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27THE DIFFICULTIES OF TEACHING ENGLISH IN TECHNICAL
INSTITUTES Ruziyeva N.Z.
Ruziyeva Nafisa Zarifovna - Teacher of English Language, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article is devoted to the research of teaching English language in technical institute. Here we have analyzed the problems and solutions of ESP with the examples and research ideas.
Keywords: lingua franca, technical institutions, technological students, English for Science and Technology.
A great deal of attention is given to the studying of foreign languages in Uzbekistan, especially to the English language. As this language has the popularity of international language or lingua franca. We all know that all international delegations, summits or even trainings are held in English, no matter what their native language is. Even the official language of international air control is English. That is why in our institute the English language is taught to almost 85% students, the last 15% has the choice of other languages like French and German. But we have a great problem with English language teaching program hours in Uzbekistan, students in vocational high schools are offered only two hours of English lesson per week while regular high school students five to seven hours. Consequently, it has become a great concern of tertiary English teachers that most students in technical institutions do not enter institutes with a satisfactory level of English competence and that their English proficiency is generally far below that of regular bachelor students. To most technical institute students, English for general purposes (EGP) is a difficult subject to deal with, not to mention English for Science and Technology (EST) [1, 40-45]. How to improve students' EGP and EST competences at the same time has become an essential challenge for English instructors in technical institutions. In the case of improving EGP and EST proficiencies of technical college students in Uzbekistan, suitable instructional materials appear to be increasingly critical. In order to lighten the difficulties in teaching English in such technical Institute, our teachers are always in a progress to make a good training manuals according to the syllabus of each direction. Enhancing students' English abilities, therefore, has become one of the top priorities set by the Ministry of Higher and Secondary Specialized Education of Uzbekistan .
Among many endeavors to meet the demands of the globalizing society and industrial sectors and to bring technological and vocational education to new heights, the Ministry of Higher and Secondary Specialized Education of Uzbekistan prescribed improving technological students' foreign language competence, especially that of English, as one of the major educational aims of technological and vocational education. Such an EST training manual for electro-technical majors at the Basic English level has been recently developed by our collaborative research team (English teachers). Before the training manual launched into classroom use, a test with it in real-life teaching context to detect needed revisions would warrant its appropriateness and practicality. Training manual through a trial teaching, followed with a questionnaire and a focus group interview to collect suggestions for revisions. According to the questionnaire team have collected needed information for this direction. Here we can show the example of our work, by one lesson material:
OPPOSITES ATTRACT
Now, positive and negative charges behave in interesting ways. Did you ever hear the saying that opposites attract? Well, it's true. Two things with opposite, or different charges (a positive and a negative) will attract, or pull towards each other. Things with the same
charge (two positives or two negatives) will repel, or push away from each other. A charged object will also attract something that is neutral. Think about how you can make a balloon stick to the wall. If you charge a balloon by rubbing it on your hair, it picks up extra electrons and has a negative charge. Holding it near a neutral object will make the charges in that object move. If it is a conductor, many electrons move easily to the other side, as far from the balloon as possible. If it is an insulator, the electrons in the atoms and molecules can only move very slightly to one side, away from the balloon [3, 10-11].
Table 1. Vocabulary
English Uzbek
behave ishlamoq
opposites qarama-qarshi zaryadlar
attract (pull towards) tortmoq
repel (push away) itarmoq
molecules molekulalar
leak off o'tib ketmoq
humid zah, ho'l
In the conclusion we want to emphasize that the present study provided phase one evaluation of a recently developed training manual so that it could be revised and better meet needs of the target population in both general English and EST skill development. The results of the study have indicated that the teaching materials have basically met the needs of the target learners, who were electro-technical students mostly with basic level of English proficiency.
References
1. Dubin F. & Olshtain E., 2000. Course design. New York: Cambridge University Press.
2. Training Manual for Electrical Engineering Students (III course). M.Z. Salomova. Bukhara, 2018.
THE BRITISH AND AMERICAN ENGLISH WORDS VARIETIES
Mamedova M.A.
Mamedova Madina Ashuraliyevna - Teacher of English Language, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
The British and American varieties of English account for around 70 per cent of mother-tongue English speakers, with Americans out-numbering British by four to one [1]. They are also the major players in the English-language teaching market (EFL and ESL). Although BrE speakers do not often like to think so, AmE is the dominant variety in the world today, as a consequence of the political, cultural and economic dominance of the USA. Because of the influence especially of American films and television series, as well as the pop music industry, many words that were formerly restricted to AmE are now well understood in BrE and in many cases are also part of many, especially younger, speakers' active vocabulary.
We need to account for the fact that some words are specific to either the American or the British variety and not used in World English, some are variety-specific but are used in World English, some have a sense which is variety-specific, and so on. Benson identify ten groups of lexical differences. The first five of these groups are:
