Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Using a communicative approach in teaching ESP
Munira RAZAKOVA
1
University of World Economy and Diplomacy
ARTICLE INFO
ABSTRACT
Article history:
Received February 2025
Received in revised form
10
March 2025
Accepted 25 March 2025
Available online
25 April 2025
The article discusses the importance of using a
communicative approach in teaching foreign languages. This
method creates real-life situations in the classroom, where the
teacher encourages students to actively use the target language.
Lessons are based on everyday topics and familiar contexts,
helping students understand how the language functions in real-
life communication. This practical focus makes the learning
process more meaningful and effective.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss4
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:
communicative method,
maintain conversation,
real-life
situations,
simulations,
diabetes,
and role-play.
ESP o‘qitishda kommunikativ yondashuvni qo‘llash
ANNOTATSIYA
Kalit so‘zlar:
kommunikativ usul,
suhbatni davom ettirish,
haqiqiy hayot sharoitlari,
simulyatsiyalar,
bahs-munozaralar,
rolli o'yinlar.
Maqolada ingliz tilini ikkinchi chet tili sifatida o'qitishda
kommunikativ yondashuvdan foydalanishning ahamiyati haqida
so'z boradi.Darslar kundalik vaziyatlar va o‘quvchilarga tanish
bo‘lgan mavzularga asoslanadi, bu esa ularga tilning hayotda
qanday qo‘llanilishini tushunishga yordam beradi. Ushbu amaliy
diqqat o'rganishni yanada mazmunli qiladi.
Использование
коммуникативного
подхода
в
преподавании ESP
АННОТАЦИЯ
Ключевые слова:
коммуникативный метод,
поддерживать разговор,
В статье говорится о важности использования
коммуникативного подхода в обучении английского как
второго иностранного языка. Этот метод позволяет создать
реальные ситуации в аудитории, где преподаватель
1
Senior Lecturer, The University of World Economy and Diplomacy, Tashkent, Uzbekistan.
E-mail: munirarazakova.uwed@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
61
ситуации из реальной
жизни,
симуляции,
дебаты ролевые игры.
мотивирует студентов на изучение иностранного языка.
Занятия строятся на повседневных ситуациях и темах,
знакомых студентам, что помогает им понять, как язык
используется в реальной жизни. Такая практическая
направленность делает обучение более осмысленным.
SUMMARY
The main goal of teachers in teaching English as a second language is to develop
students’ communicative competence, enabling them to construct speech independently,
navigate a foreign language environment, and respond appropriately in various
communicative situations. In modern conditions, students majoring in Political Science
and International Relations, who learn English as a second language, should know how to
use it for various purposes, in various situations, be able to read and understand authentic
materials, conduct debates, negotiations, and role plays. Even if learners have a limited
lexical and grammatical base of a foreign language, they must learn to maintain a
conversation in any situation. Now, a teacher is not required to give knowledge, he must
show his learners where to get it. It is necessary to work together with students, they
should be taught to listen to their peers, conduct conversations and discussions in a group,
and work together on projects. If the teacher creates situations in which students
communicate in pairs, groups, this makes the lesson more diverse. Students need to show
speech independence, help their peers, and correct the statements of their interlocutors.
Such active learning, according to A. Verbitsky, "involves the use of developmental,
problem-based, research and search forms and methods of teaching that ensure the birth
of cognitive motives and interests, conditions for creativity in learning". Teachers who are
not indifferent to the future of students use a communicative method in their work aimed
at developing students' communicative competence. According to the author, all of the
above apply to this. After all, the main goal is to teach a student to speak a foreign language
correctly and fluently. Therefore, it is necessary to move away from traditional
teaching methods and use such types of activities as projects, communicative games,
discussions, and debates to develop all language skills of oral and written speech. Students,
especially at the initial stage, need to memorize words, expressions, language formulas,
and only then understand what they are in the grammatical sense.
The rules and meanings of new words are explained by the teacher with the help of
familiar vocabulary, expressions, with the help of facial expressions and gestures,
illustrations, and other visual aids. With the current equipment in classes, teachers can use
the Internet, newspapers, and magazines. All this awakens students' interest in the history,
culture, and traditions of the country of the language being studied. The task of the teacher
is to use imitation of real-life situations to cause students maximum motivation to speak.
The communicative method mainly discusses global topics that students are familiar with
in their native language, which makes it possible to focus on the ability to use the language
spontaneously, i.e., on the development of communicative abilities. "Students are
promoted to the rank of the subject of educational activity
and the subject of intercultural communication, i.e., they become the central element
of language education as a system. This means that it is the student, the prospects of his
personal and linguistic development that become the starting point when designing and
analyzing the content of the processes of teaching a foreign language".
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
62
Oral speech takes up most of the time in the classroom, although reading and writing
are also given attention. At the same time, the teacher speaks less than the students,
directing their activities in the right direction.
Teachers plan lesson plans with interactive activities and exercises, where they
observe and evaluate their students. This is the communicative method—namely, likening
the learning process to the communication process. More precisely, it is based on the fact
that the learning process is a somewhat simplified model of the communication process.
The use of a communicative teaching method removes the language barrier. To do
this, the lesson creates situations that are close to reality, interesting to students, during
the discussion of which they learn to communicate freely, feel a real need to interact with
other participants in communication. But the communicative method requires a high level
of training from the teacher himself.
An integrated approach is needed here; the teacher must think through every step
and every action. Also, a lot depends on the students themselves. The most important role
is played by students’ extrinsic and intrinsic motivation. They should know that if they
don't make their efforts, no one will be able to teach them the English language. Teachers
plan their lessons to increase students’ intrinsic motivation. The teachers of our
department are very actively using interactive activities, because they promote the
interest of students in learning the English language. The textbooks we work on give us
this opportunity. It includes authentic reading texts, audiovisual materials, and
illustrations, which support the perception of information through various channels and
accommodate students’ diverse cognitive styles. Teachers create a textbook that aims to
develop the ability to understand and interpret authentic written and audiovisual texts.
The materials include presentations, interviews, and lectures. In terms of speaking, the
objective is to enhance students’ ability to address pressing global issues, argue effectively,
and participate in debates and negotiations on topics such as
Water Scarcity
,
Poverty
, and
Decent Work and Economic Growth
.
The teacher sets tasks for the students to conduct a debate, assigns roles, or the
students themselves choose roles that they like. They carefully think over their role,
repeating the studied material and vocabulary. Conducting the debate allows students to
use their background knowledge on the global problems, like climate change, gender
equality, conflict, and humanitarian crises, and present their arguments, justifying them
with real examples. As an example, students may form small teams and debate whether
they think governmental organizations are more effective in addressing global issues. Each
team presents both perspectives to the class in a mini-debate format. This activity
encourages students’ critical thinking and nuanced discussion. Each student, as a
representative of different International organizations, presents arguments for and
against the topic. Finally, each team gets an opportunity to rebut the arguments of the
opponent.
Sometimes, such debates or discussion topics are offered that require a spontaneous
reaction to the problem. Along with other forms of work, debates increase the effectiveness
of teaching, make the learning process more interesting, contribute to the successful
assimilation of educational material, and form teamwork skills. By replaying various
situations, students learn the ethics of behavior in a particular area, learn sign language,
learn new words, collocations, and expressions inherent in conversation, whether in a
formal or informal setting. It is very good in such cases to let them listen to or watch a live
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 4 (2025) / ISSN 2181-3701
63
discussion of native speakers on a given topic, so that they can see and hear how best to
speak, which words are better to use. As an example, students watch or listen to lectures
by native speakers related to the topic.
Freer speech practice gives students more choice, may be more vague, blurred, and
implies less involvement on the part of the teacher. Communicative-oriented
learning implies a personality-oriented approach; the emphasis is shifted to the
students themselves, and they are given more initiative and freedom in the classroom. But
this does not mean that foreign language lessons take place spontaneously. They are
structured by the teacher, who plays a very important role in the learning process. He does
a lot of preparatory work, organizes communication, and gives communicative and
meaningful tasks and feedback. Work on speech literacy serves as the basis for speech
fluency. The communicative approach involves teaching students vocabulary, grammatical
structures, and functions, as well as communication strategies, so that they can
successfully solve the tasks they face in the process of communication.
Thus, a communicative approach to teaching English enables teachers to build their
classes using topics for discussion interesting to students, about which they have an idea
from their real life, to motivate students to learn a living language, to communicate in any
situation, regardless of the level of language proficiency.
After all, as a result, students must overcome the language barrier, which very often
prevents them from entering into a discussion even with a good knowledge of the
language.
REFERENCES:
1. Verbitsky A. A. Active training in higher education. M.: Higher School, 1991. 207
p.
2. Galskova N.D. Theory of teaching foreign languages. Linguodidactics and
methodology. M.: Academy, 2004. 320 p.
3. Lazareva, O. P. Modern teaching of foreign languages using a communicative
approach // Young scientist. - 2015. - № 15.2 (95.2).
