for Graduate Academic Purposes
ESAP -English for Specific Academic Purposes
METHODOLOGY
The table above highlights that ESP is the main
approach to vocational language teaching. The
concept of ESP makes language learning easier, so let's
cover the following. There are five concepts of ESP, 1.
Authenticity, 2. Research base, 3. Language/text, 4.
Need, 5. Learning/methodology.
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VOLUME
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OCLC
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Publisher:
Master Journals
1. The first concept that appeared in the course of ESP
development was authenticity, which appeared in the
mid-1960s. Close defines the main concept in his 1992
research. Before developing
appropriate ESP
materials, teachers need to understand students'
goals, tasks, and skills. That is, it makes a great
contribution to the development of the authentic
study department. Taking into account the above, it
should be noted that the main purpose of ESP is usually
the development of communicative competence. That
is, he believes that it can be achieved by studying real
materials related to various fields.
2. Let's look at the research base. Halliday, Molntash
and Strevens realized the importance and necessity of
a research base for ESP in their research in 1964.
Therefore, it is necessary to analyze and study terms,
terms, expressions and sentence patterns in the
process of teaching the language to students for their
profession.
3. There are international ESP projects implemented in
1990 (language/text). The first of them is Seaspeak, a
practical project for learning the professional language
of applied linguistics and engineering. Seaspeak,
published in 1987-1988, features English as the primary
language for the first time. Projects such as airspeak in
1988 and Policespeak in 1994 also involved a major
research phase in collaboration with linguists and
technical experts. Newspeak studies show four main
concepts: purpose, process, subject matter, and
discourse types. Thus, it is argued that ESP materials fill
a major gap in language learning and provide the right
direction.
- the ability to understand how sentences are used and
the rhetorical function of language.
- the ability to combine sentences through the
grammatical harmony of the text.
4. The main concept of English for Specific Purposes
(ESP) is to consider the needs of students (learning
needs). This, in turn, is an important task for the
systematic analysis of communication needs and
meaningful creation of the curriculum. Curriculum
development, teaching methodology selection and
evaluation approaches are approaches aimed at
combining language and its content, and in developing
the content and methodology of students'
specializations, it is necessary to pay attention to the
needs of non-philology students. Therefore, the
curriculum is structured according to the main
questions: what language skills are required (reading,
writing, listening, speaking) and what are the
important features of language in these tasks? Is it
necessary to learn linguistic knowledge in vocational
training? These questions should be answered.
5. Basically, educational programs are developed
based on the needs of students, adapting materials
related to the field of (learning/methodology). That is,
relying on such approaches as "learner-centered",
"task-based", "activity-based" and "problem-solving",
the structure based on the communicative approach
helps to develop the educational system.
RESULTS
It is known that the ESP development process is
divided into five stages and studied:
1. register analysis; choice of words and understanding
of linguistic aspects contribute to the professional
development of the language. This stage is taken from
Halliday's functional grammar and aims to clarify the
features of vocational education. Initially, register
analysis was used to design ESP courses. That is, it is
intended for grammatical and lexical materials, and
grammatical and lexical forms are used more often in
scientific and technical writings.
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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VOLUME
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ISSUE
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Pages:
23-28
OCLC
–
1242041055
Publisher:
Master Journals
This stage of ESP development is also referred to as the
stage of basic language comprehension. This stage is
mainly intended for studying technical features in a
foreign language in the 1960s and 1970s. For example,
Ewer and Latorre's 1969 study of a basic academic
English course is a similar example of an ESP program
based on register analysis.
Ewer and Latorre rate the above stage as follows. It
includes ten main areas of exact sciences on a subject
related to the field.
2. rhetorical or discourse analysis; Because register
analysis works within words and sentences,
Hutchinson and Waters (1987) argue that the second
stage of ESP development, in particular, is the
translation of words and sentences into speech.
Therefore, in the 2nd stage, he identifies lexical and
linguistic tools as a result of working with texts related
to the field. It is these tools that make up the ESP
curriculum. The speech analysis approach helps to
develop the speech, especially the materials developed
on the basis of functions. That is, due to the limitation
of words and phrases, the field-specific textual
concept of the genre analysis approach makes up for
many of the shortcomings.
3. target situation analysis- target teaching analysis;
the limitation of genre analysis is not applied in the
pedagogic process of the 2nd stage approach,
therefore, the analysis of targeted teaching is created.
Therefore, this process is an analytical approach that
emphasizes the systematic design of the course based
on the needs of the students. For example, Munby's
needs analysis model of 1978 clearly defines the main
purpose of ESP. This stage makes a great contribution
to determining the linguistic characteristics of students
in vocational education and to the formation of
educational programs.
4. skills- analysis of study skills and strategies- analysis
of skills and strategies during study; Based on
Allwright's 1982 research, strategy analysis helps
sports professionals to identify effective methods and
strategies for learning English. It is known that at this
stage in the professional development of the language,
there are processes of general thinking and
interpretation, which makes it possible to extract
meaning from speech. In particular, this stage
improves working with various authentic materials,
such as determining the meaning of words from
context
and
creating
meaning
from
word
combinations through exercises and assignments.
5. analysis of learning needs - analysis of basic learning
needs: this stage is focused on understanding the
language learning process. In other words, a language-
based approach looks at the motivation of students
and what is needed to achieve the goal.
REFERENCES
1.
Ewer J., Latorre C. Developing ESP Materials for
Business English.
—
London: Longman, 2000.
—
198 p.
2.
Munby, J. Communicative Syllabus Design.
London: Heinemann. 1978.-134 b.
3.
Hutchinson T., Waters A. English for Specific
Purposes: A Learning-Centred Approach // ESP
Journal.
—
Cambridge: Cambridge University
Press, 1988.
—
Vol. 7, № 1. —
P. 1
–
20.
4.
Bojovi D. Developing English for Specific Purposes
Programs: A Practical Approach.
—
Belgrade:
Faculty of Philology, 2010.
—
200 p.
5.
Coyle D., Hood P., Marsh D. CLIL: Content and
Language Integrated Learning.
—
Cambridge:
Cambridge University Press, 2010.
—
240 p.
6.
Celce-Murcia M., Dornyei Z., Thurrell S. Direct
Approaches in L2 Instruction: A Turning Point in
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
10
Pages:
23-28
OCLC
–
1242041055
Publisher:
Master Journals
Communicative Language Teaching?
—
In: TESOL
Quarterly.
—
1998.
—
Vol. 32, № 1. —
P. 115
–
121.
7.
Willis J. Teaching English through Task-Based
Learning.
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London: Macmillan, 2000.
—
180 p.
