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THE SPECIFICITIES OF TEACHING ENGLISH FOR SPECIFIC PURPOSES (IN MEDICAL INSTITUTES) Sharipova F.I. Email: Sharipova664@scientifictext.ru
Sharipova Feruza Ibragimovna - PhD in Pedagogy, FOREIGN LANGUAGES, PEDAGOGY AND PSYCHOLOGY DEPARTMENT, TASHKENT PEDIATRICIAN MEDICAL INSTITUTE, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the knowledge of English language is increasingly important in the world today. English language is one of the essential components of modern education, and is part of the curricula of all study programmes at the Tashkent Pediatrician Medical Institute. The aim of this paper is overview specificities of ESP in the Department of Foreign Languages, in the Tashkent Pediatrician Medical Institute, and its influence on the professional preparation of future doctors in general. The development of teaching ESP is considered from its starting up in the institute to the present day when there are different language interactive and computer technologies for each faculty programme of the institute.The material and methods of this paper are analyzing the collected material, a individual approach was taken, and methods of analysis and synthesis were used. The development of teaching foreign languages began with the Russian, Latin, English, Germany, French languages, and today only English language is taught in the department of Foreign languages of our institute. The teaching ESP is an integral part of all studies, either as a compulsory or elective course. ESP course introduce international medical terminology and enable students to follow the development of modern medicine. The teaching ESP enables both teaching and scientific staff to have a certain freedom in creating teaching materials and referring students to relevant foreign literature. Results. All this has resulted, on the one hand, in faster and better involvement of the in the Tashkent Pediatrician Medical Institute in European and world trends of modern medicine, and on the other hand, has given students the necessary skills they are going to need in their professional continuous education.
Keywords: ESP, medical institute, professional competence, motivation, individual approach.
ОСОБЕННОСТИ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА ДЛЯ ПРОФЕССИОНАЛЬНЫХ ЦЕЛЕЙ (НА ПРИМЕРЕ МЕДИЦИНСКИХ ВУЗОВ) Шарипова Ф.И.
Шарипова Феруза Ибрагимова - кандидат педагогических наук, кафедра иностранных языков, педагогики с психологией, Ташкентский педиатрический медицинский институт, г. Ташкент, Республика Узбекистан
Аннотация: знание английского языка приобретает все большее значение в современном мире. Английский язык является одним из важнейших компонентов современного образования и входит в учебные планы всех учебных программ Ташкентского педиатрического медицинского института. Целью данной работы является обзор особенностей преподавания английского языка для специальных целей на кафедре иностранных языков Ташкентского педиатрического медицинского института и их влияние на профессиональную подготовку будущих врачей в целом. Развитие преподавания ESP рассматривается с момента его зарождения в институте и до наших дней, когда существуют различные языковые интерактивные и компьютерные технологии для каждой программы факультета. Материал и методы настоящей работы анализируют собранный материал, применен индивидуальный подход, использованы методы анализа и синтеза. Развитие
преподавания иностранных языков началось с русского, латинского, английского, немецкого, французского языков и сегодня на кафедре иностранных языков нашего института преподается только английский язык. Преподавание ESP является неотъемлемой частью всех исследований, как обязательный или факультативный курс. Курс ESP вводит международную медицинскую терминологию и позволяет студентам следить за развитием современной медицины. Специфика курса ESP позволяет как преподавательскому, так и научному персоналу иметь определенную свободу в создании учебных материалов и отсылке студентов к соответствующей зарубежной литературе. Результаты. Данное исследование приводит, с одной стороны, к более быстрому и эффективному вовлечению Ташкентского педиатрического медицинского института в европейские и мировые тенденции современной медицины, а с другой стороны, дает студентам необходимые навыки, которые им понадобятся в их профессиональном непрерывном образовании. Ключевые слова: английский для специальных целей, медицинский вуз, профессиональная компетенция, мотивация, индивидуальный подход.
УДК 378.147.227
English for Specific Purposes (ESP) can be defined as teaching and learning English as a second or foreign language for the purpose of using it in a particular field. Since 1960s ESP has become a distinctive part of Teaching English as a Foreign Language(TEFL) its importance being due to the fact that English has become the contemporary lingua franca. Thus, the growing demand for English as a medium of communication and the introduction of governmental mass educational programs in which English was the first or even the only language contributed to the rapid expansion in English for Academic Purposes (EAP) to which ESP belonged initially [3,p,200]. The communicative aspect in teaching and learning English has resulted in different reasons for having this language proficiency: daily communication, academic or business purposes and English for Specific Purposes was created.
The department of Foreign Languages, in the Tashkent Pediatrician Medical Institute was founded in 1972, August 26. Great attention is paid to teach lessons in a high level, study with the methods of teaching using new pedagogical technologies in process of studying. Talented students take part in the local Olympiad and Students Scientific Societies. Since 2004 students have participated actively in SSS and different conferences and showed good results. They have shared with the experience with other teachers at the department. Teacher also have taken part in conferences in the Tashkent Information Technologies University and Uzbekistan State University of World Languages, Tashkent State Institute of Law with various articles, thesis, where they have described own experimental innovations and ideas. During the last years the department prepared three text books, methodological manual and thematic dictionary. Presently, the teaching and scientific staff has been contributing with their experience and dedication to methodical and scientific development of the department and the institute in general [4].
English language teaching is an integral part of all medical programmes in the Tashkent Pediatrician Medical Institute, either as a mandatory or elective course. Each course programme is based on different professional interests and specializations of medical students. English language introduces students to international medical terminology which helps them in consulting foreign literature, journals, web sites, etc., and thus enables them to keep track of the development of international medicine. Many activities of future physicians require the knowledge of foreign languages. One of them is easier monitoring and thus better understanding lectures and presentations of experienced foreign scientists, who are invited as guest lecturers from abroad. Further, oral communication skills in a foreign language, which is one of the principal aims of the course, provide students more options in selecting the course of their professional growth. Thus, they will have a possibility to apply for different scholarships or internships. For example, international
student exchange, as one of the goals of higher education, includes professional practice in world reputable centres, gaining experiences in partner institutes abroad, working on different research projects, etc. With the developed written skills future physicians, researchers and scientists will be able to write and publish scientific and professional articles in foreign language which also gives them an opportunity to achieve the indispensable professional reputation. This has resulted, on the one hand, in faster and better involvement of the Tashkent Pediatrician Medical Institute in European and world trends of modern medicine, and on the other hand, has given our students the necessary skills needed in their professional continuous education.
Medical English is highly technical and contextually based. In workplace doctors use technical and academic language so, they hardly focus on proper sentence structure. That's why we concentrate the grammar in its contextual approach .Medical English is the advanced English, thus it cannot be taught as the same method of fundamental English language teaching. The aim of EMP (English for medical Purposes) learning is not to learn primary grammar and structure but to learn use of language for social and career relations.
The aim of EMP (English for medical Purposes) learning is not to learn primary grammar and structure but to learn use of language for social and career relations .
EMP courses like ESP courses should be designed accordingly to learner's needs and purposes: who the medical learners can be and what their purposes are. Though, English language course should enhance the communicative effectiveness of EMP learners. It is based on instructional methodologies like content-based and problem-based learning. For the purpose of real life communication in classroom we use GTM, CLT, CLIL, ALM, TPR which are found effective to develop professional competences in students.
EMP courses like ESP courses should be designed accordingly to learner's needs and purposes: who the medical learners can be and what their purposes are. Though, English language course should enhance the communicative effectiveness of EMP learners. It is based on instructional methodologies like content-based and problem-based learning. For the purpose of real life communication in classroom we use interactive technologies which are found effective to develop professional competence in students: black box, odd 1 out, find someone who, fill in gaps, true-false, categorizing, tic-tac-toe, line-up, mind mapping, bingo game, making charts, Wienn's diagram, brainstorming, hot potato, role play, watching a video, listening to a conversation, reading a story or lines from conversations, Miming, etc.
Working with such kind of technologies you make your classes more students -centered, so more effective. Traditional methods like grammar translation method and vocabulary teaching method have also been used.
It is remarked that learning English is essential for medical professionals because all medical information for medical professionals is available in English language. According to the motivation analysis of medical students over English language is necessary for medical professionals as most of information present in books, articles, documents and journals are in English language. In addition it is necessary for their training and upcoming medical careers. Also doctors use English when writing letters or articles, speaking at the conferences or on the phone or to the patient taking a history, examining a patient.
The requirements of Medical English language teaching are a new and modern. Teaching medical English should be different from teaching of general English language. Medical students gather a large amount of medical knowledge and skills in their medical education. The purpose of learning English at this level is for the use of language in their medical studies. The curriculum of medical English course should be based on medical English rather than rules and structure of English language.
Medical students gather a large amount of medical knowledge and skills in their medical education. The purpose of learning English at this level is for the use of language in their medical studies.
The curriculum of medical English course should be based on medical English rather than rules and structure of English language.
Bringing authentic materials into classrooms is important because they provide exposure to real-world language use. Since the language classroom is intended as the preparation for survival in the real world, the purpose of the learning should be the same as they are in a real life. One way to simulate the real world in the classroom has been to use authentic materials to expose students to the language. Exposure will help them to acquire an effective competence and to eliminate the barrier between the classroom knowledge and their participation in the real world. In other words, authentic materials can be used as a bridge to connect the classroom with the real world situation. For this purpose role plays, mingle activities simulations are very popular in our classes. Conclusion
To sum up the main idea of the paper we would like to generalize the specificities of ESP in medical institute, particularly in English classes in TashPMI of Uzbekistan. We consider improving this stage before teaching as great deal improving the overall quality of the education system. It is proved by the experience that students learn more in classrooms with highly dedicated and motivated both teachers and students.
By performing a critical needs analysis, teachers should discover learners' personal expectations about the course so that to predict whether the course suits his or her future professional aspects (skills) for example in medicine : talking to the patient, making presentations at international conferences , writing an article or a medical history of the patient, talking on the phone .Thus, the best motivational intervention is simply to improve the quality of our teaching. Having said that, it is clear that mentioned ideas cannot cover everything about good teaching. The techniques illustrate the kind of teaching methodological issues which are really important. Among positive parameters promoting success in learning languages, the most essential one is teachers' awareness of learners' wants. So student's motives analysis and individual approach is like a bridge to successful ESP teaching in the medical institutes.
References / Список литературы
1. Маслова А.М., Вайнштейн З.И., Плебейская Л.С. Учебник английского языка для медицинских вузов. 3-е изд., испр. и доп. М.: Лист Нью, 2002.
2. Английский язык для медиков: Учебное пособие для студентов, аспирантов, врачей и научных сотрудников. 3-е изд., испр. М.: Флинта: Наука, 2000. 384 с.
3. Annual Review of Applied Linguistics (2011), 31. Cambridge University Press, 2011. 0267 - 1905/11. P.200-204
4. [Electronic resource]. URL: tashpmi.uz/en/education/faculties/first_facult_ped...og_psyh ol/o_kafedri/ (date of access: 06.06.2019).
