3Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
READING STRATEGIES IN TEACHING ENGLISH IN
AN ESP CLASSES
Nargiza Muhamadjonovna Karimova
Senior teacher of NamSU E-mail: nargizakarimova 129@ gmail. com
ABSTRACT
This article dedicates a qualitative study that aims at proposing an implementation of a new strategy model for improving reading strategies in an English Specific Purposes process in Bachelor Degree program, which has shown low results in the standardized national tests. After a literature review about the current models to develop communicative competence in major students, the models Theme Based Learning and Task-Based Language Learning were put into consideration since they share some important principles and complement each other. Findings showed that the reading comprehension skills are related to the main core of the content based instruction model by developing High Order Thinking Skills. The Task Based Language Learning relates a core of active methodologies to be considered as the backbone in the classes planning that let students be involved in meaningful communicative activities.
Keywords: English for Specific Purposes, Theme Based Learning, Task-Based Language Learning, reading comprehension skills, Content Based Instruction, High Order Thinking Skills
Introduction
This implementation proposal for an English Specific Purposes (ESP) in Higher Education in Uzbekistan to a Master Degree final project that shows an analysis of the theoretical framework about interesting methodologies for teaching English as a foreign language and a contrastive work with the current situation of a Bachelor Degree program in universities [1].
A key element in the training of a specialist in Social Sciences and Humanities is the achievement of a balanced combination of professional skills with linguistic competence. It is worth mentioning that the development of linguistic competence in the sphere of professional communication contributing to deeper assimilation of knowledge, expansion of general and professional erudition of the future specialist is a priority for teaching foreign languages in higher education (especially in the field of the Humanities and Social Sciences). [2]
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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The development of reading comprehension skills of professionally-oriented texts is one of the most important educational task in teaching English for speific purposes (ESP). First of all, reading comprehension is a must in contemporary postindustrial societies. In the era of digitalization students need to upgrade their skills and strategies [3]. Secondly, there is a significant diversification of texts that students have to deal with: along with conventional, "paper" texts, "electronic" texts are becoming widespread. As reading strategies vary depending on the type of text, the teaching methods for reading comprehension development should be adjusted. There are many additional difficulties in teaching academic reading in Social Sciences and Humanties for learners and teachers as they are challenged with different styles, formats and genres.
On the one hand, there are many studies analyzing application of various techniques for ESP reading skills development, such as teaching in computer-networked environm, feminist methodology, the Theme and Task Based Learning Model, problem-posing approach, etc. On the other hand, it is difficult to find out which technique would be more effective for ESP reading skills enhancement if we take into account the challenges of the knowledge-based society, the influence of modern globalized communication environment (in particular, the increasing role and importance of electronic communication) on all participants of educational process.
Learning in a computerized environment can be very stimulating for the development of reading skills in ESP as it fosters learners' motivation and creativity. The benefits of the use of computer-mediated and information technologies approach to ESP are obvious because reading patterns of the modern student youth are influenced by computer mediated communication. Indeed, new cultural practices and possibilities of electronic communication affect students' cognitive and communicative skills. The emergence of a new digital mentality of the 21st century ("clicking people") among students contributes to new cognitive and co mmunicative skills development.
Critical Pedagogy is a communicaive approach to teaching practice, fostering students' independent thinking skills, contributing to the formation of active, critical, conscious and responsible members of society (Freire, 2013). Critical Pedagogy methods include the rejection of rational and dogmatic methods of traditional teaching in favor of an approach that takes into account the diversity of positions and points of view of participants in the educational process, their individual characteristics. Such an approach contributes to the development of professional competence of students.
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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The traditional approach to learning focuses on Teacher's activity as a provider of knowledge and Student's passive role as a recipient of information. On the contrary, in Critical Pedagogy traditional roles are deconstructed and the delegation of part of teacher's authority to students is practiced. [2]
The principle of a learner-centered curriculum where delegation of part of teacher's authority to students is practiced provides the latter with an independence and an opportunity to express themselves and actively participate in the process of collective construction of knowledge, increase their social activity. The idea of a learner-centered curriculum as well as Freire's concept of dialogical action underlie the problem-posing approach to developing critical reading skills and strategies (as cited in Naiditch, 2010, p. 94-107). Critical reading skills are developed when learners use their own personal experience and share collective experience to attach additional meaning to the problem in the process of collective construction, deconstruction and reconstruction of meanings.
Problem Statement
The author puts forward a hypothesis that the problem-posing approach alongside with the concept of dialogical action of Critical Pedagogy in a computer-networked environment can be applied to teaching ESP academic reading skills. According to previous studies such methodology may be used for learning ESP and fostering learners' reading comprehension skills [6].
Research Questions
The research question is as follows: Can the problem-posing approach and the concepts of of Critical Pedagogy be used effectively for the develoment of learners' ESP academic reading skills in computerized environment?
Purpose of the Study
The aim of the resarch is to find out how the application of problem-posing approach alongside with the concept of dialogical action of Critical Pedagogy in a computer-networked environment influences students' reading comprehension skills of academic texts in Humanities.
Research Methods
A pilot study was conducted in which ESP students of Social Sciences and Humanities at Peoples' Friendship University of USA took part. [4]
Two groups of students: experimental and control took part in the experiment. The selection of these groups was based on the requirements of statistical homogenuity on the basis of equal language level, and on academic performance analysis. [5]
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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At the beginning of ESP classes, students of both groups had preliminary testing in reading comprehension, which demonstrated statistical homogeneity of the groups on the basis of "reading and comprehension of professionally-oriented texts".
At the next stage the experimental group had their ESP classes with the implementation of Critical Pedagogy techniques, while the control group learned ESP in traditional environment according to traditional methods. Both groups studied in classrooms equipped with computers and the Internet. [6] The teaching methodology in the experimental group was based on the principles, algorithms and techniques of the Critical Pedagogy, such as problem-posing approach, learner-centered curriculum and the concept of dialogical action. The technique based on E. Auerbach's stages for obtaining reading comprehension: 1) description of the content; 2) definition and discussion of the problem; 3) choosing alternative approaches to the problem [7] was used.
Students had weekly two-hour classses during a term. In the course of ESP classes surveys were conducted, which revealed students' attitude to what was happening in the classroom.
Conclusion
Our results show that the application of Critical Pedagogy methodology in in a computer-networked environment makes a positive contribution into ESP reading comprehension skills development of university learners of Social Sciences and Humanities. Such methodology may be useful for learning ESP to improve learners' reading comprehension skills.
It should be pointed out that the advantage of the method of delegating the authority of a teacher to a student is evident in ESP. Indeed, a foreign language teacher, not being competent enough in the field of students' specialization, can act as a learner. The ability for a student to «teach» a discipline of their specialization to their language teacher (in the studied language) gives classes additional interest and motivation.
To sum it up, we can assume that the application of Critical Pedagogy methods in ESP teaching meets both individual needs of modern students and the needs of the global labor market.
REFERENCES
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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4. Karimova, N. (2020). PEDAGOGICAL POTENTIAL OF THE FOREIGN LANGUAGE DISCIPLINE IN HIGHER EDUCATION FOR DEVELOPING SOFT SKILLS OF STUDENTS. Theoretical & Applied Science, (2), 347-349.
5. Karimova, N. (2023). FORMATION OF STUDENTS'LINGUO-SOCIOCULTURAL COMPETENCE WITH THE HELP OF GERMAN FOLK PROVERBS. International Bulletin of Applied Science and Technology, 3(5), 615-
6. Karimova, N., & Alimova, E. (2023). DEVELOPING LEARNERS'MOTIVATION IN EFL CLASSES. EPRA International Journal of Research and Development (IJRD), 8(4), 207-210.
7. Karimova, N. (2020). Requirements for foreign language teaching. Результаты научных исследований в условиях пандемии (COVID-19), 1(04), 85-87.
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