Bosh muharrir: Sharipov Qo‘ng‘irotboy Avezimbetovich Bosh muharrir o‘rinbosari: Karimov Norboy G‘aniyevich

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ONOMY
References:
[1] Smith, J. (2020). The importance of professional and communicative skills for future economists. Journal of Economic 
Education, 45(3), 278–294.
[2] World Commission on Environment and Development. (1987). Our Common Future. Oxford University Press.
[3] Brown, J. D. (2001). Using surveys in language programs. Cambridge University Press.
[4] Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a Foreign Language’. The 
British Council.
[5] Robinson, P. (1991). ESP today: A practitioner’s guide. Prentice Hall.
[6] United Nations Environment Programme. (2011). Towards a green economy: Pathways to sustainable development 
and poverty eradication. United Nations Publications.
[7] Barbier, E. B. (2011). Scarcity and frontiers: How economies have developed through natural resource exploitation. 
Cambridge University Press.
[8] Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
[9] Hellowell, M., & Dawson, P. (2014). The green economy: A primer for practitioners. Routledge.
[10] Chen, L. (2018). Teaching English to economists: An overview of the current situation and challenges. The Journal of 
Language for International Business, 29(2), 121–134.
[11] Adams, S., & Brown, J. (2019). Case studies in economics education: Integration of green economy principles. Journal 
of Economics and Finance Education, 18(2), 1–12.
[12] Johnson, M. T., & Wilson, A. (2022). Enhancing methodology for developing professional and communicative skills of 
future economists in the context of teaching English and green economy. Journal of Economic Research and Educa-
tion, 38(4), 567–589.
[13] Smith, J. (2020). The importance of specialized English language training for economists. Journal of Economic Edu-
cation, 45(3), 278–294.
[14] Johnson, M. T. (2018). Addressing the linguistic needs of economists: A case for specialized English language instruc-
tion. English for Specific Purposes, 40, 45–61.
[15] Brown, J. D. (2016). The role of language proficiency in economic discourse: Challenges and opportunities. Applied 
Linguistics, 37(5), 589–612.
[16] Lee, S. (2019). Developing an English for Economics course: Meeting the linguistic demands of economists. English 
for Specific Purposes, 52, 80–95.
[17] Adams, S. (2017). Integrating sustainability principles in economic education: A review of current practices. Journal of 
Economic Education, 48(2), 134–150.
[18] Green, T. (2015). Mainstreaming green economics into economic education: An exploratory study. International Re-
view of Economics Education, 19, 16–29.
[19] Roberts, L. (2019). Educating future economists for sustainable development: Challenges and opportunities. Journal 
of Education for Sustainable Development, 13(2), 123–138.
[20] Johnson, M. T., & Wilson, A. (2022). Enhancing methodology for developing professional and communicative skills of 
future economists in the context of teaching English and green economy. Journal of Economic Research and Educa-
tion, 38(4), 567–589.
[21] Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson/Longman. 
[22] Barbier, E. B. (2011). Scarcity and frontiers: How economies have developed through natural resource exploitation. 
Cambridge University Press. 
[23] Adams, S., & Brown, J. (2019). Case studies in economics education: Integration of green economy principles. Journal 
of Economics and Finance Education, 18(2), 1–12.
[24] Hellowell, M., & Dawson, P. (2014). The green economy: A primer for practitioners. Routledge.

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