ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1324
ENGLISH READING STRATEGIES AND APPROACHES FOR LAW
STUDENTS
Ravshanova Oyshabonu Salom qizi
O’razaliyeva Ro’shana Abduvahobovna
Navoiy viloyati yuridik texnikumi o’qituvchilari
https://doi.org/10.5281/zenodo.10449898
Abstract.
Students and professionals feel that learning English is necessary to stay
competitive in their studies and careers due to the rapid globalization of the world. We are also
living in the age of specializations. Individuals possess specialized knowledge in various domains;
the most effective approach to acquire this kind of information is by learning several languages,
particularly English, which is widely utilized globally. The study examined the impact of using
English for Specific Purposes reading within the framework of the communicative approach, and
the results were presented in this article for a group of law students. Results demonstrate that
specialized reading encourages students to use English in everyday contexts and expands their
vocabulary and knowledge of their particular field of study.
Key words:
law students, ESP, specialized reading, communicative approach.
СТРАТЕГИИ И ПОДХОДЫ К ЧТЕНИЮ НА АНГЛИЙСКОМ ЯЗЫКЕ ДЛЯ
СТУДЕНТОВ-ЮРИСТОВ
Аннотация
. Студенты и профессионалы считают, что изучение английского
языка необходимо для того, чтобы оставаться конкурентоспособными в учебе и карьере
в связи с быстрой глобализацией мира. Мы также живем в эпоху специализаций.
Отдельные лица обладают специализированными знаниями в различных областях;
наиболее эффективным подходом к получению такого рода информации является изучение
нескольких языков, особенно английского, который широко используется во всем мире. В
исследовании изучалось влияние использования английского языка для чтения в конкретных
целях в рамках коммуникативного подхода, и результаты были представлены в этой
статье для группы студентов-юристов. Результаты демонстрируют, что
специализированное чтение побуждает студентов использовать английский язык в
повседневных контекстах и расширяет их словарный запас и знания в их конкретной
области обучения.
Ключевые слова:
студенты-юристы, ESP, специализированное чтение,
коммуникативный подход.
ESP might be described as a specific branch of English as a foreign language on the training
of students in specific areas, Anthony (2007) points out that English can be used in academic
studies or the teaching of English for travel or professional purposes, which represents a population
of professionals who are involved in their own fields of study; hence, they need to delve deep into
specific topics, and the ESP approach can be useful as a learning methodology. Setting up ESP,
students were encouraged to find more information that piqued their interest by practicing reading
within the confines of the communicative approach. They also had the chance to practice other
skills, like listening to their partners, conversing about shared interests, debating and discussing
the readings according to their own ideas, and summarizing and composing their own opinions.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1325
These assignments gave me a better understanding of the students' work and enabled me to make
study-specific conclusions. The process of learning English has been changing according to the
students’ needs. ESP has been an important component of that change; according to Anthony’s
(2007) experience, teachers are much more aware of the importance of needs analysis in order to
select materials that are closely related to the learner’s goals. Thus, we can infer that advanced and
adult learners feel the need to acquire knowledge of their own fields of study. Hence, English
became a tool to acquire information from different disciplines such as engineering, architecture,
computer science, health, environmental protection, mechanics, accounting, and economics,
among other fields.
The communicative approach is predicated on the notion that effective language learning
results from communicating "real" meaning; consequently, when learners engage in authentic
communication, their innate language acquisition strategies are activated, which expedites their
language learning process.
Based on this, Hutchinson and Waters (1987, p. 25) state that ESP is "an approach to
language teaching in which all decisions as to content and method are based on the learner's reason
for learning," meaning that students are aware of their own learning process and the significance
of learning a second language when the teacher incorporates their disciplines into class activities.
Similarly, Jin, Singh, and Li (2005) discovered through their own research that one of the
responsibilities of the teacher in the classroom is to develop strategies to aid students in
understanding texts. This method is a productive way to comprehend the readings and the primary
concepts. This finding gets me to thinking about how crucial it is for teachers to encourage and
support their students' work as well as to support reading practice in ESP.
Considering that the communicative approach is the material because it is the teachers'
primary resource is another crucial component of reading ESP. "Authentic materials are important
tools for use in ESP classes because, as we have clearly shown, they motivate and immerse learners
in specific areas of the target language in which practice is needed," write Torregrosa and Sánchez-
Reyes (2011, p. 93). Because they are rich in content and typically based on actual experiences
and investigations, real texts are therefore always preferred. In order to give students authentic
reading materials, Jin et al. (2005, p. 19) recommend that teachers assist students in gaining access
to authentic English language materials, which may be found online, in international newspapers,
or in magazines. These resources give students knowledge about various countries, people groups,
cultures, and linguistic topics. As a result, through the use of authentic materials, students are able
to demonstrate their language proficiency, improve their background knowledge, and engage in
genuine communication.
Apart from adhering to the guidelines of the communicative approach, this study considers
the reading process (pre-reading, while-reading, and post-reading), whereby students accomplish
an effective task:
• Pre-reading prepares students to read efficiently, which facilitates comprehension and is
related to students’ backgrounds. Lebauer (1998, p. 5) notes: “Pre-reading activities can improve
students’ cognitive burden while reading because prior discussions will have been incorporated.”
Thus, teachers have to provide supplemental activities such as brainstorming, differencing,
guessing, and analyzing titles and pictures, among other activities.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1326
• While-reading allows students to carry out “active reading” with activities such as
arguing, summarizing, questioning, evaluating, and comparing the text with their own personal
experience. It is necessary that students avoid using dictionaries while engaged in these activities;
however, teachers can encourage students to use strategies such as skimming and scanning for
faster and more in-depth reading practice. At the same time, Ur (1996) and Vaezi (2001) suggest
such strategies as making predictions, integrating prior knowledge, re-reading, making use of
context or guessing, breaking words into their component parts, reading in chunks and monitoring
one’s reading.
• Post-reading exercises depend on the purpose of reading and the type of information the
reader is interested in gaining. With reference to the previous statement, Barnett (1988, p. 5)
remarks: “Post-reading exercises first check students’ comprehension and then lead students to a
deeper analysis of the text.” Finally, reading has to accomplish the function of imparting new
knowledge in tandem with activities such as group discussion, summarizing, questioning, filling
out charts, completing a text, listening to or reading other related materials, and role-playing.
Hence, students must have the autonomy to choose the best techniques for them, according to their
own needs and learning styles.
Because they lack the vocabulary necessary to read, write, or speak the language, students
are often afraid to practice it. However, this research helped the students overcome this fear by
teaching them how to apply various reading comprehension techniques. Barnett (1988) suggests
using prereading, while-reading, and post-reading processes that involve activities like finding
cognates, guessing, skimming, scanning, mapping, and outlining, among other things. As a result,
the students used these strategies to help them comprehend the texts as well as to develop a specific
vocabulary that would come in handy when it came time to write summaries or give oral reports.
By reading about subjects linked to their chosen careers, students were able to develop a
broad perspective on the world outside of their field of study. This allowed them to select pertinent
information based on their interests, such as Uzbekistan's constitution, human rights, drug use and
abuse, divorce, crime and punishment, and other subjects.
Furthermore, this study encourages students to look into information about their personal
needs in other countries, which will be helpful in their future careers.
As their careers progress, law students must acquire particular skills, like the capacity to
present, debate, evaluate, and defend their positions in light of their personal experiences or
expertise. The methodology used in this study provided students with the appropriate conditions
for carrying out these processes through different reading activities. Furthermore, this research
motivated the students’ use of prior knowledge as a relevant source to defend their ideas in front
of their peers, who were their close competitors and judges.
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ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
1327
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