ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
494
RAISING ENGLISH LEARNING AWARENESS OF STUDENTS WHOSE
SPEACIALTIES ARE NON-LINGUSITIC
Jurakulova Dilnura Begzod qizi
SamDCHTI English faculty Foreign language and literature.
joraqulovadilnura957@gmail.com
https://doi.org/10.5281/zenodo.14519041
Abstract. In today’s globally interconnected academic and professional landscape, English
competence is invaluable asset across divorse fields, including engineering, medicine, and
technology.
However, students in non-linguistic specialties often prioritize their primary studies over
language skills, which can lead to an undervaluation of English proficiency. This article explores
methods to raise English learning awareness among these students, focusing on motivational
approaches, contextual learning, and istitutional support. By offering tailored strategies, the study
aims to boost engagement and proficiency in English among non-linguistic students.
Keywords: English learning awareness, non-linguistic disciplines, second language
acquisition, language motivation, integrative motivation, instrumental motivation, contextual
learning, language proficiency, communicative competence, multilingualism, academic literacy,
field-specific vocabulary.
ПОВЫШЕНИЕ ОСВЕДОМЛЕННОСТИ ОБ ИЗУЧЕНИИ АНГЛИЙСКОГО ЯЗЫКА
У СТУДЕНТОВ, СПЕЦИАЛЬНОСТИ КОТОРЫХ НЕ ЯЗЫКОВЫЕ
Аннотация. В сегодняшнем глобально взаимосвязанном академическом и
профессиональном ландшафте знание английского языка является бесценным активом в
различных областях, включая инженерию, медицину и технологии. Однако студенты
неязыковых специальностей часто отдают приоритет своему основному обучению, а не
языковым навыкам, что может привести к недооценке владения английским языком. В
этой статье рассматриваются методы повышения осведомленности об изучении
английского языка среди этих студентов, уделяя особое внимание мотивационным
подходам, контекстному обучению и институциональной поддержке. Предлагая
индивидуальные стратегии, исследование направлено на повышение вовлеченности и
владения английским языком среди студентов неязыковых специальностей.
Ключевые слова: осведомленность об изучении английского языка, неязыковые
дисциплины, усвоение второго языка, языковая мотивация, интегративная мотивация,
инструментальная
мотивация,
контекстное
обучение,
владение
языком,
коммуникативная компетентность, многоязычие, академическая грамотность,
словарный запас,
специфичный
для данной области.
1.
Introduction
English has established itself as a global lingua franca in academia, business, and
international communication, essential across various disciplines such as engineering, medicine,
and economics.
However, students in non-linguistic fields often perceive English as secondary to their
technical skills, a mindset that can significantly hinder their academic and professional growth.
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
495
According to Stephen Krashen (1982), “language acquisition is greatly influenced by one’s
awareness and motivation,” underscoring the importance of raising English awareness among non-
linguistic students. This article highlights the importance of English proficiency for non-linguistic
students and examines strategies for fostering awareness of its value. Jim Cummins (2008) argues
that “language is not merely an academic subject but a critical tool for effective communication in
the professional world.” Integrating English learning into non-linguistic programs allows students
to recognize its relevance in their fields, making language acquisition both meaningful and
practical.
Methods
To explore effective strategies for enhansing English learning awareness among non-
linguistic students, a mixed-methods approach was employed:
Literature Review:
The study extensively reviewed foundational and contemporary research on second
language acquisition, motivation, and educational strategies, focusing on works by key scholars
like Stephen Krashen, jim Cummins, Zoltán Dörnyei, rebecca Oxford, and Michael Long.
Second Language Acquisition (SLA) Theories
Krashen’s Input Hypothesis: Stephen Krashen’s Input Hypothesis suggests that learners
acquire language effectively when exposed to input slightly beyond their current proficiency level,
termed “i+1” (Krashen, 1982). This model underscores the importance of providing non-linguistic
students with graded language materials that they can comprehend with minimal effort, helping
them gradually build awareness of English structures and vocabulary in a scaffolded manner.
Motivational frameworks in language learning
Dörnyei’s L2 Motivational Self System: Zoltán Dörnyei’s model, which consists of the
Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience, highlights how future self-
image influences motivation (Dörnyei, 2009). For non-linguistic students, visualizing the
professional utility of English can boost their motivation and engagement. Awareness programs
should therefore incorporate activities that help students identify with their ideal L2 self in a future
career context.
Cognitive and Metacognitive learning strategies
Rebecca Oxford’s language learning strategies: Oxford’s classification of language
learning strategies—cognitive, metacognitive, social, and affective—is foundational in promoting
self-directed learning (Oxford, 1990). Non-linguistic students, often unfamiliar with language
learning strategies, can improve their awareness of learning processes by employing metacognitive
strategies, such as planning, self-monitoring, and evaluating their progress.
Cognitive Strategy Theories (O’Malley & Chamot): Cognitive strategies include
summarizing, analyzing, and inferencing, which help learners actively engage with language
material. Non-linguistic students, especially those in analytical fields, can relate to these strategies
as they parallel problem-solving methods used in their disciplines (O’Malley & Chamot, 1990).
Teaching these strategies can help students approach English learning as a logical,
structured process, raising their awareness of effective practices.
Metacognitive awareness in language learning: Metacognitive awareness, which involves
understanding one’s cognitive processes, is crucial in SLA.
ISSN:
2181-3906
2024
International scientific journal
«MODERN
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АND RESEARCH»
VOLUME 3 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
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Research shows that learners who actively plan and monitor their learning are more
successful (Wenden, 1998). Non-linguistic students can benefit from explicit
Surveys: Questionnaires were distributed to 200 undergraduate and graduate students from
engineering, medical, and technical fields to gauge their attitudes toward English learning and its
perceived relevance.
Focus Groups: In-depth discussions provided qualitative insights into students’
motivations, the challenges they encounter, and suggestions for enhancing English learning
awareness.
Results
The study revealed several key findings about the challenges non-linguistic students face
in learning English, as well as the perceived benefits of proficiency.
Challenges faced by non-linguistic students
Perceived relevance:
Although 75% of students acknowledged the value of English in their academic and
professional lives, only 40% of them were actively engaged in learning it. Many students viewed
English as “necessary only for language specialists.” Gardner and Lambert (1972) found that
“integrative motivation, or the desire to connect with the culture, enhances language acquisition,”
a motivation often lacking among non-linguistic students who do not see immediate cultural
relevance in English.
Motivational barriers:
Low intrinsic motivation for learning L2 (second language) was expressed by a significant
number of students. Stephen Krashen (1982) emphasized that “language learning requires
meaningful interaction,” often missing in generalized English courses that lack contextual
relevance.
Lack of contextual learning:
Students frequently expressed frustration with courses that didn’t address field-specific
vocabulary and content. Swain and Lapkin (1995) assert that “language learning is facilitated
through meaningful production,” which can be enhanced by integrating field-specific English into
curriculums that are not linguistic.
Benefits of English proficiency
English proficiency offers substantial and multidimensional benefits that span academic,
professional, and personal development, positioning individuals for success in an increasingly
globalized world. Despite the challenges associated with mastering a second language, particularly
for non-native speakers, students and professionals alike acknowledge the far-reaching impact of
English skills on their educational and career pathways, as well as their broader worldview and
personal growth. Below is a deeper exploration of these dimensions:
Academic advancement and scholarly engagement
English is the primary language of instruction and communication in many prestigious
academic institutions, journals, and research conferences worldwide. Mastery of English allows
students to access a wealth of scholarly resources, including global research publications,
advanced studies, and specialized databases that would otherwise be out of reach.
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
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This access is crucial for students and researchers, enabling them to stay updated with the
latest developments in their fields, engage with contemporary debates, and contribute
meaningfully to global knowledge networks. By participating in international conferences and
workshops, students gain opportunities to collaborate with a diverse range of scholars and
professionals, which not only enriches their own research but also enhances the academic
discourse in their fields. Ultimately, English proficiency empowers students to transcend
geographical boundaries, bringing their research and ideas to a global stage.
Career growth and professional competitiveness
In today’s interconnected economy, English has emerged as the lingua franca of business
and industry. Proficiency in English is highly valued by employers, especially in multinational
corporations and international organizations where cross-border communication is essential. Job
candidates who can communicate effectively in English are often preferred for roles that require
international client engagement, team collaboration, or partnership with global stakeholders.
Moreover, as many professional documents, contracts, and official communications are
conducted in English, employees with language proficiency can handle tasks with a higher degree
of confidence and accuracy. This capability not only expands career opportunities but also
positions individuals for leadership roles and career advancement within global industries. In
essence, English skills act as a gateway to more lucrative job prospects and a competitive edge in
the international job market.
Personal development, cognitive benefits, and cultural awareness
Beyond academic and career benefits, learning a second language, particularly English, has
profound effects on personal growth and cognitive development. Research indicates that
bilingualism enhances cognitive flexibility, problem-solving skills, and creativity, which are
essential competencies in both professional and personal realms. English proficiency also fosters
cultural literacy and a deeper appreciation of cultural diversity. As students engage with English-
language media, literature, and social interactions, they develop a broader perspective on global
issues and cultural norms, which is invaluable for effective communication in multicultural
environments. Moreover, the process of learning and using English encourages individuals to step
outside their comfort zones, challenging them to adapt to new ways of thinking and expression.
This fosters resilience, open-mindedness, and empathy—qualities that enhance
interpersonal relationships and contribute to well-rounded personal development.
Broader global engagement and social mobility
English proficiency facilitates access to a broader world beyond one’s immediate
environment. Individuals proficient in English can engage with global issues, participate in
international social networks, and stay informed about developments around the world through
English-language media. This global awareness enables them to connect with others across
borders, share ideas, and build professional and social networks that can be pivotal in their careers
and personal lives. Furthermore, the ability to communicate in English can offer greater social
mobility, opening doors to educational scholarships, study-abroad programs, and career
opportunities that might not be available otherwise. By expanding access to resources and
networks, English proficiency promotes upward social and economic mobility, especially for those
from underrepresented or disadvantaged backgrounds.
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
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Discussion
The findings suggest that non-linguistic students benefit most from language programs that
integrate field-specific English applications. Zoltán Dörnyei (2005) asserts that “motivation to
learn a language is closely linked to a person’s vision of their ideal self.” For non-linguistic
students, aligning English learning with professional goals could enhance students’ intrinsic
motivation and engagement. Moreover, this method enables them to consider English not just as
academic subject but as significant tool for their future career and personal growth.
Methods to enhance english learning awareness
Integrating English into core subjects
Incorporating English materials into the core
curriculum of non-linguistic courses can make
language acquisition purposeful and relevant.
For example, engineering students could
engage with technical articles in English,
connecting language skills with their primary
field of studies.
Utilizing technology
Online language learning platforms provide
flexible and interactive opportunities for
language acquisition. Dr. Rebecca Oxford
(1990) noted that “effective language learning
strategies
are
critical
for
autonomous
learning,” a method particularly valuable and
beneficial for students outside linguistic fields.
Utilizing technology
Online language learning platforms provide
flexible and interactive opportunities for
language acquisition. Dr. Rebecca Oxford
(1990) noted that “effective language learning
strategies
are
critical
for
autonomous
learning,” a method particularly valuable and
beneficial for students outside linguistic fields.
Creating supportive environments
Peer collaboration and constructive feedback
help to alleviate anxiety associated with
language learning. Oxford also highlighted
that “collaborative learning fosters mutual
learning among students, thereby bolstering
their confidence in using the language.”
Offering incentives
Recognizing advancements in language
acquisition can serve as a motivational factor
for students. A study by the British Council
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
499
found that “students who perceive English as
pertinent to their field of study are more
inclined to learn.”
Conclusion
Enhancing awareness of English language learning among students in non-linguistic fields
is vital for their success within the globalized context of today’s world. Students without a
linguistic background encounter specific challenges in learning English, such as viewing it as
irrelevant or lacking meaningful contextual applications. Nonetheless, by understanding these
challenges and implementing targetted pedagogical strategies, educators can cultivate a conductive
environment that promotes language proficiency. Michael Long (1996) emphasizes the
significance of using “task-based language teaching for contextualizing learning,” which can be
valuable in non-linguistic fields. Programs that integrate field-specific language, promote peer
collaboration, and leverage technology can make English learning more accessible and engaging.
As Cummins (2008) suggests, “language serves as a foundational tool for effective
communication and career success.” Institutions play a critical role in raising awareness and
providing resources to support non-linguistic students in acquiring English proficiency.
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«MODERN
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АND RESEARCH»
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