ENGLSIH FOR SPECIFIC PURPOSES

LESSON №1
English for Specific Purposes/English for Occupational Purposes

The model of teaching technology

Time – 80 minutes The number of students: 12-14
The form of lesson Lesson/Seminar
 The notion “ESP”.
The plan of the lesson  The origin of ESP
 The development of ESP
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge about ESP;
• Get information about the origin and importance of ESP;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP
Activity/time Procedure
 Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
lesson, the results of the lesson

2. Part 2.1. Warm up: Where are you planning1. They will answer
to work after the graduation of the questions
bachelor’s? What challenges concerning 2. They will listen
to English language may you face at the and make notes
beginning of your career life? 3. they’ll read the
2.2. Explaining the definition and texts and decide to
origination of ESP what sphere or
2.3. Divides students into groups and science do the texts
give them texts of different contents belong
2.4. Asks the students to underline the 4. They’ll underline
words or phrases which are specific and present them to
exactly to that sphere of science; other groups
2.5. Asks the groups to prepare a list of 5. They will
terminology which is specific to English prepare the list and
language teaching. present it

3. Part Teacher informs students about the

homework: To do the tests given at the
bottom of the texts and to get ready to the
questions about the importance and origin
of ESP

Warm up:
Where are you planning to work after the graduation of bachelor’s?
 What challenges concerning to English language may you face at the beginning of
your career life?
Activity 1. READ THE INFORMATION ABOUT ESP AND MAKE A
CLUSTER OF THE MAIN POINTS
The aim of the ESP is to determine the needs of a specific group of learners. ESP is
often divided into English for Academic Purposes (EAP) and English for Occupational
Purposes (EOP). Further sub-divisions of EOP are sometimes made into business
English, professional English (e.g. English for doctors, lawyers) and vocational English
(e.g. English for tourism, nursing, aviation, bricklaying).
The origins of teaching Language for Specific Purposes (LSP) can be traced as far back
as the Greek and Roman empires (Dudley-Evans and ST Johns, 1998:1). In the same
vein, Strevens (1977) stated that the history of LSP goes back to “at least half a
century”. For Hutchinson and Waters (1987: 6) “ESP was not a planned and coherent
movement, but rather a phenomenon that grew out of a number of converging trends”.
The latter have functioned and operated in diverse ways around the world, “but we can
identify three main reasons common to the emergence of all ESP.”(Ibid, 1987: 6): the
demands of a brave new world, a revolution in linguistics and a new focus on the
learner.
Since the 1960‟s ESP has become one of the most active branches of Applied
Linguistics in general, and of Teaching English as a Foreign Language (TEFL) in
particular. Among the factors that could explain its vitality and its expansion is, as
previously mentioned, the emergence of English as a world language, for this reason the
necessity to cope with the different teaching situations and needs that such a position
brings about. Such necessity implies an understanding of its development, types and the
different teaching concepts of ESP. However, it is of great importance to start with the
main definitions stated by the linguists concerning ESP.
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.
However, ESL and ESP diverge not only in the nature of the learner, but also in
the aim of instruction. In fact, as a general rule, while in ESL all four language skills;
listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs
analysis that determines which language skills are most needed by the students, and the
syllabus is designed accordingly. An ESP program, might, for example, emphasize the
development of reading skills in students who are preparing for graduate work in
business administration; or it might promote the development
of spoken skills in students who are studying English in order to become tourist guides.
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, computer science or tourism. Being able to use the vocabulary
and structures that they learn in a meaningful context reinforces what is taught and
increases their motivation.
The students' abilities in their subject-matter fields, in turn, improve their ability to
acquire English. Subject-matter knowledge gives them the context they need to
understand the English of the classroom. In the ESP class, students are shown how the
subject-matter content is expressed in English. The teacher can make the most of the
students' knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students
approach the study of English through a field that is already known and relevant to
them. This means that they are able to use what they learn in the ESP classroom right
away in their work and studies.
The ESP approach enhances the relevance of what the students are learning and enables
them to use the English they know to learn even more English, since their interest in
their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the
teaching of relevant skills.
The responsibility of the teacher
A teacher that already has experience in teaching English as a Second Language (ESL),
can exploit her background in language teaching. She should recognize the ways in
which her teaching skills can be adapted for the teaching of English for Specific
Purposes. Moreover, she will need to look for content specialists for help in designing
appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to
set learning objectives, to establish a positive learning environment in the classroom,
and to evaluate student s progress.

Activity 2. READ THE TEXT AND DECIDE II is now known as Type 2. Type 1 was
formerly referred to as juvenile onset
TO WHAT SPHERE OR SCIENCE DO THE
diabetes,
TEXTS BELONG but it can occur at any age. In Type 1
diabetes,
TEXT 1
insulin is not secreted by the pancreas,
Diabetes Mellitus is a disorder of so it must be injected. This type of
carbohydrate diabetes
metabolism resulting from insufficient is most often seen in people whose
production of insulin or reduced parents,
sensitivity siblings, or other close relatives are
to insulin. A polypeptide hormone, affected
insulin is by the disease.
synthesized in the pancreas and is Type 2, representing 90 percent of all
necessary diabetes,
for normal utilization of glucose by used to be called adult onset diabetes,
most but it can also occur at any age. It
cells in the body. People with diabetes results
suffer from sluggish pancreatic insulin
an inhibition in the normal ability of secretion
body and tissue resistance to secreted
cells to use glucose, which results in insulin,
increased which is complicated by subtle changes
blood sugar levels. As more glucose in
accumulates in the blood, excess levels the secretion of insulin by the beta
of cells. It is
sugar are excreted in the urine. generally controlled by dietary
There are two varieties of the disease, restriction.
Type 1 People who are at risk for this type
and Type 2. The two types were include:
previously women who have delivered a baby of 9
designated by Roman numerals, but pounds or more or have been
now diagnosed with
Arabic numerals are used; for example, gestational diabetes; people over 45
Type years of
age, particularly those of African- affected can lead a long, fairly normal
American, life
Asian-American, Hispanic, Native with proper medical attention and
American, proper attention to personal care.
or Pacific Islander heritage; those who Patients should follow nutrition plans
have a designed to help them
history of diabetes in the family; those reach and maintain normal body weight
who and
are obese; and those with high blood to limit their intake of carbohydrates
pressure, and
a high triglyceride level, or high blood fats. They should also exercise
sugar. regularly,
A person affected with diabetes may which enhances the movement of
have no glucose
symptoms at all. Or, he or she may into muscle cells and inhibits the
experience increase in
one or more of the following common glucose in the blood.
symptoms: fatigue; increased urination
and
TEXT 2
thirst; hunger; blurred vision; weight
loss; The term lichen refers to any of over
repeated infections of the skin, 20,000
genitals, or species of thallophytic plants that
feet; or itching and dizziness. The consist of
diagnosis a symbiotic association of algae and
is reached by testing the blood sugar. If fungi,
the plural for alga and fungus. Previously,
blood sugar is over 126 milligrams per lichens were classified as single
deciliter (mg/dl) after an 8-hour organisms
overnight until scientists had the benefit of
fast, or over 200 mg/dl at other times microscopes,
of the at which time they discovered the
day, the patient is diagnosed as having association
the between algae and fungi. Thus, the
disease. lichen itself is not an organism, but the
Diabetes is a formidable illness that morphological and biochemical product
can result of the
in serious complications, including association. Neither a fungus nor an
heart alga
attack, blindness, kidney failure, and alone can produce a lichen. The
loss of intimate symbiotic relationship
circulation to the lower extremities between these two living components
(feet and of a lichen is said to be mutualistic,
legs). This loss of circulation can lead meaning that both organisms
to amputation of the affected areas. benefit from the relationship. It is not
Prior to the certain when fungi and algae came
isolation of insulin in the 1920s, rapid together to form lichens for the first
death time, but it certainly occurred after the
was common among diabetes mature development of the separate
sufferers. components.
Now, the illness can be managed and It appears that the fungus actually
those gains
more benefit from the relationship than A. a hormone.
does B. a drug.
the alga. Algae form simple C. a disease.
carbohydrates D. an organ.
that, when excreted, are absorbed by 2. The word excreted in the last
fungi sentence
cells and transformed into a different of paragraph one means most nearly
carbohydrate. the
Algae also produce vitamins that the same as
fungi need. Yet, fungi also contribute to A. eliminated.
the B. ingested.
symbiosis by absorbing water vapor C. utilized.
from the D. inserted.
air and providing shade for the algae, 3. The word previously in the second
which paragraph means most nearly the
are more sensitive to light. same as
Lichens grow relatively slowly, and it is A. occur.
uncertain how they propagate. Most B. formerly.
botanists C. designated.
agree that reproduction is vegetative D. used.
because 4. The word it in the fourth sentence of
portions of an existing lichen break off paragraph two refers to
and A. insulin.
fall away to begin a new organism B. Type 1 diabetes.
nearby. C. Type 2 diabetes.
Lichens are hardy organisms, being D. pancreas.
found in 5. According to the passage, insulin is
hostile environments where few other produced
organisms can survive. Humans have A. in the pancreas.
used lichens as food and as sources of B. in tissue.
medicine and dye. C. in hormones.
The presence of lichens is a sign that D. in glucose.
the 6. The word sluggish in the third
atmosphere is pure. Lichens help paragraph means most nearly the
reduce same as
erosion by stabilizing soil. They also are A. accelerated.
a B. excreted.
major source of food for the caribou C. normal.
and D. slow.
reindeer that live in the extreme north. 7. The word obese in the last sentence
of
paragraph three means most nearly
ACTIVITY 3. UNDERLINE THE TERMS the
same as
WHICH ARE SPECIFIC TO THE SPHERE
A. severely overweight.
OR SCIENCE B. diabetic.
C. suffering from high blood pressure.
D. active.
ACTIVITY 4. 8. What is a suitable title for this
TEXT1 passage?
A. Treatment of Diabetes
1. Insulin is B. An Overview of Diabetes
C. Juvenile Diabetes — a Killer B. formerly.
D. How to Diagnose Diabetes C. believed.
9. The author distinguishes between D. no longer.
Type 3. Prior to the invention of
1 and Type 2 diabetes to describe how microscopes,
A. one affects only juveniles and the what did scientists believe about
other affects only adults. lichens?
B. the symptoms and treatment are A. The entire plant was an alga.
different. B. The entire plant was a fungus.
C. the two types are extremely similar C. A lichen constituted a single plant.
to each other. D. The fungus was the catalyst of the
D. the understanding of the disease association.
has improved over time. 4. The word intimate in the second
10. All of the following are correct paragraph is closest in meaning to
except A. distant.
that B. parasitic.
A. Type 2 diabetes is much more C. close.
common than Type 1. D. unusual.
B. both types of diabetes are 5. The author uses the word
hereditary to some extent. mutualistic in
C. Type 2 results from a lack of paragraph two to describe
secretion of insulin. A. the fungus’ benefits from the
D. diabetes is treatable. association.
11. It can be inferred from the passage B. the harmful effects of the
that relationship.
A. amputation is the most common C. the joint benefit each organism
treatment for diabetes. receives from the relationship.
B. Type 1 sufferers are generally not D. the alga’s benefits from the
overweight. association.
C. the symptoms of diabetes are 6. The author implies that
always severe. A. neither plant requires
D. too much insulin is secreted in carbohydrates to survive.
Type 1 diabetes. B. the fungus manufactures
carbohydrates on its own.
TEXT 2
C. the alga receives carbohydrates
1. Which of the following is true about from the fungus.
the D. the fungus uses the carbohydrates
association of the lichen? manufactured by the alga.
A. The association is more beneficial 7. The author states that the
to the alga. relationship
B. The association is solely of benefit between the words fungus/fungi and
to the fungus. alga/algae is
C. The association is merely a joint A. singular/plural.
living arrangement, with neither B. compound/complex.
organism receiving any benefit C. symbiotic/disassociated.
from the other. D. mutual/separate.
D. The association is beneficial to 8. The author implies that vegetative
each organism, although it provides reproduction means
more benefit to the fungus. A. vegetables combine with other
2. The word previously in the first vegetables.
paragraph is closest in meaning to B. reproduction occurs using
A. currently. vegetative plant growth.
C. new organisms are grown from
pieces of existing organisms.
D. propagation occurs slowly.
9. The author states that
A. fungi are more sensitive to light
than algae.
B. neither plant is sensitive to light.
C. neither plant individually can
thrive in sunlight.
D. algae are more sensitive to light
than fungi.
10. The word nearby at the end of
paragraph four is closest in meaning to
A. almost.
B. completely.
C. connected.
D. close.
11. The word hardy at the beginning of
the
last paragraph is closest in meaning to
A. tender.
B. ubiquitous.
C. scarce.
D. strong.
12. The word hostile in the last
paragraph is
closest in meaning to
A. unusual.
B. dry.
C. harsh.
D. complex.
13. The author indicates that lichens
are
beneficial because they
A. purify the air.
B. reduce fungi.
C. destroy algae.
D. reduce soil erosion.
 Literature:

1. Anderson, N. J., Exploring second language reading: Issues and strategies.

Boston, MA: Heinle and Heinle Publishers, 1999.
2. Anthony, L. ESP: What does it mean? ONCUE. Retrieved April 6. 2000.
3. Alexander, I.C., and Elena A.D. The breakthrough of the Internet to
Empower ESP Teaching and Learning at Tomsk, 2005.
4. Carver, D. Some propositions about ESP. The ESP Journal, 2, 1983.
5. Chaudhury, T. A., Identifying the Needs of Humanities Students at Dhaka
University. Journal of Linguistics, Dhaka University, 2011a.
6. Dudley-Evans, T. & St. John, M. Developing in ESP: A Multidisciplinary
Approach. Cambridge: Cambridge University Press, 1998.

LESSON №2

Learning Needs Analysis

The model of teaching technology

Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
 The notion “needs analysis”.
The plan of the lesson  The concept of needs analysis
 The components of needs analysis
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge about needs analysis;
• Get information about the origin and importance of needs analysis;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP

Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
lesson, the results of the lesson

2. Part 2.1. To clarify the central problem of the 1. They will

lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
needs analysis. and make notes
2.3. Asks the students to prepare a list of
 needs to be analyzed for EFL teachers.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.

Needs Analysis: concept and components

In assessing the learners’ specific needs we come across the term “needs
analysis which has been different along the decades. At the initial stages of ESP
(the 1960s and early 1970), needs analysis consisted in assessing the
communicative needs of the learners and the techniques of achieving specific
teaching objectives . Nowadays, the tasks of needs analysis is much more complex:
it aims at collecting information about the learners and at defining the target
situation and environment of studying ESP. According to Duddley-Evans and St.
John(2009) there are eight components in today’s concept of needs analysis which
have been grouped into five broad areas including:
1. target situation analysis and objective needs analysis(e.g. tasks and
activities learners will use English for;
 2. linguistic analysis, discourse analysis, genre analysis, i.e. knowledge of
how language and skills are used in the target situations;
[Link] needs analysis, i.e. learners’wants, means, subjective needs-
factors that affect the way they learn (e.g. previous learning experiences, reasons
for attending the course, expectations)
[Link] situation analysis for the purpose of identifying learners’ current
skills and language use;
5. means analysis, i.e. information about the environment where the course
will run. (Duddley-Evans, T., and [Link] John(2009), Development in English for
Specific Purposes: A Multidisciplinary Approach, Cambridge: CUP)[4]
Because ESP courses are based on needs analysis, the learning objectives are
more obvious than would be in the case of general ESL courses and it can be
assumed that students will be more highly motivated in learning about topics and
texts which are related to their study or work areas. Stern (1992) distinguished four
types of ESP teaching objectives: proficiency, knowledge, affective and transfer.
Proficiency objectives refer to the mastery of the four language skills:
reading, writing, listening and speaking. Knowledge objectives include the
acquisition of linguistic and cultural information. Linguistic knowledge objectives
refer to language analysis and awareness of the systematic aspects of language
while cultural knowledge objectivesd refer to the control of socio-cultural
rules( mastery of the norms of society, values and orientations and also the ability
to recognize culturally significant facts) Affective objectives are about the
development of positive feelings toward the subject of study. Transfer objectives
concern the ability to generalize from what has been learned in one situation or
another.[5] According to these definitions , it is obvious that ESP focuses on
relating the teaching and learning of English process to the learners’
communicative needs. Hutchinson & Waters(1992) observe that if we know why
learners need English, the content of the language can be adjusted accordingly and
the teaching process will focus on these needs. In Zahra Masoupanah and
Mohammad Hassan Tahririan’s view, expressed in their article Target Situation
Needs Analysis of Hotel Receptionists, published in English for |Specific Purposes
World, [Link] Issue 40, vol 14, 2013, once identified, “needs
should be stated in terms of goals and objectives which, in turn can serve as the
bases for developing tests, materials, teaching activities and evaluation
[Link], needs analysis and material evaluation go hand in hand so that needs
analysis determine the needs for a defined group of people and evaluation helps the
teacher determine to what extent those materials, tests or the whole program meet
the learners’ needs|.[6:82] Because there are so many various perspectives in
defining needs, assessment of the learners/needs becomes a challenging task.
Munby, for instance, focused on the selection of the material in needs analysis and
observed that the selection of the material in needs analysis depends upon the
systematic analysis of specific learners’ needs by analyzing the reasons for
learning, place and time of anticipated target use, others with whom the user will
interact, content areas(activities involved), skills(listening, speaking, reading,
writing, etc.) and the level of proficiency required. (Munby, J. ,1978,
Communicative syllabus design: A sociolinguistic model for defining the content
of purpose-specific language programmes, New York:Cambridge University Press)
[7] As Brown(1995) observes, needs must be stated in terms of goals and
objectives which, in turn, can serve as the bases for developing tests, materials,
teaching activities and evaluation strategies.(Brown, J.,1995, The elements of
language curriculum:A systematic approach to program development, New York:
Heinle &Heinle Publishers)[8]

Questions:

1. In what ways will an awareness of need affect and ESP course?

2. How might you analyse the needs of secondary school learners? What results do
you think you would get?
3. Study your own ESP textbook or materials. Try to reconstruct the results of the
needs analysis it is based on.
 Literature:

1. Harmer, Jeremy, The Practice of English Language Teaching, Third Edition,

Longman, 1983
2. Hutchinson T., and Waters A., English for Specific Purposes: A Learning
Centred Approach, Cambridge: CUP,1987
3. Strevens, P. , The Learner and the Teacher of ESP, Chamberlain
Baumgardner 6: p 39-44, 1988
4. Duddley-Evans, T., and [Link] John, Development in English for Specific
Purposes: A Multidisciplinary Approach, Cambridge: CUP, 2009
5. Stern, H. H., 1992, Issues and options in language teaching, Oxford: Oxford
University Press)
6. Zahra Masoupanah , Mohammad Hassan Tahririan, Target Situation Needs
Analysis of Hotel Receptionists, English for Specific Purposes World,
[Link] Issue 40, vol 14, 2013,
7. Munby, J. Communicative syllabus design: A sociolinguistic model for
defining the content of purpose-specific language programmes, New
York:Cambridge University Press,1978,)
8. Brown, J, The elements of language curriculum:A systematic approach to
program development, New York: Heinle &Heinle Publishers,1995)

LESSON №3

Choosing principles in teaching English to ESP classes

The model of teaching technology

Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
The plan of the lesson  To inform about the theme, aims and questions
for discussion of the lesson.
 To conduct discussion on the basic questions of
the theme
 To assimilate and to deep the knowledge on the
 theme.
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge on the new topic
• Get information about main problems of the theme;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP

Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
lesson, the results of the lesson

2. Part 2.1. To clarify the central problem of the 1. They will

lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
the new topic. and make notes
2.3. Summarizes the main points of the
 lesson. Independent work. Mini-group
work.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.

Choosing principles in teaching English to ESP classes

There was no doubt for us, and in the course of 23 years our talks with both
potential and enrolled learners at our Center has confirmed that conviction, that all
of them wanted to learn English for communication only, but not for studying the
language system as such. However, how they believed it was best for them to
acquire English for communicative purposes was a different question requiring
clarification. To get a more or less clear answer, we formulated three questions to
include into our interviewing processes in 1991/1992 and 1996/1997. These
questions have been used in the following interviewing of actual learners since
1997 and are planned to be used in future. The questions are: “How do you believe
it is better to learn a foreign language—in communication only or by the way of
focusing on language forms and practicing them?”, “Are both approaches
necessary in language learning and which of them should dominate, if any?”,
“What learning activities from the list that I have given you are the most attractive
and interesting for you?” Besides the answers obtained to those three direct
questions, even more materials as to students’ attitudes, likes, and dislikes in what
concerns the ways and methods of learning English were supplied by what learners
were saying in the learning process itself and through observing them in that
process.
Both from the answers to the questions above and from students’ statements
and observations in the teaching/learning process it became quite clear that learners
were interested in communication only (the most frequent statement was “I want to
learn to speak English”) and, thereby, they found the communicative approach to
teaching and learning the most attractive to them (96% in 1991/1992, 93% in
1996/1997, and from 94 to 97% in all the following years). Just the same could be
said concerning the attractiveness for students of the communicative learning
activities, such as, for instance, role plays (practically the same percentage of
respondents).
Therefore, our primary direction in teaching adopted even before the
elaboration of the first courses had started was meeting students’ own
requirements, wishes, and expectations. And that direction, as it has already been
mentioned, was developing students’ communicative competence in English
(Paulston, 1992 Paulston, C. B. (1992). Linguistic and communicative
competence: Topics in ESL. Clevedon: Multilingual Matters. [Google Scholar]) by
way of their learning communication in communication and through
communication.
However, students’ elaborations of their answers to the questions “How do
you believe it is better to learn a foreign language—in communication only or by
the way of focusing on language forms and practicing them?”, “Are both
approaches necessary in language learning and which of them should dominate, if
any?” were, to quite a considerable degree, in contradiction with what was said
above. Although the overwhelming majority of respondents (cf. the percentage
figures above) affirm that they like and want to learn the language through
communication and the communicative learning activities, at the same time they
are absolutely confident that purely communicative learning is impossible. They
believe (90% of respondents in 1991/92 and 1996/97 interviewing periods and
from 85 to 92% in the following years) that focusing on language forms is
indispensible, that those forms must be explained in details and thoroughly trained,
and all the more so the earlier the stage of learning is and the lower the students’
level is. All the respondents (100%) agree that both the communicative approach
and the approach focused on language forms are required in teaching/learning
English but they are sure that the former approach can be introduced only when
learners have already acquired a substantial vocabulary and the majority of
grammar forms (88% of respondents in 1991/92 interviewing, 82% in 1996/97
interviewing, and from 79 to 85% of respondents in the following years).
Therefore, the majority of respondents are interested in and attracted by one
thing (to acquire communication skills through communicative learning activities)
but believed that for achieving their learning goals they must do a different thing
(to practice language forms). That is why they are totally unprepared to accept
learning with no focusing on language forms (like in Krashen’s approach, 1982
Krashen, S. D. (1982). Principles and practice in second language acquisition.
London: Prentice-Hall International) or without learning grammar separately (like
in Lewis’s Lexical Approach, 2002 Lewis, M. (2002). Implementing the lexical
approach: Putting theory into practice. Boston, MA: Thomson/Heinle). And it is
worthy of note that students persist in those attitudes even today, 23 years after our
first interviewing in 1991/1992. This attitude is demonstrated by the figures above
(from 79 to 85% of respondents) and in everyday’s teaching and learning process
at the Center.
The students’ choice of methods of language teaching based on language
form focusing is not really surprising. It has been said in the Introduction that just
such, in most cases, were the methods used for teaching them foreign languages in
their previous language learning experience. So, they often have no idea of any
other methods, and other approaches to teaching and learning seem impossible or
inefficient to them.
In view of the above facts, the principle of taking into account learners’
attitudes to the ways and methods of teaching and learning English stipulates that
in the conditions under consideration we cannot start with purely communicative
language learning which seems unacceptable to students at the very beginning of
their language studies. We should start with focusing on language forms, gradually
introducing communicative learning activities and negotiating with students the
transition to them until they finally oust the language form-focused activities.
It is the approach long ago suggested by Nunan (1988 Nunan, D. (1988).
The learner-centred curriculum. Cambridge: Cambridge University
Press.10.1017/CBO9781139524506 [Crossref]) and some other authors (like
Green, 1993 Green, J. M. (1993). Student attitudes toward communicative and
non-communicative activities: Do enjoyment and effectiveness go together? The
Modern Language Journal, 77, 1–10.10.1111/[Link]-1 [Crossref],
[Web of Science ®], [Google Scholar]). Following it, we have developed the so
called “communicative-analytic method” to be the basic one for teaching at our
Center. Among the nine courses that are included in the program, the first very
short (two month-long) preparatory introductory course of English pronunciation
for total beginners is mostly analytical in nature since it is focused on explaining
and training English pronunciation patterns and some fundamental grammatical
forms (e.g. the verbs “to be” and “to have”, the imperative mood, etc.). But even in
this course not less than a quarter of time in class is devoted to communicative
learning activities aimed at students’ acquiring some elementary communicative
skills (see in the list of courses above). On the basis of just such activities, the
teacher tries to show students how much faster and more efficiently they can
achieve their goals (e.g. to start speaking English) in communication than in
language form-focused exercises.
This allows designing the second course in the program—the beginner’s
course of oral communication in English—as the one in which communicative
learning activities aimed at developing learners’ skills of speaking and listening are
fully balanced with language form-focused learning activities (50% by 50%).
Beginning with the pre-intermediate level course, communicative learning
activities start to dominate in the learning process (three quarters of all class time),
and from the intermediate course they occupy almost all of it.
That does not mean that in the courses on the intermediate and advanced
levels of General English and in the ESP courses focusing learners’ attention on
language forms is totally excluded. That would be a bad choice in view of the ideas
concerning foreign language teaching in the conditions of absence of target
language communicative environment (cf. Doughty & Williams, 1998 Doughty,
C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language
acquisition. Cambridge: Cambridge University Press. [Google Scholar]
; Ellis, 1990 Ellis, R. (1990). Instructed second language acquisition: Learning in
the classroom. Oxford: Basil Blackwell.
[Google Scholar]
; Fotos, 1994 Fotos, S. S. (1994). Integrating grammar instruction and
communicative language use through grammar consciousness-raising tasks.
TESOL Quarterly, 28, 323–351.10.2307/3587436
[Crossref], [Web of Science ®], [Google Scholar]
). However on more advanced levels of language teaching and learning limited
processing of language forms is organized not by way of explicitly explaining the
rules concerning those forms and their intensive practicing but by way of using the
so called consciousness-raising approach (Rutherford, 1987 Rutherford, W. E.
(1987). Second language grammar. Learning and teaching. London: Longman.
[Google Scholar]
), i.e. by attracting learners’ attention to some language forms with comparing
them to some other forms of the same language (not the students’ mother tongue)
and with reinforcing them in communication.
Another characteristic feature of the developed communicative-analytic
method is the introduction of experiential learning activities (Freeman & Freeman,
1994 Freeman, D. E., & Freeman, Y. S. (1994). Between worlds. Access to second
language acquisition. Portsmouth: Heinemann.
[Google Scholar]
; Jerald & Clark, 1994 Jerald, M., & Clark, R. C. (1994). Experiential language
teaching techniques. Out-of-class language acquisition and cultural awareness
activities (Resource handbook Number 3, 2nd revised ed.). Bratleboro: Prolingua
Associates.
[Google Scholar]
; Kolb, 1984 Kolb, D. (1984). Experiential learning: Experience as the source of
learning and development. Englewood Cliffs, NJ: Prentice Hall.
[Google Scholar]
; Tarnopolsky, 2012 Tarnopolsky, O. (2012). Constructivist blended learning
approach. London: Versita.10.2478/9788376560014
[Crossref], [Google Scholar]
) as soon as students become capable of participating in more or less sophisticated
forms of communicative language learning. Experiential learning activities in
language teaching model extra-linguistic reality. They ensure that students
experience their personal functioning in that modeled reality using the target
language for such functioning. Thereby, communication skills are subconsciously
constructed by students themselves in the process of quasi-genuine experience and
communication. This subconscious construction intensifies and facilitates
acquisition thanks to the fact of its being subconscious and, therefore, practically
effortless. Acquisition comes as the outcome of learners’ experiencing direct
participation in target language communication.

Experiential learning activities include:

(1) Role playing in the target language;

(2) Simulating professional situations in the target language (in ESP courses);
(3) Brainstorming some problematic issue(s) in the target language;

(4) Case studies concerning some problematic issues and done in the target
language;

(5) Discussions of some problematic issues conducted in the target language;

(6) Students’ presentations on some issues delivered in the target language;

(7) Students’ search for extra-linguistic information through target language

sources (Internet, audio, audio-visual, and printed ones). That search is undertaken
for finding some particular information required for doing some creative learning
assignments;

(8) Writing papers in the target language (like essays, reports, memos, articles,
letters, etc.) on the basis of the information that students have discussed orally and
found during their information search;

(9) Project work (when students do learning projects using the target language
for doing such projects).
Just these forms of communicative learning activities gradually become
more and more used beginning from the intermediate level course and dominate
among all the kinds of learning activities in ESP courses.
The third characteristic feature of the developed communicative-analytic
method is taking into account students’ attitudes to using their mother tongue (L1)
in the process of learning English. In the interviewing sessions there have been no
specific questions about it, but our learning process has demonstrated that at the
early stages of acquiring English adult students cannot even imagine how their L1
can be avoided by the teacher for giving explanations, organizing their work, and
rendering clear the meanings of new vocabulary items. Their attitude to teacher’s
attempts to introduce the “English only” environment in the classroom has always
been very negative. That is why it was considered wiser to follow the approach
long ago advocated by Atkinson (1987 Atkinson, D. (1987). The mother tongue in
the classroom: A neglected resource? ELT Journal, 41,
241–247.10.1093/elt/41.4.241
[Crossref], [Google Scholar]) according to which at the early stages of learning
students’ L1 should be used for the purposes of explaining and organizing. But
with every next step in students’ advance in language acquisition, the area where
L1 is used should become narrower and narrower, so that, by the start of the
intermediate course, there should be no place for L1 in the teaching/learning
process at all.
The first two principles discussed above regulate what courses should be
included into a commercial English language teaching program and how such
courses should be taught. But they do not help much in formulating the particular
goals of every course, selecting its learning contents, determining its duration, etc.
This is the function of the third basic principle suggested by us.

Questions:

1. Analyze an ESP course in your institution and decide what approach has been
used to design it. What do you feel are the merits and drawbacks of the design?
2. What do you think a fully learner-centered course would be like?
3. A learning-centered approach to course design is complex and time-
consuming. Do you think it is worth the trouble?
 Literature:

1. Harmer, Jeremy, The Practice of English Language Teaching, Third Edition,

Longman, 1983
2. Hutchinson T., and Waters A., English for Specific Purposes: A Learning
Centred Approach, Cambridge: CUP,1987
3. Strevens, P. , The Learner and the Teacher of ESP, Chamberlain Baumgardner
6: p 39-44, 1988
4. Duddley-Evans, T., and [Link] John, Development in English for Specific
Purposes: A Multidisciplinary Approach, Cambridge: CUP, 2009
5. Stern, H. H., 1992, Issues and options in language teaching, Oxford: Oxford
University Press)
6. Zahra Masoupanah , Mohammad Hassan Tahririan, Target Situation Needs
Analysis of Hotel Receptionists, English for Specific Purposes World,
[Link] Issue 40, vol 14, 2013,
7. Munby, J. Communicative syllabus design: A sociolinguistic model for
defining the content of purpose-specific language programmes, New
York:Cambridge University Press,1978,)
8. Brown, J, The elements of language curriculum:A systematic approach to
program development, New York: Heinle &Heinle Publishers,1995)

LESSON №4

Teaching approaches in ESP programs

The model of teaching technology

Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
  To inform about the theme, aims and questions
for discussion of the lesson.
 To conduct discussion on the basic questions of
The plan of the lesson
the theme
 To assimilate and to deep the knowledge on the
theme.
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge on the new topic
• Get information about main problems of the theme;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP

Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
lesson, the results of the lesson
 2. Part 2.1. To clarify the central problem of the 1. They will
lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
the new topic. and make notes
2.3. Summarizes the main points of the
lesson. Independent work. Mini-group
work.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.

Teaching approaches in ESP programs

Currently, English for Specific Purposes (ESP) is taught all over the world in
different directions. Since the 60s of the last century, when it first started being
talked about ESP as a separate direction in teaching English as a foreign language,
this aspect of English language teaching has developed considerably and has taken
a leading position in teaching English for professional purposes. In the context of
the dynamic development process of international integration and exchange of
information professionals in any industry, in addition to traditional training, you
need a tool that allows you to effectively and efficiently exchange professional
information. That tool is a professionally oriented special purpose language or a
language. Today there are lots of monographs on the theory of ESP, ESP has
developed special teaching methodology, conducted a variety of studies. But
among them, unfortunately, only a small portion of authors and developers. It is
necessary to note the fact that in our country, officials at all levels say that
university graduates today must surely know English. However, the level of
English proficiency of students in philological universities is very different, and
often leaves much to be desired. Thus, the vital was the question of a single
program in foreign language to language high schools, which would take into
account requirements for the level of foreign language graduates today.
Today, such a program recommended by the scientific and methodological
advice in foreign languages professor S. G. Ter — Minasova exist. It is based on
the following provisions recorded in contemporary documents for the
modernization of higher education:
‒ Possession of a foreign language is an integral part of the training of experts in
high school.
‒ Foreign language course is multi-level and developed in the context of lifelong
learning.
‒ Learning a foreign language is based on an integrated multidisciplinary basis.
‒ Learning a foreign language is aimed at comprehensive development of
communicative, cognitive, informational, socio-cultural, professional and general
cultural competence of students.
But, even with a single program, you must always take into account the
specificity of each institution or its departments, customer demand and the students
themselves. [4. p 89] An important role in vocational education plays ESP
teachers. They are often asked to develop programs and training for ESP plans to
organize a special English language courses for students, etc. As with any other
form of training here, there are many methods and approaches used depending on
the objectives of courses and resources available. Based on the philosophy of ESP,
they can be divided into three main groups as follows: problem-based learning
(PBL), an autonomous entity (AL) and training with the help of information and
communication technologies (ICT). It is worthy that all of them are student-
oriented methodology. [3. p 120]
Today, when placed new emphasis on the interpretation of language
education goals and made some changes in the process of educational interaction
of the teacher and the student, the teacher must be clearer idea of what is required
of him in the classroom of a foreign language. In the development of foreign
language programs should take into account the potential of knowledge and
language skills of students, as well as the motivation of the students in gaining
knowledge. Apparent at first glance, a simple procedure to determine the content
of teaching and the organization of training should include theoretical positions.
The main objectives are the ESP teacher selection and organization of educational
materials, preparation of effective training programs and plans aimed at obtaining
the desired learning outcomes, support students' motivation, their efforts and
endeavors. Another important element of the work in the ESP group is to provide
feedback to students with a teacher as for the organization of the control of the
learning process, as well as for the organization of advice to students. When the
ESP teacher comes into the audience, he is, above all, sets specific targets activities
that help to create there conducive learning environment, a friendly atmosphere of
mutual understanding and mutual support. By choosing certain teaching materials
for foreign language to the course content, instructors or course developers thus
express their ideas, views on the teaching of foreign languages and teaching
methods. Goal setting exercises increasingly influences the choice of educational
and methodological materials. If the teacher in the class aims to strengthening
communication skills, it includes a variety of exercises, exercise simulating
practice communicating in the language: business games; thematic dialogues;
compilation instruction; reports; presentations and discussions. In drawing up the
course should be borne in mind that the concept of «communicative competence»
of students is not seen as the sum of their knowledge and skills, but also as a set of
personal qualities of students (value-semantic orientations, knowledge, skills and
abilities). Evaluation criteria is signed according to their ability to solve problems
and find their own answers to the questions that arise in the course of professional,
educational and social, cultural and everyday communication in a foreign
language.
The form of organization of the course program can be synthetic, when the
language is segmented into separate language elements that are presented at one
time, or analysis, when the language does not seem crushed, and one piece at a
time and without linguistic control. [1. p 35] The important element in ESP
teaching is the ability of the teacher to create a classroom atmosphere for live
communication and constructive debate. Students acquire stable communication
skills only when they have the opportunity to use them to communicate with
others. Too often, unfortunately, the teacher may be the only person to speak
English, which students can talk and time to communicate with each student the
teacher in the classroom is limited. Therefore, the teacher should develop and use
effective techniques for the development of communication skills in their groups,
as well as to involve in its work other resources, including the online resources of
the Internet to encourage communication outside the classroom walls. People are
easier to learn a foreign language when they are highly motivated and have the
ability to use their knowledge and skills in the language environment that they
understand and that are interested. From this perspective, ESP is a powerful tool
for the realization of such a possibility. Students master the English language as
they work with the materials that they find interesting and relevant, and that they
can use in their professional work or further studies. Keep in mind that the more
often students communicate in a language that they hear or where they read, the
more they will succeed in mastering them. On the other hand, the more they will
be forced to focus their attention on the purely linguistic, grammatical and other
aspects of the language or its individual structures, which seems difficult to them,
the less willing they are to attend classes. As for the students of ESP, they are
especially predisposed to concentrate on the material is closely related to their
specialization in particular students of engineering specialties. The ESP language
should not be represented either as a subject that should be studied in isolation
from the actual use, not as a mechanical skill that should be developed. On the
contrary, the English language must be presented in an authentic context, to
acquaint students with specific ways to use the language they need to be able to
apply to their specialties or works. Today, unfortunately, at the disposal of ESP
teacher the limited material for work in the classroom — it is, above all «manuals»
with texts in specialty students with a limited set of tasks to them. Therefore, most
experts on ESP often use their own materials in ESP teaching, specially designed
for a specific purpose and the needs of their students. Formatting text and insert
various objects produced using wiki markup.
The possibility of collective development, storage, structuring text, hypertext
and files, including multimedia Wiki makes attractive to work with students both
in the classroom and are more independent. In addition, there is still Web Quest —
is a site on the Internet with which students work, performing a particular learning
task. There are two types of web quests: for short-term work with a view to
enhancing knowledge and their further integration. Usually they are designed for
one to three sessions. And for long-term work to deepen students' knowledge and
transformation. Such web-quests are designed for a longer period — perhaps a
semester or academic year. A feature of the educational web-quests is that part or
all of the information for individual or group work of students is on the various
websites. Web quests technology helps create and develop in students the
following competences: ‒ Use of IT solutions for the professional tasks (including
to search for the information you need, the results of the design in the form of
computer presentations, websites, flash movies, databases and etc.); ‒ Self-learning
and self-organization; ‒ Work in a team (planning, allocation of responsibilities,
mutual aid and mutual control); ‒ The ability to find multiple ways to solve a
problem situation, to determine the most rational option substantiation choice; ‒
Public speaking skills, because we need to publicly defend the project, answer
questions or participate in discussions. [2. p 20] It is important to note that the ESP
teachers need regular support and guidance on the use of new technologies. Not
surprisingly, young teachers are often better demonstrators of new technologies, so
they can become excellent instructors for more age teachers who are trying to
introduce these new technologies in their classrooms. To this end, the department
of foreign languages should be carried out scientific and methodological seminars
and master-classes, which allow demonstrating the achievements of engineering
and technology in the learning process. Group discussions and project work are
also effective forms of training in working with ESP students. Another modern
trend in the teaching of English for professional purposes — is to conduct debates.
Even at the stage of preparation for the debate students have to mobilize all their
knowledge and ability of speaking in a foreign language, to use their critical
thinking and develop lateral (unconventional) thinking. Thus, in the course of the
debate, students have the opportunity to demonstrate how the linguistic and
professional competence. All of these methods are useful for autonomous (self)
education in order to prepare students for research activity, encouraging their
motivation in a demonstration of the results and the acquisition of experience in
the team. If the teacher is committed to succeed in their work with the group, he
needed to find and adapt new technologies to engage in the generation of
employment in traditional areas with the help of multimedia teaching aids and
digital technology, online resources and mobile applications.
ESP training mechanisms more and more rapidly evolving and it is
absolutely clear that to reach all the modern trends is impossible in this article.
Thus, despite the fact that the teaching of ESP focuses on professionally oriented
practical application, as well as any other aspect of English language teaching, it is
based on the knowledge of the nature of language, to the knowledge of the basic
methods and forms of teaching and learning. A blend of traditional teaching
methods and new technologies, including the use of a virtual environment to
support the motivation of the students, is becoming one of the productive
approaches in the field of ESP training. Critical understanding of the material
studied by students contributes to the formation required for their skills and
abilities, forms the linguistic, socio-cultural, communicative and professional
competence.

Questions:

1. What is the important element in ESP teaching?

2. What are the benefits of using ICT in ESP classes?

Literature:

1. Alyavdina N. G., Margaryan T. D., Innovative techniques of English language

for specific purposes in technical colleges. Humanitarian journal 2013, №. 7.
2. Basturkmen H. Ideas and options in English for specific purposes, — Taylor and
Francis e-library, 2008. Teaching ESP: Best Practices / IBM PC CD — ROM:
Published by «Repetitor Multi Media» for the English Language Office of the
US Embassy. — Moscow, 2012.
3. Ter-Minasova S. G., Language — only accompaniment to the specialty /
Interview magazine, «The area of science». — Yaroslavl State University, 2012.
— № 1.

LESSON №5

Aims and objectives of ESP in colleges and lyceums in Uzbekistan

 The model of teaching technology
Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
 To inform about the theme, aims and questions
for discussion of the lesson.
 To conduct discussion on the basic questions of
The plan of the lesson
the theme
 To assimilate and to deep the knowledge on the
theme.
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge on the new topic
• Get information about main problems of the theme;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP

Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
 lesson, the results of the lesson

2. Part 2.1. To clarify the central problem of the 1. They will

lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
the new topic. and make notes
2.3. Summarizes the main points of the
lesson. Independent work. Mini-group
work.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.

Aims and objectives of ESP in colleges and lyceums in Uzbekistan

In 1997 Uzbekistan embarked on the globally unprecedented National
Professional Training Programme (NPTP) that envisaged a gradual transition to
compulsory universal vocational education for all (9 years of secondary school + 3
years compulsory vocational education at college or lyceum) by 2009. In a country
with a population of 26.5 million, the physical infrastructure that enabled the
development of the vocational secondary education sector was built in a record-
breaking time. After the NPTP was adopted, public budget resources, allocated to
the education sector, began to be redistributed in favour of the secondary
specialized vocational education system. Public budget spending for the secondary
specialized vocational education was fairly stable with the share of some 7.5% of
total budget per year. The vast majority of this spending for the system of
secondary specialized vocational education was centralized investments in the
construction and reconstruction of the educational establishments within this
system (64% and 61% of total spending for the system of secondary specialized
vocational education in 2004 and 2005 respectively). In addition to prioritized
state-run financing, significant donor funds were invested in the system of
secondary specialized vocational education, totaling to at least USD$300 million.
As a result, by the beginning of 2006-2007 academic year, 957 vocational colleges
and 99 academic lyceums were constructed and reconstructed and a lot of work
was done to change the appropriate state standards, curricula and retraining of
teaching staff.
Apart from problems typical of any vocational education system (quality of
training, professional-skill imbalance, etc.), the implementation process of this
unique program encountered certain specific problems:
Scarce funding made it impossible to meet the planned student space:
between 1998-2005 the program for operationalizing new buildings for vocational
education was met by not more than 55%. Nearly 550,000 school students graduate
from the basic secondary school (9 forms) every year in Uzbekistan. In the 2005-
2006 academic year, 56% of adolescents within the respective age group (788,000
people) were covered by the system of secondary specialized vocational education,
while the rest of them either continued to obtain education in the 10th and 11th
forms, or quit school education after graduating from the 9th form. Thus, to ensure
100% coverage of the school students with vocational education, the capacity of
the secondary specialized vocational education system (i.e., student space) has to
be doubled within the next three years (in numerical terms, 1,700 colleges and
lyceums are required in total). To achieve the aforementioned value, centralized
investment in comparable prices should be 5 times higher than the current level of
investment.
A new concept of education effectively does not envisage training of
specialists that belong to groups VII and VIII of the ISCO-88, that is, the
specialists of working professions. With the 3-year vocational training, the
graduates obtain higher skills than the existing jobs require. This situation is
ineffective not only in terms of financial resources spent for training such
specialists, but also it causes a gap between the job-related expectations of these
graduates and the status that will be offered to them in the labour market.
However, some vocational college graduates who have certain professions (e.g.,
teachers, legal professionals, health professionals, etc.) cannot find jobs because
the national legislation provides for certain restrictions as regards employing
professionals without higher education.
Another major problem is the ineffective sectoral and geographical
distribution of colleges. In many rayons (administrative districts) there are no
colleges providing training in such important sectors as transport,
telecommunication, and the energy industry. Whereas 27% of the total number of
college graduates obtain medical and teaching qualifications. Given the low
mobility of labour resources, this situation makes the imbalance, that currently
exist in occupational labour markets, notably larger.
The current system of vocational education causes contradiction between the
principle of universality of education and the right to free choice of profession in
consistence with one's likings and understanding of occupational demand in the
labour market. At present, specialised colleges are training students in more than
300 occupational areas. Given the uneven geographic distribution of colleges,
young people living in some rayons have access to training in 50 occupational
areas. Entering colleges in other localities is usually difficult (college
administrations first of all must ensure coverage of youth with training in their
respective rayons, the number of hostels for college students is reduced every year,
and high expenditures for transport and living needs also constrain the opportunity
of obtaining education far from home).
As regards the timeframe for putting the planned number of colleges into
operation (consequently, transition to universal vocational education), this problem
will be solved, even though with certain delays. Addressing other specific
problems in the Uzbekistani vocational education system, some fundamental
changes are being discussed, specifically:
Aggregating the number of occupational areas for training from 300 to a
maximum of 10-20 and developing new state standards and curricula;
Grouping related professions within each occupational area of training and
developing training modules for professions so that students could obtain 3-4
professions, corresponding to VII-VIII groups of ISCO-88, or 1-2 professions,
corresponding to III group, within 3 years;
Transition to the system of multi-area colleges, i.e., the system, in which
every college or most of the colleges will provide vocational training in all 10-20
occupational areas.
The British Council in partnership with the Centre for Secondary and
Specialised Education have launched the English for Tourism project. The project
aims to improve the English language level of graduates from 11 tourism colleges
to enable them to meet the modern requirements of employers in the tourism
sector. As part of the project a contemporary English language course for
students of tourism colleges has been developed. The course is based on the British
Council “Learn English for Tourism” it was supplemented with extension activities
designed by a team of local experts together with a UK consultant to tailor the
materials for Uzbekistan context. The course focuses on listening, speaking and
writing skills and also includes material on team working, communication and e-
mail skills. The piloting of the new course starts in February 2014.
The project also provides teacher training opportunities for English language
teachers in tourism colleges.
 Questions:
1. What are the challenges in teaching ESP for Uzbek leaners?
2. What are the reasons of implication of ESP in EFL classes in Uzbekistan?

Literature:

1. Bakieva G., Iriskulov A. et. al. English B1. Student’s Book. Tashkent:
Uzbekistan, 2014. – 176 p.
2. Basturkmen H. Developing Courses in English for Specific Purposes. New
Zealand: Palgrave Macmillan, 2010. – 367 p.
3. Bowers R. Language Teacher Education. An Integrated Programme for EFL
Teacher Training. – Modern English Publications, 1987. – 188 p.
4. Broughton Geoffrey. Teaching English as a Foreign Language. – Routledge.
2003. – 257 p.
5. Brumfit, Christopher. Teaching English to Children. From Practice to
Principle. – Longman Group Essex, 1995. – 309 p.

LESSON №6

The role of learning autonomously

 The model of teaching technology
Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
 To inform about the theme, aims and questions
for discussion of the lesson.
 To conduct discussion on the basic questions of
The plan of the lesson
the theme
 To assimilate and to deep the knowledge on the
theme.
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge on the new topic
• Get information about main problems of the theme;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP

Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
 introducing the Theme, the aim of the
lesson, the results of the lesson

2. Part 2.1. To clarify the central problem of the 1. They will

lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
the new topic. and make notes
2.3. Summarizes the main points of the
lesson. Independent work. Mini-group
work.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.

Promoting autonomy in adult learners of ESP

However, despite the fact that students are adults, the fundamental
responsibility for the teaching-learning process rests on the teacher’s shoulders;
teachers should constantly try and apply these pedagogical principles to their daily
work. Here are some possibilities of enhancing learner autonomy through the
teacher’s activity:
a. communicating exclusively (or as much as possible within the limits of
accurate communication with the students) in the target language, requiring the
same from the learners in all their interactions (even when non related to the task at
hand;
b. clearly stating the objective of each task dealt with in class or given as
homework for private study;
c. requiring learners to identify individual goals but pursue them through
collaborative work in small groups, thus involving everyone in the learning
process;
d. subjecting each learning activity to open discussion, analysis and
evaluation (if possible, in the target language);
e. engaging the learners in regular evaluation of their progress as individual
learners and also as a group;
f. requiring the students to keep written records of their learning, mainly lists
of thematic or new vocabulary, useful structures, language functions, whatever
texts or projects they may work on or produce themselves;
g. asking the students to take over the teacher’s role for a limited period of
time in class (conducting a task, monitoring the activity of their peers, etc);
h. regularly delivering a brief report of their progress in front of their peers
in the target language, with examples.

Specific strategies in learner autonomy development in adult students of

ESP
Autonomous learning should by no means be considered ”teacherless”
learning. Instead, learners are taught how to cope on their own with the possible
linguistic challenges they may encounter. In so doing, the teacher may resort to
various strategies aimed at facilitating the transfer of control from the teacher to
the learners. Learning strategies, seen as ”mental steps or operations that learners
use to learn a new language and to regulate their efforts to do so” (Wenden 1998:
18), may be classified as cognitive and metacognitive (Cook 1993: 114-115). The
cognitive strategies are concerned with: repetition (students imitate the teacher’s
speech); resourcing (resorting to specialized dictionaries and other materials);
translation (using their mother tongue as a basis for understanding and/or
producing the target language, especially at the level of thematic vocabulary);
note-taking; deduction (conscious application of the foreign language rules);
contextualization (embedding a word or a phrase in a meaningful sequence, as a
means of fixating the newly acquired vocabulary); transfer (using knowledge
acquired in the native language to remember and understand facts and sequences in
the second language); inferencing (matching an unfamiliar word against available
information); asking for clarification (usually asking the teacher to explain), etc.
Adult learners are more versed in using the entire variety of these strategies, and
usually have no difficulty in collaborating with the teacher and their peers in the
classroom. It goes without saying that in autonomous learning, the teacher has to
rely more on metacognitive strategies, as they include “all facts learners acquire
about their own cognitive processes as they are applied and used to gain
knowledge and acquire skills in varied situations” (Wenden 1998:34). Thus, they
may easily be seen as skills used for planning, monitoring and evaluating the
learning activity: a. directed attention (deciding in advance to focus on general
aspects of a task); b. selective attention (paying attention to specific aspects of a
task); c. self-monitoring (checking one’s own performance while speaking); d.
self-evaluation (appraising one’s performance in relation to one’s own standards);
e. self-reinforcement (rewarding oneself for success). In the ESP classroom,
directed and selective attention can easily be implemented as strategies from the
very beginning, as learners usually enjoy being made aware of the language
acquisition process; they typically enjoy receiving explicit instruction and grasping
the inner mechanism of the learning process, as it helps them gain a sense of
reflection and critical thinking regarding their own activity at school. In this sense,
the teacher clearly states the objectives (general and specific) at the beginning of
each lesson/ task, so that the students have no doubt about what they are expected
to be able to do at the end of the lesson/ task. Self-evaluation and self-
reinforcement are rather a matter of motivation and not ultimately self-esteem, but
all adult students are generally able to assess their own and their peers’
performance following a set of criteria of their own choosing. As far as the
punctual techniques are concerned, among the most effective in the ESP class are
the following: a. self-reports;

Literature:

1. Benson, P. (2001). Teaching and Researching Autonomy in Language

Learning. Harlow: Longman/ Pearson Education;
2. Conttia, L.M.W. (2007). The Influence of Learner Motivation on
Developing Autonomous Learning in an English-for-Specific-Purposes
Course. Retrieved April 29th, 2009 from
[Link]
3. Cook, V. (1993). Linguistics and Second Language Acquisition. London:
MacMillan;
4. Council of Europe (2000/2004). European Language Portfolio (ELP):
Principles and Guidelines . With added explanatory notes. Strasbourg:
Council of Europe.
5. Council of Europe (2001). Common European Frameork of Reference for
Languages: Learning, Teaching, Assessment. Cambridge: Cambridge
University Press;
 LESSON №7

Teaching language skills in ESP

The model of teaching technology

Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
 To inform about the theme, aims and questions
for discussion of the lesson.
 To conduct discussion on the basic questions of
The plan of the lesson
the theme
 To assimilate and to deep the knowledge on the
theme.
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge on the new topic
• Get information about main problems of the theme;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop

A TEACHING MAP
Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
lesson, the results of the lesson

2. Part 2.1. To clarify the central problem of the 1. They will

lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
the new topic. and make notes
2.3. Summarizes the main points of the
lesson. Independent work. Mini-group
work.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.

Teaching language skills in ESP

 Listening, reading, speaking, and writing -- these are the four basic language
skills. Your needs assessment will show you which of these skills should be
emphasized in your ESP class. Emphasis will vary from situation to situation, but
in many post secondary institutions, students typically need ESP to understand
English and will therefore expect priority help in developing their listening and
reading skills. However, no skill should be taught in isolation. This section of the
Manual describes the language skills, lists objectives for the development of each
skill, and gives guidelines and suggestions for classroom activities to give students
practice.
Reading is the primary channel through which your students will progress in
English after your course is over. A good reading program provides instruction in
the skills required at various levels of reading, along with plenty of practice in this
skill, which can only be developed through extensive and continual practice.
Follow the guidelines in Chapter Five, Materials Selection and Development, for
selection of appropriate reading materials.
Two types of skills are needed in reading: simple identification skills,
(decoding) and higher level cognitive skills such as analyzing, synthesizing, and
predicting. Your reading program should work on two levels to develop both types
of skill.
In order to do this, your program should incorporate two types of reading
tasks: intensive and extensive. Intensive reading is close analysis of a short passage
and can be used to develop vocabulary, grammar skills, and comprehension.
Extensive reading is faster reading of longer passages to develop understanding of
writers' organizational strategies, to improve reading speed, and to focus on main
ideas.
Fluent reading depends primarily on knowledge of vocabulary and subject
matter, and secondarily on knowledge of grammatical structure and familiarity
with the ways that writers organize texts in English. Vocabulary development,
then, is a vital aspect of reading (and listening) development. Your students will
need to develop a good vocabulary in English in order to be efficient readers and
listeners. You will probably find that they already know quite a lot of technical
vocabulary in English in their fields. You can help them to expand their technical
vocabulary and develop the additional vocabulary they need for further study.
Vocabulary should be taught only in context, never in word lists to be
memorized with dictionary definitions. Use real objects or pictures whenever
possible to introduce new words. The vocabulary you teach should be words which
are useful for the students in the situations in which they encounter English. Do not
give long lists of words each week; instead, focus on useful words that are present
in the reading and listening passages students are working with.
Grammar is best taught in connection with writing (see below), but exercises
related to the reading and listening passages the students have worked with can
also help them to increase their reading comprehension. Help students focus on
grammatical structures which appear in reading texts, such as verb forms,
possessives, adjectives and adverbs, and comparative forms.
Listening comprehension, although vital for communication in English, is usually
the most neglected of the language skills in English programs. As a native speaker,
you have a unique advantage in developing listening comprehension skills in your
students. Everything that you say in the classroom can be useful in developing the
students' listening abilities.
To be effective, however, your spoken communications with the class must
be comprehensible. Language which is not understood is just "noise" and does not
lead to student language acquisition. For this reason, it is important for you to
gauge your students' level of comprehension and adjust your speech to reflect their
understanding. You should spend some time at the beginning of your course to be
sure you are understood. Your students may be accustomed to hearing a British
accent, for example, and may need time to adjust to yours. Look at your students
carefully as you talk to get cues about their comprehension. Check comprehension
frequently by asking questions about content which require listening
comprehension, or by asking for questions or comments.
 The cloze exercise is a good way to check your students' listening
comprehension. Give them a short passage with some words deleted. Read the
passage aloud twice. If they are unable to fill in the missing words, they are unable
to make sense of the passage. More information and examples of cloze exercises
can be found on pages 38, 64, and 68 of this Manual. Other ways of using cloze
exercises include deleting articles or verbs, for example, if you are working on
these forms, to focus students' attention on these language structures.
The tape recorder is a valuable asset to the language teacher. If you have a
recorder available, you can tape _listening exercises in advance to allow yourself
the freedom to circulate in the classroom as students complete them. You can also
record other native English speakers reading craze or other passages to give the
students practice hearing other accents and speakers of the opposite sex.
Give students practice taking notes as they listen. Your students may be used
to writing notes down verbatim, as a dictation exercise, and will need practice in
listening for main points of information. Help them to recognize clues to meaning
introduced by the speaker. Figure 2 illustrates the types of clues you should bring
to your students' attention. A summary of such clues includes.
Your needs assessment will determine whether the development of speaking
skill is a goal in your ESP class. For many ESP situations, development of
speaking skills may be beyond the scope of what it is possible [Link] to provide.
To provide every student with practice in speaking is an inefficient use of
classroom time. Discussion groups are notoriously difficult to manage. Students
rarely listen to each other talk and "conversation~ degenerates into one student
after another saying unrelated things. Aggressive students usually take and hold the
floor, and it becomes impossible to give everyone the same amount of practice.
Even if everyone did get the same amount of practice, in the typical class of 50
students and two hours of class time, each student could not possibly get more than
two minutes of practice!
 You and your students should not despair, however, because although in
your situation the direct teaching of speaking may not be practical, studies have
shown that increased listening comprehension leads to increased ability to speak.
You can assure the students that the exercises they are doing to increase their
listening comprehension will make them better able to hold conversations with
native speakers of English.
If teaching speaking skills is one of your objectives; for example, in an ESP
class in English for Tourism, you will need to select activities that reflect the real
functions for which your students will use English.
Asking the class to repeat in unison is not teaching speaking. They will not
necessarily repeat correctly, you cannot correct their errors, and repetition may
only reinforce their mistakes. Memorizing and repeating dialogues will also not
improve the speaking skill. Speaking is a communication activity and improves
only with practice in communication. Therefore you are better off using class time
for activities which will increase overall language proficiency and ability to
comprehend spoken English.
Give students practice in conversation management. Teach them greetings
and closings, and replies to greetings and closings. Teach them how to introduce
themselves and others. Teach them forms they can use when they do not
understand, such as "Pardon me. What was that again?" or "What does mean?" or
"Please speak more slowly. "
Pronunciation is often overstressed in language teaching and should play a
restricted role in your class. Perfect, or native like, pronunciation need not be a
goal. English is now a world language and different pronunciations are standard
throughout the world. Learners also need to show themselves to be learners
lengthy drills to achieve perfect pronunciation of a few words is not only time-
consuming, but may also mislead native speakers into thinking that the student is
more fluent than he or she actually is, leading to breakdowns in communication.
Role playing is an effective way to stimulate conversation in the classroom.
You can use flowcharts to outline a situation which you want to use as a base for
developing your students' speaking skills. You may want to select a small group of
students to demonstrate this method until the whole class understands the
procedure, Once this is done, you can divide the class into groups, vary the
flowcharts for each group, and then ask each.

Questions:
1. Activities for developing speaking skills in ESP classes.
2. The importance of teaching language skills in ESP.

Literature:

1. Benson, P. (2001). Teaching and Researching Autonomy in Language

Learning. Harlow: Longman/ Pearson Education;
2. Conttia, L.M.W. (2007). The Influence of Learner Motivation on
Developing Autonomous Learning in an English-for-Specific-Purposes
Course. Retrieved April 29th, 2009 from
[Link]
3. Cook, V. (1993). Linguistics and Second Language Acquisition. London:
MacMillan;
4. Council of Europe (2000/2004). European Language Portfolio (ELP):
Principles and Guidelines . With added explanatory notes. Strasbourg:
Council of Europe.
5. Council of Europe (2001). Common European Frameork of Reference for
Languages: Learning, Teaching, Assessment. Cambridge: Cambridge
University Press;
 LESSON №8

Teaching aspects in ESP

The model of teaching technology

Time – 80 minutes The number of students: 12-14
The form of lesson Lecture/Seminar
 To inform about the theme, aims and questions
for discussion of the lesson.
 To conduct discussion on the basic questions of
The plan of the lesson
the theme
 To assimilate and to deep the knowledge on the
theme.
The aim of the lesson: to introduce a new phenomenon of language teaching, to
explain its importance through different practical exercises
Result of learning activity of a student:
• Will get initial knowledge on the new topic
• Get information about main problems of the theme;
• Do exercises and activities to get better understanding of the topic;

Teaching methods discussion, presentation, reading

Means of teaching Handouts
Mode of interaction Individual, small group work
Classroom facilities Whiteboard, laptop
 A TEACHING MAP

Activity/time Procedure
Teacher Students
1. Part Greeting, Checking the attendance, Listen
introducing the Theme, the aim of the
lesson, the results of the lesson

2. Part 2.1. To clarify the central problem of the 1. They will

lesson the teacher asks a series of answer the
questions. questions.
2.2. Provides the general information on 2. They will listen
the new topic. and make notes
2.3. Summarizes the main points of the
lesson. Independent work. Mini-group
work.

3. Part Sum up, appreciate students’

performances, encourage active
participants. Teacher informs students
about the homework: To answer the
questions given at the end of the lesson.
 Teaching aspects in ESP

Some EFL teachers may feel intimidated when faced with the prospect of
teaching ESP for example Business English. This is generally because they are
concerned that their possible lack of business experience or knowledge about the
world of business will be exposed and they will be made to feel inadequate as a
result.
This concern is often based on the misconception that teaching Business
English means teaching Business Studies to learners of English. While in some
cases this may be true (pre-service Business Studies courses, for example, where
teachers will need to present business concepts and business terminology), a large
number of students of Business English are people who are already working in
business within their own linguistic environment and who wish, for a number of
reasons, to be able to function in their business role in English too. The teacher’s
role in this second case is not to present business concepts to the learners or to
instruct them how to conduct their business. On the contrary, it is to enable such
learners to develop their language skills within a business context. Teachers of
Business English are first and foremost teachers of English.
Where teaching Business English differs from teaching General English
will normally be in the choice of contexts for listening and reading texts and in the
choice of lexis in grammar and vocabulary exercises, where examples such as "We
have just received the invoice" will replace "We have just see Peter". In addition to
such linguistic considerations, there are a number of affective factors that relate to
teaching in-service Business English. In many cases learners will be in positions of
authority and influence within their company. As such they will often expect their
teacher to be informed and experienced and may react badly to someone who is
noticeably younger or badly dressed.
There may also be an adverse reaction to statements such as "Oh, you’re
an accountant. I know absolutely nothing about accounting." While the teacher is
not expected to teach the learner how to be an accountant, they will at the very
least need to adopt the position of an informed layperson and ask relevant
questions about the learner’s field of expertise. Some brief research (the internet is,
of course, a wonderful source) will pay dividends later and questions such as "Can
you explain (in English, of course) exactly how a balance sheet works?" can be
highly productive and will not appear to be ignorant questions but rather questions
that will subsequently provide the teacher with plenty of diagnostic data about
weaknesses in the learners’ grammar, gaps in their vocabulary and pronunciation
problems. In short, putting the onus onto the learner to explain specific business
concepts in English will kill two birds with one stone – it will both give learners
relevant practice in his or her field of expertise and put the teacher into the role of
language provider, correcting where necessary and providing the correct word or
phrase where necessary.
Similarly, asking learners to give a presentation about their particular
product, their company or their current research will also be a highly focussed
activity, where the teacher can both give guidance at the preparation stage and
feedback on performance. A particularly effective general approach for the teacher
is to see this kind of teaching as both a teaching and a learning process for the
teacher, where a great deal of interesting information about a wide range of
business processes can be acquired. In the final analysis, it is important not to be
intimidated by the status and professions of the learners but rather to establish the
kind of teacher – learner relationship where both sides are recognized as experts –
the learners as experts in their particular field of expertise and the teacher as an
expert in the field of language teaching and as an indispensable source of linguistic
information.

Questions:
1. Peculiarities of teaching ESP to EFL learners.
2. What are the main challenges in teaching ESP?
 Literature:

1. Benson, P. (2001). Teaching and Researching Autonomy in Language

Learning. Harlow: Longman/ Pearson Education;
2. Conttia, L.M.W. (2007). The Influence of Learner Motivation on
Developing Autonomous Learning in an English-for-Specific-Purposes
Course. Retrieved April 29th, 2009 from
[Link]
3. Cook, V. (1993). Linguistics and Second Language Acquisition. London:
MacMillan;
4. Council of Europe (2000/2004). European Language Portfolio (ELP):
Principles and Guidelines . With added explanatory notes. Strasbourg:
Council of Europe.
5. Council of Europe (2001). Common European Frameork of Reference for
Languages: Learning, Teaching, Assessment. Cambridge: Cambridge
University Press;