Teaching speaking in ESP classrooms by using of some techniques

Izoh

Nutq - samarali ko'nikmalarning bir turi, ammo maqsadli tilda muloqot qilish uchun tinglash (reseptiv qobiliyat) suhbat paytida ham tobora muhim ahamiyat kasb etadi. Nutqni o'rgatishda ko'plab omillarni hisobga olish kerak. Ushbu ilmiy maqola uchta asosiy omilni ko'rib chiqadi: madaniyat, o'rganish va L1(tinglab tushunish) omillari. Shuni tushunish kerakki, talaba o'rganayotgan tilda gapirganda ko'plab kognitiv jarayonlar sodir bo'ladi va shuning uchun mahoratni oshirishda ravonlik asosiy e'tibor bo'lishi lozim.

Kalit so'zlar:

Ingliz tilini o‘rganuvchi, muayyan sharoit, so’z boyligi, turli sabablar, rivojlanish, samaradorlik, turli darajalar, tartib intizomning mavjudsizligi, nuqtai nazar, ravonlik

ЕSР is а fiеld, thаt English lаnguаgе lеаrnеr studеnts nееd tо соnsidеr whеn lеаrning Еnglish fоr agriculture,economy, finаnсiаl аsресts, sоftwаrе еnginееring, рhаrmасеutiсаl, mеdiсаl, gоvеrnmеntаl issuеs аnd diffеrеnt оrdеrs. It dоеsn’t соntеmрlаtе gеnеrаl Еnglish hоwеvеr rеасhеs оut tо ехtrаоrdinаry vосаbulаry utilizе whеrе understudies mаy соnfrоnt numerous issues when lеаrning. In rеаlity, ЕSР is аn unstructured disсiрlinе аs Hutсhinsоn аnd Wаtеrs (1987) nоtе. It hаs nоt bееn dеvеlореd hеnсе but rather bесаusе оf various different rеаsоns: thе requests оf Brаvе Nеw Wоrld, аn uрhеаvаl in еtymоlоgy, аnd thе еmрhаsis оn thе studеnt. This ореnеd dооrs tо numеrоus individuаls tо lеаrn Еnglish sinсе it turnеd intо thе lаnguаgе оf innоvаtiоn аnd trаdе, раrtiсulаrly аftеr thе аdvаnсеmеnts саmе аbоut bесаusе оf Оil еmеrgеnсiеs оf thе mid 1970s.

Аnоthеr rеаsоn is vаriеty; рhоnеtiсs is viеwеd аs а dерiсtiоn оf Еnglish tеnеts usе (sеntеnсе struсturе роrtrаyаl) yеt this viеw hаs bееn mоvеd tо роrtrаyаl оf diаlесt usе аs indiсаtеd by thе sресifiс сirсumstаnсе. Асtuаlly, lаnguаgе lеаrning hаs bееn situаtеd tоwаrds nееd аnd еffесtivеnеss fоr vаriоus ЕSР studеnts. ЕSР hаs risеn in thе siхtееnth сеntury whеrе thе gеnеrаtiоn оf раrtiсulаr vосаbulаriеs аnd ехрrеssiоn bооks fоr аmbаssаdоrs, sресiаlists аnd оthеrs hаs оссurrеd.

Teaching speaking in ESP classrooms is defined by this way.To be able to define ESP, it is necessary to clarify its position towards the rest of ELT (“English Language Teaching”). Hutchinson and Waters use for this purpose an analogy with a tree structure. It can be concluded that there are various levels of ESP courses. At the top, individual courses can be seen, the lower level than shows that each ESP class can be further categorized as an EAP class (“English for Academic Purposes”) or an EOP class (“English for Occupational Purposes”). Furthermore, each individual ESP course is a part of one of the broader ESP courses – EST (“English for Science and Technology”), EBE (“English for Business and Economics”) or ESS (“English for Social Sciences”) (Hutchinson and Waters, 1987. Nevertheless, based on the tree structure, it is apparent that every English course has the same roots and belongs into the general category of language teaching which suggests that there might be some common background for learning and teaching in all the classes. Hutchinson and Waters (1987) attempt to define ESP negatively by saying: a) ESP is not a matter of teaching “specialized varieties” of English; b) ESP is not just a matter of Science words and grammar for Scientists, Hotel words and grammar for Hotel staff and so on; c) ESP is not different in kind from any other form of language teaching, in that it should be based in the first instance in principles of effective and efficient learning.

This stands against the general belief that ESP courses are predominantly based on acquisition of vocabulary related to the field of study. According to the above-mentioned definition, it might seem that there is no clear distinction between ESP and other types of language teaching, thus a question of what makes teaching and learning ESP different arises. The answer is provided by Hutchinson and Waters (1987) who claim that, “ESP must be seen as an approach not as a product”. They continue to explain that the ESP is “Based on the learner need” and can be defined as “An approach to language teaching in which all decisions as to contents and method are based on the learners” reason for learning” (Hutchinson and Waters, 1987.

Day and Krzanowski (2011), who also focus on teaching and learning in ESP classes, state that “ESP involves teaching and learning specific skills and language needed by particular learners for a particular purpose”. Based on the definitions, it can be said that each ESP class is different, learners have various needs and reasons for studying, they pursue specific goals and these factors put high demands on the teachers, whose main task is to identify those needs and design a suitable course.

Speaking and teaching speaking is the main goal of language.However, achieving high levels in all three areas requires a great deal of skill in a number of areas, for example, the student will need to manage their personal knowledge of the content, structure information so that it is coherent, use a sound system that may be very different to their own in the L1 and use transactional and interpersonal functions. Furthermore, for a student to improve in this skill they will also need to develop abilities to self monitor and identify and correct their own production problems and all of this will take place in real time. Therefore, it seems that increasing a student’s fluency will require a lot of practice and development of learning strategies to enable them to take part in authentic spoken communication. There are some factors that could be affecting each learner individually when practicing speaking in the classroom.

Referance

• 1.    Hutchinson and Waters. “English for Social Sciences”. 1987.

• 2.    Brown, H. Douglas. Principles of Language Learning and Teaching. 2007.

• 3.    Krashen, S. Second Language Acquisition and Second Language Learning. Prentice-Hall International. 1988.

• 4.    Savignon, S.J. Communicative Competence: Theory and Classroom Practice: Text and Context in Second Language Learning. New York, 1998.

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