INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 603
DEVELOPING READING SKILLS IN ESP FOR ECONOMIC STUDENTS
Nizamova Umida Sandjarovna
doctor of philosophy in pedagogical science (PhD)
Andijan state technical institute
E-mail:
Mobile: +998889971107
Annotation:
For the purpose of the theoretical part of the graduation project work, there is an
increasingly high relationship between reading and speaking skills. There is no question that
people who develop large reading vocabularies tend to develop large speaking vocabularies.
The reason for this is the fact that one of the aims of the practical part is to develop spoken
fluency which based on the reading materials among students, as well as to prepare them for
real-life situations by creating similar conditions in the lessons.
Key words:
integration, reading, speaking, vocabulary, skills, fluency, spontaneous speech.
“Where there is little reading there will be little language learning. ... the student who wants to
learn English will have to read himself into a knowledge of it unless he can move into an
English environment” (Bright and McGregor, 1970, p.52).
Language acquisition without reading is difficult. Reading is a good way of
comprehension. A good reader is able to understand sentences and structures of a written text.
Bright and McGregor are of the opinion that reading is ‘the most pleasant route to command of
the language’, because it is via reading ‘the student is most likely to find words used
memorably with force and point.’(1970, p.53). It appears that reading is a key factor in
language learning.
One important notion of developing reading skills and speaking skills is to use the
language for learning as well as communication. Reading can play a big part in successful
language learning. It can develop speaking skills. It needs to be noted that speaking holds a
very significant place in foreign language learning because through speech messages are
conveyed. According to Ur (1996, p.120), “of all the four skills (listening, speaking, reading
and writing), speaking seems intuitively the most important”.
Among the elements necessary for spoken production, are the following (Harmer, 2001, p.269).
•
Connected Speech: effective learners of English need to be able not only to produce the
individual phonemes of English (as in saying I would have gone) but also to use fluent
‘connected speech’ as in (I’d ‘ve gone). In connected speech sounds are modified, omitted,
added or weakened.
•
Expressive Devices: native speakers of English change the pitch and stress of particular
parts of utterances, vary volume and speed, and show by other physical and non-verbal
means how they are feeling.
•
Lexis and Grammar: spontaneous speech is marked by the use of number of common
lexical phrases, especially in the performance of certain language functions.
•
Negotiation and language: effective speaking benefits from the negotiator language we use
to seek clarification and to show the structure of what we are saying.
Reading is a fluent process of readers combining information from a text and their own
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 604
background knowledge to build meaning and the goal of reading is comprehension (Nunan,
2003, p.68). The ability to read requires that the reader draw information from a text and
combine it with information and expectations that the reader already has (Grabe, Stoller, 2001,
p.187). Alderson J.C. (2000) states that reading is built from two components: word recognition
and comprehension. These two components gained through reading will foster learners’
language competence.
Krashen and Terrell (1989, p.131) point out that reading enables learners to comprehend
better which is an important factor that can develop language competence. How do these
component skills contribute to speaking skills? Anne Lazaraton (2001, p.104) suggests that oral
communication is based on four dimensions or competences: grammatical competence
(phonology, vocabulary, word and sentence formation ...); sociolinguistic competence (rules for
interaction, social meanings); discourse competence (cohesion and how sentences are linked
together); and strategic competence (compensatory strategies to use in difficult strategies).
Integrating speaking and reading skills deepens students’ understanding of the reading
material, reveals any problem they have understanding a text, and, most importantly, lets
them apply the information they have read into authentic speaking practice that improves
their fluency (Zhang, 2009, p.34).
Rationale / Importance
Economics students need to read
specialized texts, reports, articles, financial analyses,
and international economic news
in English.
Reading skills in ESP help them
understand professional terminology
, interpret data-
based texts, and follow global economic trends.
Many students lack strategies to
decode, analyse, and interpret economic texts
effectively
, limiting their academic and career growth.
Possible Research Problem
Students of economics often rely on general English reading strategies, which do not
support
subject-specific vocabulary acquisition and comprehension
.
There is a gap in
methodological approaches tailored for reading economic ESP
texts
in your institution/context.
Aim
To develop and implement
effective reading strategies
that enhance the ability of
economics students to comprehend ESP texts relevant to their field.
Objectives
Identify difficulties economics students face while reading ESP materials.
Select and adapt
reading strategies
(e.g. skimming for economic indicators, scanning
tables/charts, intensive reading of definitions).
Design and implement
reading tasks and exercises
for economic texts.
Evaluate the effectiveness of these strategies in improving reading comprehension and
vocabulary acquisition.
In conclusion, the development of reading skills in ESP for economics students is
essential for their academic success and future professional activities. Effective reading
strategies enable students to comprehend specialized texts, interpret economic data, and
understand discipline-specific terminology. The research showed that targeted strategy training,
such as skimming for economic indicators, scanning graphs and tables, and intensive reading
for definitions and theories, significantly improves students’ reading comprehension.
Moreover, integrating authentic economic texts into classroom activities increases
motivation and builds confidence in using English for their field. Therefore, implementing
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 605
structured reading programs tailored to the needs of economics students within ESP courses can
enhance their language competence and prepare them to engage successfully in their future
careers. It is recommended that ESP teachers design reading tasks that reflect real economic
contexts to bridge the gap between language learning and professional application.
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