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37SOME CHARACTERISTICS OF TEACHING ESP Kuvandikova Kh.B.
Kuvandikova Khadicha Bazarovna - Senior Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article focuses on teaching English for engineers and technicians, the aspects that will be worked out, in particular, when structuring and organizing an ESP curriculum. They include the lexical aspects of professional language, class work and communication skills that facilitate the teaching of ESP experts.
Keywords: ESP, ESP issues, classroom vocabulary, communication skills.
Lack of extra-linguistic knowledge related to the process of teaching ESP is often the main reason for teachers to be reluctant to teach professionals in professional fields. How does the teacher feel in the room with the least professional knowledge and experience? Can a teacher possibly help students express ideas they don't understand?
It goes without saying that English for special purposes differs from the general course of the English language, the choice of content is vital learning for teaching purposes is becoming more difficult to do, in part because language teachers, as a rule, do not have the knowledge inside the profession.
Very often, especially in cases of teaching English for engineers and technicians, ESP is expected to be difficult and serious because of the "seriousness" of the subject itself. It is likely that teaching an ESP in an art group will thematically provide a light and simple structure, which is often established as part of a wider cultural context. Here, general English covers a wide range of English for specific purposes. In contrast, technical English lessons are disadvantageous in this regard, but can also be organized in a spontaneous and relaxed atmosphere for the safety of critical systems, such as car accidents or exceptional cases in aircraft control systems, when errors can jeopardize life, an ESP technical lesson can also be fun. In solving single problems, the teacher can enter a wide range of interesting tasks presented in the framework of solving the tasks of the sections. ESP lessons do not have to be dry, serious and dull, either for an ESP teacher or for an ESP student. The student himself chose the subject area, therefore, can not consider it dry and dull. As for the ESP teacher, they only need to focus on the subject where he is an expert, and which is presented in a slightly modified, but still flexible relationship to meet the needs of the teacher.
Extensive connections consist of special vocabulary and grammar, flavored with a small amount of humor should be at the center of ESP training. ESP instructors often start working with ESP intimidating feelings, but those who stay with him think that their own experience gives good results. A sense of security in unsafe places means success for an ESP teacher, as this may be the most difficult lesson for an ESP teacher.[1, 89 ] Experienced teachers know that ESP has extensive connections, which includes special vocabulary and grammar, flavored with a little humor.
In addition, experienced ESP teachers report that regardless of the potentially difficult subject, they are faced with the fact that engineers and technicians show up better when the classes are fun. Technical vocabulary can be studied and revised using crosswords, speed search, word search in puzzles, and communication activities can take the form of a game, for example, students can analyze the function and purpose of a piece of equipment, imagining what life would be without it. Implementing such methods can help ease tensions and provide a new start for more "tough" learning segments. In the same line, although the teacher usually relies on a general English course, flavored with a special one, he sometimes unexpectedly encounters difficult material - even in such situations, the teacher can turn a disadvantage into an advantage, allowing students to teach him. Surprisingly enough,
students are always very open to this form of communication - they are happy to take on the role of a teacher. It makes them feel useful, which is often encouraging to continue the course, but more importantly, this kind of skill will serve them well in the future workplace. Experienced ESP teachers report that this form of communication also helps to ease the atmosphere in the classroom. Perhaps the most significant part of the teacher-student relationship, which is especially emphasized in engineering and information technology disciplines, ESP provides a platform for a genuine specialist. Well-planned and well-executed lessons include extensive communication through conversation, extended texts and negotiations. Like grammar, this is another territory familiar to the teacher: asking for information, clarifications, interrupting and making suggestions, providing descriptions, and all other known activities. Some specific situations vary in different areas. The focus of ESP training in various research and scientific fields is not based on knowledge of a specific subject, but also on basic skills that can cover any discipline.
Although the majority of ESP teachers are not engineering and technical personnel, like students or professionals, but in the field of knowledge, they can organize training in such a way as to provide a high-quality and serious methodological base. Given the fact that ESP derives from general English, an ESP teacher can take advantage of the universal aspects of the latter at its best. They will include in their discourse some complex tools that activate the professional knowledge of specialists or students who acquire knowledge of English in the relevant scientific disciplines. Building discourse and teaching students the advanced language of ESP are the main objectives of ESP training, the ESP teacher will avoid participating in difficult and frustrating language skills and lead the learning process of teaching students or experts to acquire certain skills that essentially cover practical aspects from a professional point of view. view, that is, describing the functions and processes that explain how systems work, explaining methods and techniques.
References
1. Basturkmen H., 2010. Developing courses in English for Specific Purposes, New York:
Palgrave MacMillan. P. 103.
