International Journal of Pedagogics
225
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
225-228
10.37547/ijp/Volume05Issue03-64
Enhancing teacher
–
student interaction in the classroom:
strategies and approaches for effective engagement
Tohirova Shahribonu
English teacher, TSPU, Uzbekistan
Received:
29 January 2025;
Accepted:
28 February 2025;
Published:
31 March 2025
Abstract:
Effective teacher-student interaction plays a crucial role in facilitating student learning, promoting active
participation, and fostering a positive classroom environment. This article explores various techniques and
approaches that can enhance teacher-student interaction in the classroom. The paper examines the importance
of effective communication, rapport-building, and student-centered instructional strategies in facilitating
meaningful interactions. It also delves into the utilization of technology, such as educational apps and online
platforms, to augment teacher-student engagement. Additionally, the paper discusses the significance of cultural
responsiveness and inclusive practices in promoting inclusive teacher-student interactions. By incorporating these
techniques, educators can create a classroom environment that nurtures student growth, maximizes learning
outcomes, and cultivates positive relationships between teachers and students.
Keywords:
Student centered approach, blended learning, ESP.
Introduction:
Foreign language is objectively a social
value. Its inclusion in the each school curriculum is a
kind of social order of the society, because at present
our society needs more than ever to have people speak
foreign languages. Interest in foreign languages and
methods of teaching them has not waned for many
years old. First of all, this is due to the desire to master
one or more foreign languages. Currently, knowledge
of foreign languages gives the younger generation
indisputable advantages: the possibility of better
integration in a society with a market economy, better
employment, more complete understanding of the
world as a whole. The practical purpose of mastering a
language is to use it to deepen their knowledge in
various fields of science, technology, public life,
personality development, capable and willing to
participate in the dialogue in the studied language at
the level of free communication, which should be
carried out competently. In teaching English as a
second language focuses on many type of methods.
METHODOLOGY
If you have had previous experience as a teacher of
English as a Foreign Language (EFL), your first question
on receiving your current assignment to teach ESP may
be: "How is ESP different from EFL?" The major
difference between ESP and EFL lies in the learners and
their purposes for learning English. ESP students are
adults who already have some familiarity with English
and are learning the language in order to communicate
a set of professional kills and to perform particular job-
related functions. An ESP program is therefore built on
an assessment of purposes and needs and the functions
for which English is required. ESP is part of a larger
movement within language teaching away from a
concentration on teaching grammar and language
structures to an emphasis on language in context. ESP
covers subjects ranging from accounting or computer
science to tourism and business management. The ESP
focus means that English is not taught as a subject
divorced from the students' real world; instead, it is
integrated into a subject matter area important to the
learners. EFL and ESP differ not only in the nature of the
learner, but also scope of the goals of instruction.
Whereas in EFL all four language skills; listening,
reading, speaking, and writing, are stressed equally, in
ESP a needs assessment determines which language
skills are most needed by the students, and the
program is focused accordingly. An ESP program,
might, for example, stress the development of reading
skills in students who are preparing for graduate work
in engineering; or it might stress the development of
conversational skills in students who are studying
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
English in order to become tour guides.
RESULTS
First of all, it is necessary to be clear what the term
'authentic' really means. I
t’s usually about the sense of
“taken from the target situation and, therefore, not
originally constructed for language teaching purposes”.
Authenticity is not a characteristic of a text in itself: it is
a feature of a text in a particular context. A text alone
has no value. A text is a message from a writer to the
reader. A text can only be truly authentic, in other
words, in the context for which it was originally written.
Since in ESP any text is automatically removed from its
original context, there can be no such thing as an
authentic text in ESP. In this sense, it can easily be seen
that different types of text will be required at different
stages of a course, depending on what we want the text
for, for example:
a) You want the learners to realize how much
information they can get from a text by the application
of certain strategies. In this case you can use a target
situation text to make the exercise more realistic.
b) You want to do a jigsaw reading task, such as in
lesson 2 in chapter. If you insisted on using target
situation texts here, you could be searching forever to
find the appropriate ones. In this case, it is the activity
that is of greatest importance and so the texts can be
constructed to generate the best activity.
c) You want to illustrate a particular sentence pattern
or discourse pattern. If you can find a target situation
text that fits, use it. If not, it is no great problem. Your
purpose is to make apparent an underlying structure. A
target situation text might be rather confusing, because
there are all sorts of other things in the text too
arccording to Allen and Widdowson, (1974).
Results. The importance of a text is not intrinsic to the
text, but devices from the rule the text has to play in
the teaching/ learning process.
As the example of the use or non-use of authentic texts
illustrates, ESP teacher will often have to orientate
themselves to difficult problems with little or no
guidance. There are no easy solutions to this situation,
but some methods that might be useful are:
a. Surveys of the history and present state of ESP in
your own or neighbor countries:
b. Formations of groups of ESP teacher, perhaps
allied to any existing national organization for the
promotion of ELT, to further the support and
development of ESP:
c. Establishment of newsletters and other form of
publication, for exchanging information and views
about ESP in your country:
d. Provision of pre-and in-service teacher training
focusing on ESP issues. Such provision can take a
variety of form: workshops, seminars, short courses etc
ESP integrates subject matter and English language
instruction. Such a combination is highly motivating
because students are able to apply what they learn in
their English classes to their major field of study,
whether it be computer science, accounting, business
management, economics, or tourism. Being able to use
the vocabulary and structures that they learn in a
meaningful context reinforces what is taught and
increases students' motivation.
The students' abilities in their subject-matter fields, in
turn, enhance their ability to acquire English. Subject-
matter knowledge gives them the context they need to
understand the English of the classroom. The ESP class
takes subject-matter content and shows students how
the same information expressed in English. The teacher
can exploit the students' knowledge of the subject
matter in helping them learn English faster.
Figure 1 summarizes what is meant by English for
Specific Purposes. The “specific” in ESP refers t
o the
specific purpose for learning. Students approach the
learning of English through a field that is already known
and relevant to them. This means that they are able to
use what they learn in the ESP classroom right away in
their work and studies. The ESP approach enhances the
relevance of what the students are learning and
enables them to use the English they know to learn
even more English, since their interest in their field will
motivate them to interact with speakers and texts.
Figure 1. ESP assesses needs and integrates motivation,
subject matter and content for the teaching of relevant
skills.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
English for Specific Purposes
DISCUSSIONS
First of all, it is necessary to be clear what the term
'authentic' really means. It’s usually about the sense of
“taken from the target sit
uation and, therefore, not
originally constructed for language teaching purposes”.
Authenticity is not a characteristic of a text in itself: it is
a feature of a text in a particular context. A text alone
has no value. A text is a message from a writer to the
reader. A text can only be truly authentic, in other
words, in the context for which it was originally written.
Since in ESP any text is automatically removed from its
original context, there can be no such thing as an
authentic text in ESP. In this sense, it can easily be seen
that different types of text will be required at different
stages of a course, depending on what we want the text
for, for example) You want the learners to realize how
much information they can get from a text by the
application of certain strategies. In this case you can
use a target situation text to make the exercise more
realistic.
b) You want to do a jigsaw reading task, such as in
lesson 2 in chapter. If you insisted on using target
situation texts here, you could be searching forever to
find the appropriate ones. In this case, it is the activity
that is of greatest importance and so the texts can be
constructed to generate the best activity.
c) You want to illustrate a particular sentence pattern
or discourse pattern. If you can find a target situation
text that fits, use it. If not, it is no great problem. Your
purpose is to make apparent an underlying structure. A
target situation text might be rather confusing, because
there are all sorts of other things in the text too
according to Allen and Widdowson, (1974).
The importance of a text is not intrinsic to the text, but
devices from the rule the text has to play in the
teaching/ learning process.
As the example of the use or non-use of authentic texts
illustrates, ESP teacher will often have to orientate
themselves to difficult problems with little or no
guidance. There are no easy solutions to this situation,
but some methods that might be useful are:
a. Surveys of the history and present state of ESP in
your own or neighbor countries:
b. Formations of groups of ESP teacher, perhaps
allied to any existing national organization for the
promotion of ELT, to further the support and
development of ESP:
c. Establishment of newsletters and other form of
publication, for exchanging information and views
about ESP in your country:
d. Provision of pre-and in-service teacher training
focusing on ESP issues. Such provision can take a
variety of form: workshops, seminars, short courses etc
ESP teachers should equip language learners with
appropriate linguistic and strategic competencies,
which enable them to improve their academic
competence independently. It is evident that in such a
purpose-oriented approach, the role of ESP teachers is
of essential importance. ESP teachers have to take
multidimensional and unpredicted responsibilities
because of the on-
going changing patterns of learners’
needs. They should formulate certain goals and
objectives, select and develop effective materials, plan
appropriate courses, and
evaluate the learners’
patterns of development. This means traditional
PURPOSE FOR
LEARNING
WAYS ENGLISH
WILL BE USED
MOTIVATION
SUBJECT
MATTER
NEEDS
ASSESMENT
CONTEXT
International Journal of Pedagogics
228
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International Journal of Pedagogics (ISSN: 2771-2281)
language delivering roles. Instead, they have to act as
teachers, course designers, collaborators, researchers,
and evaluators simultaneously. Moreover, ESP
teachers have the most essential role to enhance the
learners’ instrumental and integrated motivation.
CONCLUSION
ESP teachers cannot turn to linguistics and psychology
in the hope of finding ready-made, straight forward
answers to the problems that they will meet. Rather,
they need to distil and synthesize, from the range of
options available. All ESP teachers are in effect
“pioneers” who are helping to shape the world of ESP.
In other words, the ESP teacher should not become a
teacher of the subject matter, but rather an interested
student of the subject matter. Many ESP teachers are
surprised at how much knowledge of the subject
matter they “pick up” by teaching the materials or
talking to students. The important thing is the ESP
teacher must know something about the subject
matter of the ESP material. The ESP teacher must fill
many roles. You may be responsible for organizing
courses, for setting learning objectives, for establishing
a positive learning environment in the classroom, and
for evaluating student progress.
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