CC BY
447PROBLEMS ENCOUNTERED IN LEARNING ENGLISH
FOR SPECIFIC PURPOSES
1 "2 "l Umaraliev Z.B. , To'ychiev I.K. , Akramova N.M.
1Umaraliev Zokhidjohn Bakhodirjohn o 'g'li - Student;
To 'ychiev Isfandiyor Kodirjon o'g 'li - Student;
Akramova Nozima Muzaffarovna - Senior Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion discusses problems encountered in learning English for specific purposes. The authors of the article suggest several ways to solve the problems with dealing vocabulary within both ESL and ESP contexts in Uzbekistan educational institutions. The article explores which types of vocabulary should be taught and how an ESP teacher can facilitate the learning process.
Keywords: vocabulary, essential, problems, facilitate, academic, learning strategies, second language, foreign language, compulsory, specific.
For the last few years the English language has played an increasingly essential role as the medium of communication among people from different countries, Uzbekistan is no exception. In Uzbekistan where English was used as a foreign language before and since 2012 it has become as a second language, the ability in using English has become important for students as it is the global language for the dissemination of academic knowledge and it helps transform the academic experience of countless students. Therefore, English is not only a subject studied in the classroom, but also a medium for social and practical use [1, p.p. 56-60]. In the case of the Uzbek educational system, English is a compulsory subject from the primary school onwards. At the higher institutional level, university students are required to take at least four English courses during four academic years, i.e. two fundamental courses and two English for academic (EAP) or
specific purposes (ESP) courses. By the end of graduation students are required to be on the B2 level according to CEFR (Common European Framework of References).
Students in Uzbekistan generally encounter problems or difficulties in English learning, except those who attend speaking courses in English and participate in international programmes. Despite a regular use of the English language both inside and outside the classroom settings, the students still encounter problems in their learning and they generally see unknown words as the first problem to overcome. This may be because vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners led to difficulties in second language learning, besides mastering vocabulary is one of the most challenging tasks that any learner faces while acquiring another language. Thus, in the case of language learning, students need to be educated with the strategies which can help the learners acquiring the meaning of words. The particular strategies which are used by learners for the acquisition of new words in the second language are called 'vocabulary learning strategies' [2, p.p. 4-12]. To deal with vocabulary learning problems, vocabulary learning strategies should have been brought to the language classroom to increase language learners' effectiveness in language learning. Vocabulary learning strategies are significant because the acquisition of vocabulary is a never-ending process. It can be said that through the use of vocabulary learning strategies, learners may be able to maximize the effectiveness of their English language learning. On this basis, it is crucial to be aware of the basics of vocabulary learning strategies and how students adopt the strategies effectively. That is to say, it is vital to gain more insights into how learners perceive the use of vocabulary learning strategies to help them learn vocabulary.
In terms of teaching vocabulary in ESP contexts, it is important to make a distinction between two categories of vocabulary: technical and semi-technical because they are of great importance to learners studying English for specific and academic purposes.
Harmer suggests resolving overlapping categories into two broader groupings:
a) vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical descriptions and discussions.
b) vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across disciplines.
The first group should be referred to as semi-technical vocabulary and the second area would be regarded as technical vocabulary. We can examine the following text about a pharmaceutical experiment to illustrate the difference between the two:
We report a double blind, placebo controlled, crossover trial of an angiotensin converting enzyme inhibitor in patients with chronic fluid overload receiving dialysis. We used a crossover study and carried out procedures within the study according to the standard of ethics committee of this hospital. Each patient was given either placebo or enalapril in the first period of treatment and the alternative treatment in the second period; the order in which treatment was given was randomized, 13 patients receiving enalapril and 12 placebos first. (Ferguson. G. 2002).
The technical vocabulary items are as follows: angiotensin, enzyme, inhibitor, enalapril, chronic, dialysis, and placebo.
The semi-technical vocabulary items are as follows: report, double blind, control, crossover, trial, convert, fluid, overload, receive, study, carry out, procedure, standard period treatment.
With its importance, both academic vocabulary and semitechnical vocabulary should be given priority in teaching by ESP teachers because, according to Kennedy, this type of vocabulary is used in general life contexts but also has a higher frequency of occurrence in scientific and technical descriptions and discussions [1, p.p. 56-60]. Examination of the above given text shows that a potential ESP teacher must teach learners general vocabulary that has a higher frequency in a scientific field such as:
Academic: trial, study, standard, ethics, period and order Medicine: overload, procedure, chronic, treatment, fluid and drug
Verbs: report, control, convert, receive, give, and randomize. Collocations: carry out.
Some EFL and ESL teachers may sometimes assert that it is not their responsibility to teach technical vocabulary. This may also apply to ESP teachers who may or may not have the technical expertise in the subject matter they are teaching. However, under certain circumstances, and as the only qualified instructor, it may be the duty of an ESP teacher to teach technical vocabulary to assist in the learner's process of acquisition.
References
1. Kennedy Chris, Bolitho Rod. English for Specific Purposes. London and Basingstoke: Macmillan, 1944. Pp. 56-60.
2. Comfort Jeremy; Hick Steve; Savage Allan. Basic Technical English. Teacher's Book. Oxford: Oxford University Press, 1993. Pp. 4-12.
3. Harmer Jeremy. The Practice of English Language Teaching. London and New York: Longman, 1991. Pp. 15-25.
