EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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227
THE CONDITIONS AND IMPORTANCE OF CREATING A MODERNIZED MULTI-LEVEL
SYSTEM FOR TEACHING ENGLISH IN THE SPECIALIZED FIELDS OF TRANSPORT
ENGINEERING
Farmonov Bahodir Do‘stmurodovich
Karshi Engineering-Economics Institute, Uzbekistan
AB O U T ART I CL E
Key words:
ESP, ELT, Vehicle engineering, higher
education, a learning approach, proficiency, meet
specific learner needs, represent an insight,
reading skills, speech act, a genre, necessities,
lacks.
Received:
15.12.2024
Accepted
: 20.12.2024
Published
: 30.12.2024
Abstract:
English for Specific Purposes (ESP) is a
frequently defined approach to English language
instruction that is centered upon the
requirements and goals of the learner. The ESP
technique is a well-liked option for teaching
English
in
Uzbekistan's
secondary
and
postsecondary
educational
institutions,
particularly for students studying vehicle
engineering. This method's application relates to
the government's educational policy, which places
a strong emphasis on improving students'
proficiency in using the language, particularly for
academic and professional purposes. It also places
a strong emphasis on reading skills, which enable
students to comprehend real-world material
related to their majors with ease.
This article highlights for the reader a theoretical
examination of the fundamental ideas behind
English language proficiency (ESP), including its
definition and function as a learning approach. It
also discusses related topics such as needs
analysis, which is ESP's primary feature, syllabus,
learning objectives, materials, methodology, and
evaluation of ESP-based English language
instruction.
INTRODUCTION
English for Specific Purposes (henceforth, ESP) has attracted the attention of many researchers and
practitioners since its emergence in the 1960s. After much debate and controversy, ESP is now widely
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EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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known as English focusing on learners’ special needs and reasons for learning. In the rapidly evolving
world of transportation and engineering, the demand for professionals with specialized knowledge of
both engineering concepts and global communication skills has never been higher. As the transport
industry becomes increasingly international, English has emerged as the universal language of
communication, making proficiency in English a crucial skill for engineers working in this field.
However, simply learning basic English is no longer sufficient. There is a pressing need for a
modernized, multi-level system specifically tailored to the unique needs of students and professionals
in transport engineering. In this article, we will explore the conditions necessary to create such a system
and discuss its importance for both academic and professional development. In Hutchinson and Waters’
words “ESP, is an approach to language teaching in which all decisions as to content and method are
based on the lear
ner’s reason for learning” [1, p.19].
Dudley-Evans and St John provide a more
comprehensive definition of ESP, based on the research of the three pioneers in the field, Hutchinson
and Waters (1987), Strevens (1988) and Robinson (1991) and claim that ESP has indeed both absolute
and variable characteristics, but unlike Strevens, who identified four absolute and two variable
characteristics, they speak about three absolute and four variable characteristics but unlike Strevens,
who identified four absolute and two variable characteristics, they speak about three absolute and four
variable characteristics. Therefore, according to Dudley-
Evans and St John, ESP’s absolute
characteristics emphasize that ESP (1) is designed to meet specific needs of the learner; (2) makes use
of the underlying methodology and activities of the disciplines it serves; (3) is centered on the language
(grammar, lexis, register), skills, discourse and genres appropriate to these activities, while its variable
characteristics enlarge E
SP’s scope and postulate that ESP (1) may be related to or designed for specific
disciplines; (2) may use, in specific teaching situations, a different methodology from that of general
English; (3) is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation; (4) is generally designed for intermediate or advanced students. They also
claim that ESP could be used for learners at secondary school level, not only tertiary, and due to the fact
that most ESP courses assume basic knowledge of the language system, it can be used with beginners
as well [2, p. 4-5].
The general overview of ESP given above, invokes that ESP develops students’
awareness of their future concerns, be them academic, if they choose a scientific career, or occupational,
if they choose to find a job as soon as possible. Hence, ESP encompasses both English for Academic
Purposes (EAP) and English for Occupational Purposes (EOP) as its two main branches. According to
Kay Westerfield, “EAP” classes offer discipline specific support for upper
-division undergraduate
students and for graduate students’ and therefore, has one definite aim ‘to introduce learners to the
specific communication needs of their future academic and professional disc
ourse communities’ [3] and
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this view is supported by many modern ESP researchers. University lecturers and teachers, design
courses that aim at achieving this goal, they formulate accurate learning objectives specific to the
disciplines they teach, they spend a lot of time looking for discipline-specific materials/texts that would
be authentic, and then elaborate tasks for comprehension and analysis. They combine different
components of both Academic English, specialized terminology, and academic writing to get a well-
designed course. The authentic material then is tailored to the undergraduates’ needs to enable them
to accomplish certain professional tasks. All this is done to help their disciples to benefit fully from ESP
courses and to enable them to participate in national and international conferences, seminars,
workshops and exchange programs. University students indeed need these skills if they want to become
competitive in their future jobs. English for Occupational Purposes, on the contrary, is more oriented
towards students’ immediate needs. It is based mostly on specialized terminology, professional jargons,
set expressions and strategies dealing with not understanding and not being understood. It provides
the exact content needed to cope with problems in the workplace. It is more suited for vocational
schools or onsite training organized by the companies to improve their employees’ language skills. The
outlined characteristics and requirements of ESP are themselves indicators of the benefits one can gain
from ESP training. Chris Wright is of the opinion that ESP’s benefits are threefold. He states that, “In the
intensive, accelerated and subject specific learning contexts of ESP courses, trainees can increase their
learning speed, efficiency and effe
ctiveness”. Firstly, they can increase their learning speed because they
learn what they need, when they need it, in authentic, content-
based contexts”. This approach is a
wonderful opportunity to learn in an accelerated, intensive context. Secondly, due t
o the teachers’
efforts to design the ESP course, and the needs analysis, students use the tailored learning resources to
acquire the pre-identified linguistic items and skills. And this makes the course efficient. And thirdly, on
completion of an ESP course, trainees are ready to use language appropriately and correctly in job
related tasks [4].
At the same time, it would not be an exaggeration to say that ESP training, to a greater or lesser degree,
ensures the stakeholders personal, social and economic benefits.
The transport engineering field is diverse and involves complex systems such as road design, vehicle
technology, logistics, aviation, maritime engineering, and more. Many of the developments in these
sectors, as well as the most innovative research and technological advancements, come from English-
speaking countries or international collaborations. As a result, the ability to communicate effectively in
English, especially in technical terms, is essential for engineers who wish to remain competitive and
engaged in global discussions. In addition, much of the research, documentation, and professional
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correspondence in the transport sector is conducted in English. Engineers need to be able to read
academic journals, interpret technical manuals, write reports, present findings, and engage in
conferences all in English. Without specialized knowledge of English in the context of transport
engineering, professionals may struggle to fully engage with the global community, limiting their
growth and the impact of their work. The traditional approach to teaching English in engineering
education
—
focused on general language skills
—
has proven insufficient in meeting the specific needs
of future transport engineers. To address this, the creation of a modernized, multi-level system is
crucial. This system should be designed to not only teach students basic English but also prepare them
for specialized communication within their field. Let us break down the key components required to
develop such a system.
Contextualizing learning materials is one of the key requirements for developing a successful English
curriculum for students studying transport engineering. To give pupils the exact language, idioms, and
technical jargon required in transport engineering, general English courses are insufficient. Texts and
assignments that are directly relevant to engineering procedures, international transportation policies,
and transportation technologies must be included in a modernized curriculum.
Case
studies,
scholarly articles, technical manuals, and simulation exercises that mimic real-world situations can all
be used to do this. By doing this, students will be able to interact with pertinent material and advance
their English at the same time.
To make sure that students advance at a rate that fits their unique requirements and skills, a multi-level
system is essential. A tiered strategy that addresses beginning, moderate, and advanced levels of English
proficiency will assist close the gaps between students' general English competence and the more
specialized language required for success in the workplace in the context of transport engineering.
Students would concentrate on developing a solid foundation in both general English and fundamental
technical terminology at the introductory level. Their language abilities would develop toward technical
writing, reading comprehension, and speaking in professional contexts as they advanced and were
exposed to increasingly sophisticated engineering jargon. At the advanced level, students should be able
to produce in-depth reports, give presentations, and effectively communicate in international
engineering meetings in addition to understanding complicated technical documentation.
A multi-level system's efficacy can be greatly increased by utilizing digital tools and platforms. Students
can access actual materials from around the world through online resources, interactive software, and
virtual classrooms, which enhances their speaking, listening, and reading abilities in authentic
situations. Simulation-based learning environments and speech recognition software are two examples
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of technologies that can help students improve their real-time communication skills with colleagues,
customers, and other stakeholders in the transportation sector.
Effective communication in a variety of professional contexts is just as important to transport
engineering as technical expertise. Engineers must participate in international forums, work with
multidisciplinary teams, negotiate with contractors, and propose ideas to stakeholders. Therefore, soft
skills including interpersonal communication, negotiating strategies, presentation abilities, and cultural
awareness should be emphasized in any updated English curriculum for transport engineers. Therefore,
a multi-level system should contain modules intended to improve students' capacity to communicate
ideas effectively and persuasively in a professional setting in addition to courses on writing and
speaking technical English. The Importance of a Modernized System for Transport Engineering consists
of different categories:
1. Global Competitiveness
Professionals in the transportation industry need to be able to interact internationally in this day and
age. Being able to work in English offers up a world of opportunities, whether it's reading the most
recent research, attending conferences, or working on foreign projects. Technically proficient engineers
will have greater access to a variety of employment opportunities, improving their employability and
future employment opportunities.
2. Collaboration and Innovation
International cooperation is essential to the subject of transport engineering. Engineers from a variety
of backgrounds must collaborate on many of the most ambitious infrastructure projects in the world,
including the creation of high-speed rail networks, autonomous car technology, and sustainable
transportation systems. Students can acquire the language skills required for productive cooperation
with multinational teams through a modernized, multi-level English system, which eventually promotes
creativity and problem-solving.
3. Academic and Research Excellence
The majority of scholarly papers and research discoveries in the field of transport engineering are
published in English. In addition to helping students comprehend these texts, a modernized English
curriculum encourages them to conduct their own study and add to the corpus of knowledge. The
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advancement of knowledge and creativity in the subject depends on the ability to create scholarly
publications and interact with the international academic community.
4. Enhancing Professionalism
Effective communication is frequently a deciding element in job progression in the workplace. In their
line of work, engineers who can produce intricate technical reports, communicate with stakeholders
throughout the world, and clearly convey their thoughts will be highly valued. Students studying
transport engineering are guaranteed to have the abilities needed to function professionally in a world
that is becoming more interconnected thanks to a well-designed multi-level English curriculum.
CONCLUSION
In summary, the development of a contemporary multi-level English teaching system for the specialized
sectors of transport engineering is not merely a luxury but rather a necessity for education. Proficiency
in English will be essential for academic achievement and professional competitiveness in the
increasingly worldwide area of transport engineering. Through technological integration,
contextualization of learning resources, and instruction in both technical and soft communication skills,
such a system can give students the tools they need to thrive in a fast-paced, connected society. In the
end, this will result in more cooperation, creativity, and advancement in the transport engineering
domain.
REFERENCES
1.
HUTCHINSON, T., WATERS, A. English for Specific Purposes: A Learner centered Approach.
Cambridge: Cambridge University Press, 1987. 183 p.
2.
DUDLEY-EVANS, T., St. JOHN, M.J. Developments in English for Specific
3.
Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press, 1998. 301 p.
4.
WESTERFIELD, K. Making Significant Progress in English Communication
5.
with ESP and Intensive English Programs. 2012. [Accessed 20.05.2019] Available on:
http://www.geat.org.tw/?p=4969
6.
WRIGHT C. The Benefits of ESP. 1992. [Accessed 20.05.2019] Available
7.
on: http://www.camlang.com/art001.html
