Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Effective approaches to designing language textbooks for
non-philological fields
Mukhlisa MUKHAMEDOVA
1
Chirchik State Pedagogical University
ARTICLE INFO
ABSTRACT
Article history:
Received August 2024
Received in revised form
10 September 2024
Accepted 25 September 2024
Available online
25 October 2024
This article analyzes the effective methods for creating
language textbooks for students studying subjects other than
philology. The article looks into cutting-edge techniques and
approaches to produce language teaching resources that meet
the particular requirements and goals of students studying
subjects other than linguistics. These textbooks seek to improve
non-
philological students’ language skills and intercultural
competency by including real-world applications and cultural
elements.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss4
/S
-pp334-337
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
language textbooks,
non-philological fields,
practical relevance,
cultural elements,
tailored teaching methods,
language learning outcomes,
cultural understanding.
Nofilologik sohalar uchun til darsliklarini loyihalashning
samarali yondashuvi
ANNOTATSIYA
Kalit so‘zlar
:
til darsliklari,
filologik bo
‘
lmagan
yo
‘
nalishlar,
madaniy elementlar,
moslashtirilgan o
‘
qitish
usullari,
til o
‘
rganish natijalari,
madaniy tushunish.
Maqolada filologiyadan boshqa yo‘nalishlarda tahsil
olayotgan talabalar uchun chet tili darsliklarini yaratishning
samarali usullari tahlil qilingan. Maqolada tilshunoslikdan
tashqari fanlarni
o‘rganayotgan talabalarning aniq talab va
maqsadlariga javob beradigan xorijiy tillarni o‘qitish vositalarini
yaratish bo‘yicha ilg‘or tajriba va yondashuvlar muhokama
qilinadi. Ushbu darsliklar filologiya fanlari bo‘lmagan
talabalarning
til
ko‘nikmalarin
i
va
madaniyatlararo
kompetensiyalarini ilovalar va madaniy elementlarni o‘z ichiga
olgan holda oshirishga mo‘ljallangan.
1
PhD Student, Chirchik State Pedagogical University. E-mail: muhlisa.muxamedova3353@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2024) / ISSN 2181-3701
335
Эффективные подходы к разработке учебников языка
для нефилологических направлений
АННОТАЦИЯ
Ключевые слова:
учебники языка,
нефилологические
области,
практическая значимость,
культурные элементы,
адаптированные методы
обучения,
результаты изучения
языка,
культурное понимание.
В статье рассматриваются эффективные подходы к
созданию учебников по иностранному языку для студентов,
изучающих дисциплины, не связанные с филологией.
Особое внимание уделяется современным методам
разработки
учебных
пособий,
которые
отвечают
специфическим потребностям и целям таких студентов. Эти
учебники направлены на развитие языковых
навыков и
межкультурной
компетенции
студентов
-
нефилологов
через интеграцию прикладных программ и культурных
элементов.
INTRODUCTION
Proficiency in many languages is essential for students pursuing a variety of career
choices in today’s academic and
professional environment. While literary content and
theoretical elements are frequently the center of traditional language textbooks, creating
materials for students studying subjects other than philology calls for a customized
strategy. This change of viewpoint is required to give students useful language skills and a
thorough comprehension of cultural quirks that are pertinent to their particular fields of
study. The purpose of this paper is to investigate effective and creative approaches to
creating language textbooks that meet the unique requirements of students studying
subjects other than linguistics. These textbooks aim to enable students to succeed
academically and professionally in their chosen fields by incorporating real-world
applications, highlighting cultural competencies, and implementing specialized teaching
strategies. It promotes a comprehensive approach to language learning that goes beyond
conventional boundaries.
METHODS
A thorough study strategy was conducted using knowledge from the Uzbek
educational system to investigate successful methods for developing language textbooks
for non-philological disciplines. First, a comprehensive literature analysis was carried out,
examining the language teaching resources currently in use both domestically and abroad
in non-philological fields. The research sought to find effective frameworks that could be
modified to satisfy the unique requirements of Uzbek students in a variety of academic
subjects by examining educational theories and curriculum design techniques.
Additionally, subject matter specialists and language teachers working in the Uzbek
educational system were interviewed in-depth. These conversations offered insightful
viewpoints on the difficulties and possibilities of creating language textbooks in the Uzbek
environment for non-philological areas. Through consultation with seasoned experts, the
study acquired useful knowledge on successful approaches to textbook creation that are
both culturally appropriate and educationally significant. Interviews with Uzbek language
teachers, for instance, demonstrated the significance of integrating useful language skills
that are pertinent to students' future employment. Language instructors can better
prepare students for success in fields like engineering, business, or healthcare by including
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2024) / ISSN 2181-3701
336
industry-specific terminology and communication scenarios in their textbooks. The
importance of cultural awareness in language learning materials was also emphasized by
insights from specialists in non-philological fields, who emphasized the role that language
plays in comprehending and appreciating the various cultural viewpoints found in
Uzbekistan’s heterogeneous society.
RESULTS
The results of the study provide insight into important methods for writing language
textbooks for fields other than philology. The incorporation of real-world applications and
practical skills into the curriculum is one important strategy that came out of the study.
Teachers can successfully engage students and assist them in developing their language
skills in real-world situations by using practical exercises and pertinent scenarios. For
example, adding medical communication simulations for prospective healthcare
professionals or business correspondence exercises for economics students can improve
the usefulness and relevance of language learning resources. Furthermore, the study
emphasized how crucial it is to include cultural elements and promote intercultural
competency in textbook design for students who are not philological.
To give pupils a thorough grasp of the language in its cultural context, textbooks should
incorporate cultural allusions, customs, and nuances, acknowledging the importance of
cultural knowledge in effective communication. Students can gain the awareness and
abilities necessary to function in a variety of cultural contexts both at home and abroad by
encouraging intercultural competency. Students’ perspectives can be expanded and their
capacity to communicate across cultural barriers improved, for instance,
by introducing readings that examine society standards or dialogues that highlight cultural
customs. The study essentially highlights the need for a comprehensive strategy that
extends beyond linguistic theory when creating language textbooks for non-philological
subjects. Teachers can develop resources that not only improve language proficiency but
also develop well-rounded, culturally aware people who are ready for success in a
globalized world by combining practical skills, real-world applications, cultural elements,
and intercultural competence-building activities.
Effective language textbooks for subjects other than philology require a well-
balanced combination of theoretical underpinnings and real-world application.
For example, including real-world language applications into Uzbek education, like
business communication simulations or exercises involving medical terminology, can help
close the gap between professional practice and classroom instruction. Teachers can
enhance students' enjoyment of the language and its sociological subtleties and promote a
deeper grasp of both language and culture by incorporating cultural elements unique to
Uzbekistan’s rich heritage and diverse society.
Additionally, specialized teaching strategies
that are adapted to the particular requirements of students studying subjects other than
philology can greatly improve the educational process. For instance, adding interactive
language exercises that are pertinent to disciplines like engineering, economics, or law
might improve the effectiveness and engagement of the learning process. Teachers can
produce resources that not only increase language competency but also foster a more
comprehensive cultural awareness and sensitivity in pupils by tailoring language
textbooks to the academic and professional objectives of Uzbek students. Essentially,
language teachers in Uzbekistan can create textbooks that meet the various needs of non-
philological students by balancing theoretical ideas with practical relevance, incorporating
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2024) / ISSN 2181-3701
337
real-world applications and cultural elements, and employing specialized teaching
techniques. In the end, these methods improve the whole educational experience for non-
philological learners in Uzbekistan by strengthening language learning results and
fostering a closer bond between students, the language they are learning, and the cultural
context in which it is entrenched.
CONCLUSION
The article emphasizes how important it is to use effective techniques when writing
language textbooks for subjects other than philology. Teachers can create resources that
give students the tools they need to succeed in their academic endeavors and professional
jobs by fusing cultural components, practical skills, and specialized teaching methods. The
necessity of further research and cooperation between language teachers and experts in
non-philological fields must be emphasized going forward. This partnership is essential to
the ongoing development of successful methods for creating language textbooks that are
impactful, interesting, and relevant for students in a variety of academic subjects. Teachers
may work together to improve language instruction for non-philological learners and set
them up for success in a constantly changing global environment by cultivating a culture
of creativity and cooperation.
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