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инновациялар
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Society and innovations
Journal home page:
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Effective approaches in teaching English for specific
purposes
Saida ABDULLAYEVA
1
University of World Economy and Diplomacy
ARTICLE INFO
ABSTRACT
Article history:
Received April 2023
Received in revised form
15 May 2023
Accepted 25 May 2023
Available online
15 June 2023
Nowadays the English language is the language of
international communication. It is used by representatives of
various professional spheres. Consequently, there is high
demand for ESP (English for Specific Purposes) courses. ESP
focuses on the specific needs of learners who require English
for their professional or academic pursuits. This study aims to
explore the most effective teaching methods for English for
Specific Purposes (ESP) as well as present an overview of
various teaching approaches and highlights their effectiveness
in ESP courses.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss4/S-pp296-299
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
Task-based Language
Teaching (TBLT),
Content and Language
Integrated Learning (CLIL),
Problem-based Learning
(PBL),
Computer-Assisted
Language Learning (CALL).
Maxsus maqsadlar uchun ingliz tilini o‘qitishda samarali
yondashuvlar
ANNOTATSIYA
Kalit so‘zlar:
vazifalarga asoslangan
yondashuv,
mazmun va tilni
birlashtirib o’qitish,
мuammoli ta'lim,
kompyuter yordamida
til o'rganish.
Hozirgi kunda ingliz tili xalqaro muloqot tili hisoblanadi. U
turli kasbiy soha vakillari tomonidan qo'llaniladi. Shi sababli,
ESP (Maxsus maqsadlarga yo’naltirilgan ingli
z tili) kurslariga
talab yuqori. ESP o'z kasbiy yoki akademik faoliyati uchun ingliz
tiliga muhtoj o'quvchilarning talablariga qaratilgan. Ushbu
maqola maxsus maqsadlarga yo’naltirilgan ingliz tili (ESP)ni
eng samarali o'qitish yondashuvlarini ko’rib chi
qishga
qaratilgan.
1
ESL/ESP Teacher, University of World Economy and Diplomacy, Tashkent, Uzbekistan.
E-mail:
Saida.abdullayeva@uwed.uz
Жамият
ва
инновациялар
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Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2023) / ISSN 2181-1415
297
Эффективные подходы в обучении английскому языку
для конкретных целей
АННОТАЦИЯ
Ключевые слова:
задачно
-
ориентированное
обучение,
интегрированное
обучение содержанию
и языку,
проблемное обучение,
компьютерное обучение
.
В настоящее время английский язык является языком
международного общения. Его используют представители
различных профессий. Следовательно, существует высокий
спрос на обучение английскому языку для специальных
целей. Английский язык для специальных целей (
ESP)
фокусируется на конкретных потребностях учащихся,
которым
английский
язык
необходим
для
их
профессиональной или академической деятельности.
Данная
статья
направленна
на
обзор
наиболее
эффективных подходов к обучению английскому языку
для специальных целей (ESP).
English for Specific Purposes (ESP) is an approach to language teaching that
focuses on the specific needs of learners. The main goal of ESP is to enable students to
use English effectively in their professional or academic contexts. ESP courses are often
provided to learners from various spheres, such as business, medicine, law, and etc.
Therefore, ESP instructors must utilize teaching methods that effectively address the
needs of their learners.
This article provides an overview of several teaching approaches used in ESP
courses and discusses their effectiveness in achieving the desired learning outcomes. It
also offers recommendations for ESP practitioners to enhance the quality of ESP teaching
and learning.
An approach is a broad term that encompasses a range of ideas about language
learning, including how learners acquire language, the role of the teacher, and the nature
of language itself. The approach provides the general philosophy and principles behind
language teaching.
Dudley-Evans & St. John (1998) have pointed out the necessity of ESP practitioners
focusing on identifying the specific language needs of their learners and tailoring their
instruction accordingly. Moreover, Swales (
2011) puts an emphasis on ESP practitioners’
obligation to encourage their learners to actively engage with the language and content
they are learning, through tasks such as problem-solving, negotiation, and critical
thinking. ESP practitioners should utilize various teaching approaches to address all of
the requirements.
In the article, we are going to review the benefits as well as difficulties of
implementation of Task-based Language Teaching (TBLT), Content and Language
Integrated Learning (CLIL), Problem-based Learning (PBL), and Computer-Assisted
Language Learning (CALL) in ESP courses.
Task-based Language Teaching (TBLT) is a learner-centered approach that
emphasizes meaningful communication through authentic tasks. In ESP courses, TBLT
can facilitate the development of learners' language skills by engaging them in activities
that simulate real-life situations in their professional or academic fields. TBLT
encourages active learning and promotes the use of the target language in context.
According to Willis, J., & Willis, D. (2007). TBLT is an effective approach to language
Жамият
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Society and innovations
Special Issue
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298
teaching as it focuses on the learners' needs and interests, and provides them with
opportunities to use the language in real-life situations. Nunan (2004) has pointed out
the emphasis TBLT puts on the development of communicative competence through the
completion of meaningful tasks that are relevant to the learners' lives and interests.
Hence, this approach can be particularly effective in ESP courses as it helps learners
develop the specific language skills required for their professional or academic aims in a
natural way.
The second approach is Content and Language Integrated Learning (CLIL), which
integrates subject-specific content and language learning. In ESP, CLIL can be used to
teach both language skills and profession-related knowledge simultaneously. This
approach can be highly effective in ESP courses, as it enables learners to acquire language
skills while simultaneously building their subject-specific knowledge. CLIL provides
learners with opportunities to study a subject they are interested in while developing
their language skills, cognitive skills, and academic skills. For instance, in the English for
Law ESP course, students can learn about legal terminology and concepts while
developing their language skills through reading, writing, listening, and speaking
activities related to the legal field.
The fact that high level of language proficiency requirements can be a challenge for
students is noted by Ruiz de Zarobe & Jimenez Catalan (2009), while Coyle, Hood, &
Marsh (2010), point out the challenges teachers might encounter while planning and
preparing materials that integrate content and language. It is worth noting that while
CLIL can offer many benefits for students, teachers, and educational institutions, it is
important to consider the potential challenges and limitations of the approach when
implementing it in a particular educational context. The third approach is Problem-based
Learning (PBL) which is an instructional method that revolves around the investigation
and resolution of complex, real-world problems. In ESP courses, PBL can provide
learners with opportunities to apply their language skills and professional knowledge in
context.
According to Savin-Baden and Major (2013), PBL involves students in active
learning, encourages collaboration, and the development of critical thinking and
problem-solving skills which are essential for learners in professional or academic
contexts. Implementing PBL in ESP courses can help learners develop the language skills
and professional knowledge needed for their careers or academic pursuits.
Computer-Assisted Language Learning (CALL) involves the use of technology to
facilitate language learning. In ESP courses, CALL can be employed to support various
teaching methods, such as TBLT, CLIL, and PBL. According to Warschauer & Healey
(1998) CALL can provide learners with access to authentic materials as well as
opportunities for autonomous learning, while Chun & Plass (1996) point out learners’
access to immediate feedback, allowing them to correct errors and improve their
language skills more quickly. Nevertheless, there is some criticism of CALL, such as Levy
& Stockwell (2006) claim that CALL cannot provide learners with the same level of
interaction and personalization as face-to-face instruction. Other researchers point out
the problems associated with learners’ deprivation of technology access and not
sufficient technological skills.
Overall, the use of multimedia resources, online platforms, and digital tools can
enhance the learning experience and help learners develop their language skills and
Жамият
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299
professional knowledge. CALL can also provide opportunities for self-paced learning,
personalized feedback, and collaborative learning, which can be particularly beneficial in
ESP courses.
The effectiveness of teaching approaches in ESP courses depends on their ability to
address the specific needs and objectives of learners. This article has highlighted several
teaching approaches, such as TBLT, CLIL, PBL, and CALL, which have proven effective in
ESP contexts. By adopting these methods and following the recommendations provided,
ESP practitioners can enhance the quality of ESP teaching and learning, ultimately
preparing learners for success in their professional or academic pursuits.
REFERENCES:
1. Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated
Learning. Cambridge University Press.
2. Chun & Plass (1996) Chun, D. M., & Plass, J. L. (1996). Effects of multimedia
annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.
3. Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A Multi-
Disciplinary Approach. Cambridge: Cambridge University Press.
4. Levy & Stockwell (2006) Levy, M., & Stockwell, G. (2006). CALL dimensions:
Options and issues in computer-assisted language learning. Routledge.
5. Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
6.
Ruiz de Zarobe & Jimenez Catalan, 2009 ғ Ruiz de Zarobe, Y., & Jiménez Catalán,
R. M. (2009). Content and Language Integrated Learning in Europe: A review of the main
issues. Language Teaching, 42(3), 269-280.
7. Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide
to theory and practice. Routledge.
8. Swales, J. (2011). ESP in retrospect and prospect. In B. Paltridge & S. Starfield
(Eds.), The handbook of English for specific purposes (pp. 3-20).
9. Warschauer & Healey (1998) CALL Warschauer, M., & Healey, D. (1998).
Computers and language learning: An overview. Language Teaching, 31(2), 57-71.
10.
Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University
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