Eijp issn: 2751-000x volume03 issue06 57

EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS

ISSN: 2751-000X 
VOLUME03 ISSUE06
59
 
their subject in Russian, the terminology of the subject in English with the grammatical rules for the 
competent use of this terminology in the right context and in all types of speech activity. 
As mentioned above, ESP combines the subject and the ability to use English with the aim of 
incorporating this subject into various topics and areas of professional communication. The ability to 
implement this combination is extremely important for students, because it means that they can apply 
the acquired knowledge and skills in practice, and in the future - in the process of working in their 
specialty in any technology company. The ability to use professional vocabulary and language 
structures that are studied by students, as a result, allows to achieve a significant improvement in 
speech skills and increase students' motivation to learn. 
RESEARCH RESULTS AND DISCUSSION 
It should be noted that Tashkent State University of Applied Sciences teachers organizes cooperation 
with Russian and foreign companies. One of the partners is ThyssenKrupp (German ThyssenKrupp), 
one of the largest industrial concerns in Germany. ThyssenKrupp is a German multinational 
conglomerate specializing in industrial engineering, steel production, high-speed trains and more. 
Based in Duisburg and Essen, the company has more than 670 subsidiaries worldwide. 
The ThyssenKrupp concern is familiar to students, as within the framework of cooperation with the 
university, projects and competitions of scientific works / research for masters are carried out. 
Representatives of ThyssenKrupp work at many enterprises in Uzbekistan, often visit this university, 
and, undoubtedly, students strive to communicate with them and are aimed at building a successful 
career in an international company. In the process of foreign language education, it was found that many 
students, expressing admiration for the company, have practically no information about its activities, 
except for general points. Therefore, it was decided to organize work on a detailed study of the 
company's production. This, in turn, is a new and relevant type of ESP learning activity for students. For 
this, special materials were selected, among which the main attention was focused on working with the 
English information of the original ThyssenKrupp website in the English version . This site contains a 
wide variety of scientific and practical information, information about the company's activities, 
descriptions of production processes. Working with these materials was singled out as a separate 
section of the ESP undergraduate training program. Also, additional tasks and exercises were developed 
that continue and supplement this topic. The exercises were developed with the aim of their organic 
inclusion in the holistic process of activity. 
As a result of the work carried out, the following results were obtained. Thanks to the content of the 
site, which provides detailed, categorized and sub-categories, extensive latest information on scientific 
(in different areas), professional, practical orientation, students have the opportunity to show 
professional and personal interest in the company and the materials studied. This is a powerful 
motivation to learn not only English for Special Purposes but also General English. After all, it is the 
knowledge of English that is the "guide" to the world of international discoveries and professional 
opportunities. Students showed enthusiasm, diligence and perseverance in all types of the proposed 
work, as well as in the study of the missing speech knowledge and skills. This allowed students to 
achieve positive results. Thus, before the start of this work, 28% of students could independently, 
without the help of a teacher, understand the meaning (read, translate into Russian and Uzbek) of 
almost all the information on the site of a foreign / international company, but practically did not have 
the ability to compose their own comments in English. At the same time, they enthusiastically 
commented on new information, began a group emotional discussion of information in R/U.
Conclusion 

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