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0PPSUTLSC-2024
PRACTICAL PROBLEMS ANO SOLUTIONS TO THE USE OF THEORETICAL LAWS IN THE SCIENCES OF THE 21ST CENTURY
tashkent, o-8 MAv 2004 www.in-academy.uz
MODERN CHALLENGES OF TEACHING ENGLISH
Muhayyo Jo'rayeva
EFL teacher, Department of foreign language and literature, University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan jurayevamuhayyo385@gmail.com https://doi.org/10.5281/zenodo.13219362 Abstract: There are many different kinds of challenges when teaching English in applied science universities. The fact that pupils' language skill varies so widely—some may speak English well, while others may find it difficult to communicate on a basic level—is a prevalent issue. Because of this, developing lesson plans that meet the needs of every student may be challenging. The dearth of tools and assistance available to English language instructors at applied scientific universities is another problem. Lack of access to current teaching materials and professional development opportunities might make it more difficult for teachers to teach English.
Keywords: difficulties, varying degrees of language competency, absence of resources, professional development, instructional materials, practical skills, experiential learning, significance, real-world examples and solutions
1 INTRODUCTION
English language instruction in universities of applied sciences presents unique challenges due to the diverse language requirements across different fields, the need for technical language proficiency, and the support required for students during internships. In this context, it is essential to address these challenges effectively to ensure that students are equipped with the necessary language skills to succeed in their academic and professional endeavors. This article will explore the problems faced in teaching English in universities of applied sciences and propose solutions to enhance the language learning experience for students in this setting.
The focus on practical skills and hands-on learning in universities of applied sciences may not always align with the traditional methods of teaching English. This can make it challenging for teachers to engage students and make the content relevant to their field of study. To address these challenges, universities of applied sciences can provide more support and resources for English language teachers, such as professional development workshops and access to updated teaching materials. Additionally, incorporating real-world examples and practical exercises into English lessons can help students see the relevance of the language to their field of study. By recognizing and addressing the problems
associated with teaching English in universities of applied sciences, educators can better prepare students for success in their future careers.
2 METHODS AND MATERIALS
Teaching English in universities of applied sciences presents its own set of challenges and solutions, distinct from traditional universities. Students in universities of
applied sciences are often studying English for specific professional purposes, such as business, engineering, or healthcare. This can make it challenging to tailor language instruction to meet the diverse needs of students in different fields. Solution: Develop specialized English courses or modules that focus on industry-specific language skills and vocabulary. Collaborate with professionals in various fields to ensure the content is relevant and practical.
Students in universities of applied sciences may have limited exposure to English outside of the classroom, which can hinder their language acquisition and fluency. Solution: Encourage students to engage with English-language materials in their field, such as industry journals, websites, and podcasts. Incorporate authentic materials and real-world tasks that simulate professional communication situations. 3 RESULT
Students in applied sciences programs may require specialized technical language skills to communicate effectively in their field. Solution: Integrate technical vocabulary and terminology into English lessons, provide opportunities for students to practice using industry-specific language, and offer workshops or resources to help students improve their technical writing and communication skills.
Many students in universities of applied sciences participate in internships or work placements as part of their program, which can impact their English language learning experience. Solution: Incorporate workplace communication skills into the curriculum, offer support and guidance for students during their internships, and provide opportunities for students to reflect on their professional experiences in English.
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Universities of applied sciences often emphasize interdisciplinary collaboration, requiring students to communicate and work with peers from different fields. Solution: Encourage group projects that involve students from various disciplines, provide opportunities for cross-disciplinary communication and collaboration, and promote intercultural competence to support effective teamwork.
Ensuring that English language assessments align with the specific learning outcomes and professional competencies required in applied sciences programs can be challenging. Solution: Collaborate with program coordinators and industry partners to align assessment criteria with professional standards, use authentic assessment tasks that reflect real-world communication challenges, and provide feedback that helps students improve their language skills in a professional context. 4 DISCUSSION
By addressing these unique challenges with targeted solutions, instructors can create a more effective and relevant English language learning experience for students in universities of applied sciences. Emphasizing the practical application of language skills, integrating industry-specific content, and fostering interdisciplinary collaboration can help students develop the language proficiency they need to succeed in their chosen profession.
Universities of applied sciences encompass a wide range of fields, each with its own specific language demands. For example, engineering students may need technical English skills, while business students may require proficiency in business communication. This diversity can make it challenging to develop a one-size-fits-all language curriculum. Some researchers suggest developing specialized language programs that cater to the specific needs of different disciplines within universities of applied sciences. This approach involves collaborating with faculty from various departments to identify the language skills required for success in each field and designing targeted language courses accordingly.
Many programs at universities of applied sciences involve technical or vocational training, which necessitates a deep understanding of industry-specific terminology and concepts. Teaching technical English can be complex, especially when students need to apply this knowledge in real-world settings such as internships or work placements. Scholars recommend integrating technical language instruction with practical, hands-on experiences. This could involve incorporating industry-specific materials, simulations, or case studies into language classes to help students develop the language skills necessary for their future careers.
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Internships and work placements are integral components of many programs at universities of applied sciences. However, students may face challenges in applying their English language skills in professional settings, particularly if they are non-native speakers. Some studies propose providing language support services specifically tailored to students undertaking internships. This could involve offering language coaching, workshops on professional communication, or resources for workplace-specific language development to help students navigate the linguistic demands of their internships more effectively. 5 CONCLUSIONS
In conclusion, teaching English in universities of applied sciences presents a distinct set of challenges that require tailored solutions to meet the needs of students studying for specific professional purposes. From addressing the diverse language requirements of different fields to promoting technical language skills and supporting students during internships, instructors must consider the unique context of applied sciences programs to provide effective language instruction. By integrating industry-specific content, fostering interdisciplinary collaboration, and aligning assessments with professional competencies, educators can create a more relevant and practical English language learning experience for students in universities of applied sciences. By addressing these challenges with targeted solutions, instructors can help students develop the language proficiency they need to succeed in their chosen profession and navigate the demands of the professional world effectively.
REFERENCES
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[2] Flowerdew, J., & Miller, L. (2005). Second language writing: Research insights for the classroom. Cambridge University Press.
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[5] Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
[6] Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14(1), 3-62.
PPSUTLSC-2024
PRACTICAL PROBLEMS AND SOLUTIONS TO THE USE OF THEORETICAL LAWS IN THE SCIENCES OF THE 2IST CENTURY
tashkent, o-8 may 2004 www.in~academy.uz
[7] Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (Vol. 1). University of Michigan Press
