International Journal of Pedagogics
107
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
107-109
10.37547/ijp/Volume05Issue07-25
Teaching Linguistic Constructions of The English Language to
Undergraduate Students of Non-Linguistic Specialties
Abdullaeva Kamola Abdurashidovna
Lecturer at the Interfaculty Department of Foreign Languages, Alfraganus University, Uzbekistan
Received:
31 May 2025;
Accepted:
27 June 2025;
Published:
29 July 2025
Abstract:
The article is devoted to the issues of teaching English linguistic constructions to undergraduate students
of non-linguistic majors, with a focus on the development of speech skills as an essential component in training
future professionals. The article also highlights specific challenges encountered in teaching English to non-
linguistic students, including linguistic, extralinguistic, methodological, and other related issues.
Keywords:
Teaching, speech skills, organization, English language, methodology, electronic resources.
Introduction:
Analysis of contemporary scientific
concepts indicates that there is currently an active
search for new approaches to teaching foreign
languages to university students. Of particular
relevance to this study are the principles of the concept
of targeted English language instruction in higher
education (O.G. Polyakov, F.I. Ikramkhanova [10]); the
concept of using information and communication
technologies (ICT) in teaching foreign languages at the
university level (G.T. Tukhtasinov, N.M. Akhmedova,
L.P. Khalyapina, M.G. Evdokimova); the concept of
integrative bilingual education in foreign language
instruction (D. Hoshimova, D. Sobirova); and the
concept of a cognitive-discursive approach to teaching
intercultural foreign language communication to
undergraduate students in natural science fields (O.A.
Obdalova, M.A. Yusupova).
In this context, the concept of improving the
methodological conditions for the practice-oriented
study of English linguistic constructions by students of
non-linguistic universities using digital technologies is
of significant scientific interest.
The teaching of English linguistic constructions to non-
linguistic university students through ICT is driven by a
number of contradictions that have arisen with the
emergence of the digital paradigm in the first quarter
of the 21st century. This paradigm imposes new
requirements on future professionals of a qualitatively
new level, who must be able to engage in dialogue and
polylogue with international partners, act as linguistic
intermediaries and "mediators of cultures", develop
multilingual digital solutions, design services for
intercultural communication, and represent the
multicultural identity of their country.
A careful analysis of research shows that the
development of new pedagogical functions and the
forecasting of "professions of the future"
—
which
identifies promising areas of competency in
education
—
highlights the use of digital tools (e.g.,
instruction through information technologies, online
courses, interactive simulations and trainers, gamified
virtual environments, etc.). These technologies
influence the individualization and personalization of
learning, making it possible to adapt the educational
process to the specific needs and personal
characteristics of each student.
As M.K. Avalbayeva writes, “When studying any
language, it is important to pay attention to a number
of its components
—
this also applies to linguistics.
English linguistics explores the structures and patterns
of the language, its functioning and development, and
also compares it with other languages to identify
connections with the
m.”¹ Consequently, it can be
inferred that general linguistics deals with the empirical
and deductive study of the common features of all
languages, the general patterns of language
functioning, and the development of research methods
in the field of language. A part of general linguistics is
typology, which compares different languages
regardless of their genetic relationship and draws
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
general conclusions about language as a phenomenon.
According to D. Sabirova, the word linguistics is a
borrowed term. Further elaborating on her opinion, the
author states that “vocabulary is extremely important
in language learning. Linguistics is part of semiotics, the
science of signs. Therefore, linguistics is a synthesis of
all language sciences. Phonetics, grammar, vocabulary,
stylistics, and others are its branches.” Thus, in the
study of English linguistic constructions for
undergraduate students of non-linguistic fields, it can
be clearly stated that the grammar of the target
language comprises two main areas: morphology and
syntax, which themselves have further subdivisions. All
of these are components of linguistics. From the
perspective of this authorial approach, the concept of
linguistic construction is formulated.
A linguistic construction is defined as a set of syntactic
units and words that are logically interconnected,
ranging from sentence and phrase structures to
complex vocabulary. These serve as the core subject of
study in the theory of construction grammar. For
example, the English construction "I like it, I not like it"
means “I like it” or “I don’t like it.” Such constructions
are used to express reactions to various stimuli. To do
this, any verb in the structure can be substituted with a
semantically similar or opposite verb.
As a result of mastering the curriculum in a non-
linguistic undergraduate program, graduates should
develop the ability to communicate effectively in oral
and written forms in a foreign language for the
purposes
of
interpersonal
and
intercultural
communication, as well as the ability to use their
knowledge of a foreign language in their professional
activities. In order to construct coherent sentences and
express their thoughts, it is essential for non-linguistic
undergraduate students to know basic grammatical
constructions.
These types of phrases serve as essential tools in
communication with interlocutors. For example,
constructions like “There is” or “There are” can be used
when describing one’s location or explaining where an
object is situated: “There is my bag on the chair.”
This
construction can also be used to describe one’s
country, city, street, or home interior: “There is a big
picture on the wall in my flat.” / “There are many rivers
in my country.”
The research has revealed that undergraduate students
studying in the field of 60410100
–
Economics face a
number of challenges in mastering the English
language. These include linguistic and phonetic issues
(such as pronunciation and lexical meaning),
extralinguistic and methodological difficulties, as well
as problems with understanding the meaning of English
constructions. In addition, many students struggle with
learning English grammar. Most students indicated a
desire to study English as a language of culture valued
by the global community. This is supported by survey
results from the academic years 2023
–
2024, in which
372 out of 401 respondents (91%) expressed this
motivation.
The main reasons for choosing to study English,
according to respondents, are: its global prevalence
(98%); its linguo-aesthetic value (74%); and its
applicability in professional activities (100%).
At present, the study of English with the use of digital
technologies is considered a priority direction, though
it is not without its specific challenges and unresolved
issues. Among these are: the insufficient development
of research at the intersection of English linguistics, the
history of the English language and literature, teaching
methodology, and the digitalization of education;
disagreements among educators and scholars about
the integration of traditional, non-traditional, and
cutting-edge pedagogical methods in the instruction of
specialized subjects; and the lack of timely
methodological support in conducting monitoring
activities aimed at analyzing, evaluating, and adapting
existing information in the field of English language
teaching.
Modern approaches to English language instruction
identify four primary language skills: (1) speaking (the
ability to express thoughts orally); (2) writing (the
ability to express thoughts in written form); (3)
listening comprehension (auditory understanding of
speech); and (4) reading (understanding written
language). The study emphasizes that when planning
lessons using digital tools in non-linguistic universities,
it is crucial to focus on the following practical learning
objectives:
development of skills for expressing thoughts logically
and coherently;
enhancement of spelling and punctuation abilities;
mastery of standard norms of English literary language;
advancement of morphological and grammatical
competencies, with emphasis on accurate, automatic
word formation and usage in speech.
Literacy instruction is carried out using a phonetic-
analytic-synthetic
method,
which
consists
of
interconnected processes: teaching basic reading and
writing skills and reinforcing speech development at
various levels
—
sound (phonetic culture), word
(vocabulary building), sentence, and coherent
expression (text).
Cutting-edge language learning technologies are
applied in practice through various tools, enabling
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
learners to develop their individual abilities, "construct
and design their learning activities, make independent
decisions about the use of different aspects of
language, and manage pedagogical processes" [1, p.
88], regardless of the situational contexts in which they
participate [3, p. 67]. It follows that teaching methods
in first-year English instruction are aimed at achieving
specific educational goals and are based on a three-
component
theoretical
foundation:
linguistic,
psychological, and didactic. In our view, these concepts
are embodied in a unique instructional model that
adapts to the specifics of language teaching across
different contexts.
In the process of learning English, optimal methods and
tools that combine individual and group instruction
activate students in their cognitive and practical
engagement with the target language. This, in turn,
provides them with opportunities for a variety of
learning experiences. "Creative tasks employed in
speech actions under conditions closely resembling
real communication provide a framework for modeling
practical speech reproduction..." [2, p. 23v]. From this,
it can be concluded that successful language
acquisition requires a comprehensive approach that
includes a variety of exercises, grammatical
explanations, systematic instruction, and ongoing
practice.
Effective bilingualism
—
when a person can fluently and
accurately use two languages
—
is known as
coordinated bilingualism. This form of bilingualism
supports the development of linguistic abilities,
ensuring a high level of communicative competence in
both languages. Accordingly, the teacher may apply
those pedagogical concepts and corresponding didactic
systems that best align with their instructional
intentions.
First-
year students’ ability to select the optimal
translation option is often consciously developed
through this bilingual approach to language learning.
Here, the focus is on the reorganization of the learner's
speech mechanisms and the formation of a
"spontaneous
switching
mechanism"
between
languages [4, p. 123]. This suggests that, in learning and
comparing two languages, students engage in an
exploratory process that contributes to the learning
experience. It fosters their confidence in solving
assigned tasks, ultimately leading to a greater
awareness of their own learning processes.
We believe that in this case, the increasing importance
of communication and the need to develop interaction
skills for solving complex problems calls for a renewal
of
pedagogical
knowledge
in
organizing
communication based on both traditional and
innovative instructional technologies.
Productive learning, in turn, is aimed at developing the
ability to express one’s thoughts in a foreign language
and requires the active application of the studied
material in both spoken and written communication. In
this context, in our opinion, interference
—
which
includes disruptions at the phonetic, grammatical, and
lexical levels
—
arises as a result of subordinate
bilingualism. Such interference may be interlingual and
often occurs due to differences in meaning systems and
word usage between the native and target languages.
Thus, English language instruction in the first year of
non-linguistic undergraduate programs serves multiple
goals, including the development of both receptive and
productive skills. Receptive learning is focused on
language comprehension and includes the analysis of
grammatical structures, word formation, sentence and
text interpretation, as well as the use of dictionaries to
determine word meanings.
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Problems of Science and Education, (6), 88
–
89.
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