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118TEACHING STUDENTS PROFESSIONAL TERMINOLOGY IN THE COURSE OF ENGLISH FOR SPECIFIC PURPOSES (ESP)
Ruzmetova M.A.
Ruzmetova Mamlakat Azadovna - Teacher, DEPARTMENT OF HISTORY AND LANGUAGES, CHIRCHIK STATE PEDAGOGICAL INSTITUTE, CHIRCHIK, REPUBLIC OF UZBEKISTAN
Abstract: researchers in methods of teaching ESP relate their studies to the findings in Linguistics, Pedagogy, Psychology and other branches of science to understand the nature of foreign words, learn psychological prerequisites of teaching/learning process and thus apply the most progressive results of such studies in practice.
Keywords: interactive technologies, terminology, linguistic competence, teacher, ESP, method, vocabulary, form of training, ESL.
Researchers in methods of teaching ESP relate their studies to the findings in Linguistics, Pedagogy, Psychology and other branches of science to understand the nature of foreign words, learn psychological prerequisites of teaching/learning process and thus apply the most progressive results of such studies in practice. Being preoccupied with the task of finding an effective method of teaching students sport terms, an idea that interactive teaching can be a proper mechanism for students' vocabulary development has been put forward. Using modern multimedia also helps to provide interactive cooperation, constant communication of students and allows the teachers to lead students' work aimed at mastering a foreign language.
Besides, interacting with foreign speaking partners through multimedia, students acquire the experience in cross-cultural competence, which is essential in the modern globalized economy. Our experiment showed that interactive teaching/learning was an effective means for extending vocabulary range of students.
Nobody can object that vocabulary is of major importance for ESP learners, because knowledge of it and the ability to process certain vocabulary storage allow them to retrieve and properly comprehend information from professional texts after reading and/or listening, to express their thoughts both in oral and written forms when interacting and communicating with specialists.
That is why we recommend using interactive performance in class for enhancing vocabulary development and enrichment; propose applying effective strategies for acquiring skills in using words proper to the context and communicative situation. Consequently, this paper also contributes to numerous studies in the field of teaching/learning vocabulary, in particular, a special terminology for future sportsmen. It may be reasonably inferred that ESP vocabulary teaching/learning must be conducted with interaction which provides meaningful professionally oriented communication in class.
The current study aims to elaborate the methodology of using interactive technologies which provide students the knowledge of sportive terms.
The paper highlights that interactive technologies are important factors which increase effectiveness of teaching sportive terminology in the ESP course, create proper learning environment and evoke students' interest in studying.
Pedagogical implications for teaching students sportive terminology through utilizing interactive forms of work have been presented. The findings suggest that interactive performance in class will enhance the process of presenting, understanding meaning, memorizing and proper using sportive terms in oral and written communication.
Consequently, the research contributes to the study of forming linguistic competence with the students of sport specialties and elicits further research of scholars in the field of teaching terminology. Teaching English as a second language (ESL) in a broad context and teaching students professional terminology in the course of English for Specific Purposes (ESP) in particular has always been a subject of interest for researchers [1, c. 49].
Gaining such knowledge and acquiring proper skills can be feasible if scholars andteachersof ESP use modern methodological approaches to teach specialized vocabulary and also develop their own app ropriate ways of teaching terminology. Therefore, it is evident that scholars and teachers must find most effective ways to make students use their vocabulary load, to develop their language potential in close-to-real communication, which is or might be typical to future professional activity of ESP learners.
Thus it can be stated that without mastering professional terminology students of sportive and/or technical higher educational establishments will not be able to form their lexical competence as an integral part of communicative competence. During the search for an effective method it became evident that interactive activity can enhance the process of acquiring professional terminology.
Consequently, the aim of this paper is to analyze relevant pedagogical literature devoted to teaching students sportive terminology in order to substantiate the theoretical foundation of the study and on this basis conduct an experiment to prove that interactive forms of work can considerably enrich students' load of sport vocabulary.
Learners need to know the factors that lead them to be motivated to speak during classes and the other ones that hinder them from improving themselves.
References
1. Carter R., McCarthy M, 1988. Vocabulary and Language Teaching. London: Longman.
