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TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP) Dzugaeva Z.R. (Republic of Uzbekistan) Email: Dzugaeva533@scientifictext.ru
Dzugaeva Zarina Ruslanovna - English teacher, DEPARTMENT OF SOCIAL-HUMANITARIAN SUBJECTS, TASHKENT MEDICAL ACADEMY URGENCH BRANCH, URGENCH, REPUBLIC OF UZBEKISTAN
Abstract: foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set ofprofessional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners. As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, medicine, computer science or tourism. Keywords: specific, teacher, opportunity, methodology, purpose.
ОБУЧЕНИЕ АНГЛИЙСКОМУ ЯЗЫКУ ПО СПЕЦИАЛЬНОСТИ Дзугаева З.Р. (Республика Узбекистан)
Дзугаева Зарина Руслановна — преподаватель английского языка, кафедра общественно-гуманитарных наук, Ургенчский филиал Ташкентская медицинская академия, г. Ургенч, Республика Узбекистан
Аннотация: в данной статье анализируется обучение студентов английскому языку по специальности, такое направление имеет много общего c базовым английским. Необходимо учитывать языковое развитие и обучение теории, чтобы иметь представление и современные идеи относительно позиции и роли иностранного языка. Развивать новые технологии, предлагаемые в качестве вспомогательного средства для улучшения методики преподавания. Самое важное отличие заключается в учащихся и их цели изучения английского языка. Студенты ESP, как правило, взрослые, которые уже имеют некоторое знакомство с английским языком и изучают язык, чтобы общаться, приобретая набор профессиональных навыков, для выполнения конкретных заданий, связанных с функциями. Поэтому программа ESP построена на оценке целей, потребностей и функций, для которых требуется английский. ESP - концентрируется больше на контексте языка, чем на преподавании грамматики и языковых структур. Она охватывает предметы, изменяющиеся от учета или информатики, туризма и управления бизнесом. Программа ESP сфокусирована на том, что английский язык не преподается как предмет, отделенный от реального мира студентов (или желания); вместо этого она интегрирована в область материи при условии, необходимости для учащихся. По сути дела, ESP объединяет в себе предмет и преподавание английского языка. Такое сочетание очень мотивирует, потому что студенты имеют возможность применить то, что они изучают на курсах английского языка, в их основной области исследования, будь то бухгалтерский учет, управление бизнесом, экономика, медицина, информатика или туризм. Ключевые слова: специфический, учитель, возможности, методология, цели.
The teaching of English for Specific Purposes (ESP) has been seen as a separate activity within English language teaching (ELT). It is believed that for some of its teaching ESP has developed its own methodology and its research draws on research from various disciplines in addition to applied linguistics - this is the key distinguishing characteristic of ESP. ESP, if sometimes moved away from the established trends in general ELT, has always been with needs analysis and preparing learners to communicate effectively in the tasks prescribed by their field of study or work situation. The emphasis of ELT is always on practical outcomes. The theory of ESP could be outlined based on specific nature of the texts that learners need knowledge of or need-
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related nature of teaching 1) English for Academic Purposes (EAP) involving pre-experience, simultaneous/inservice and post-experience courses, and 2) English for Occupational Purposes (EOP) for study in a specific discipline (pre-study, in-study, and post-study) or as a school subject (independent or integrated). Pre-experience or pre-study course will omit any specific work related to the actual discipline or work as students will not yet have the needed familiarity with the content; the opportunity for specific or integrated work will be provided during in-service or in-study courses [1, p. 42]. Another division of ESP divides EAP and EOP according to discipline or professional area in the following way: 1) EAP involves English for (Academic) Science and Technology (EST), English for (Academic) Medical Purposes (EMP), English for (Academic) Legal Purposes (ELP), and English for Management, Finance and Economics; 2) EOP includes English for Professional Purposes (English for Medical Purposes, English for Business Purposes -EBP) and English for Vocational Purposes (Pre-vocational English and Vocational English); in EAP, EST has been the main area, but EMP and ELP have always had their place.
The classification of ESP courses creates numerous problems by failing to capture fluid nature of the various types of ESP teaching and the degree of overlap between "common-core" EAP and EBP and General English - e.g. Business English can be seen as mediating language between the technicalities of particular business and the language of the general public, which puts it in a position between English for General Purposes (EGP) and specialist English. Therefore, some authors suggest (Dudley-Evans and St John, 1998) the presentation of the whole of ELT should be on a continuum that runs from General English courses to very specific ESP courses as illustrated in Table 1. Regarding positions 2 and 3, it is only the overall context of the program that decides whether a particular course is classified as ESP or not. At position 4, the work is specified in terms of the skills (it is important to choose appropriate skills to focus on - e.g., some doctors will need to read some medical journal, others will need oral skills to talk with their patients) taught, but the groups are not homogenous from one discipline or profession (scientists, engineers, lawyers, doctors), so the individual members can need texts dealing with their specific profession [2, p. 127]. Teaching materials prepared need contexts acceptable and understandable to all branches. At position 5 the course becomes really specific - the key feature of such courses is that teaching is flexible and tailored to individual or group needs. Special training as a teacher of a foreign or second language. The complexity of this training which constitutes the core of most teacher training courses can be made simpler if the distinction is to be made between three aspects of it. They are: 1) The skills component which includes three different skills required by the teacher: a) command of the language the teacher is teaching - this component must ensure that teacher's command of foreign language is at least adequate for class purposes; b) teaching techniques and classroom activities - the major part of teacher training is to assimilate a great body of effective techniques; c) the management of learning - it is a crucial part of teacher's classroom skills to learn how to assess from moment to moment the progress of each individual in the class and how to manage the classroom activities so that most able learners are not frustrated by being held back, while the slowest are not depressed by being left behind. The skills component requires practical training in performing the skills themselves. Using skills as a framework of ESP, ESP teachers are provided with the necessary knowledge and tools to deal with their own students' specializations. It should be remembered - ESP teachers are not specialists in the field, but in teaching English, their subject is English for the profession but not the profession in English. A professional ESP teacher must be able to switch from one professional field to another without being obliged to spend months on getting started. The material should be provided by the professors or experts in the subject. It should always be authentic (the main purpose of teaching skills is to enable students to deal with authentic information despite their level of English), up-to-date (the informational exchange is growing more intense), and relevant for the students' specializations (they ought to be given the information representative for their target language use situation) [3, p. 147-160].
References
1. Hutchinson Tom, Waters Alan. English for Specific Purposes, 1987. New York. P. 42-52.
2. Paltridge Brian, StarfieldSue. The Handbook of English of Specific Purposes, 2012.USA. P. 127-135.
3. Widodo H.P. & Pusporini R. Materials design: English for specific purposes. (ESP), 2010. Muenchen.
P. 147-160.
