O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Part2
Procedure:
Warm up: Teacher asks students to brainstorm their ideas about the topic
While activity:Teacher states:
We live in the era of globalization, in which people coming from all parts of the world
need to exchange information on a daily basis. For various reasons, such as Britain’s
colonial history, the economic power of the United States, the popularity of American
films and music, and so on (Harmer, 2007), English has become the main medium of
international communication.Consequently, there is an ever-increasing need for quality English LanguageTeaching, which has brought about many changes. One of these is the division of
English as a Foreign Language (EFL) into General English (GE) and English for
Specific Purposes (ESP). According to Hutchinson and Waters (1994: 16), ESP can be Vocational Purposes/Vocational English as a Second Language)”. Hutchison and
Waters (1994:16) then emphasize that this distinction is not clear-cut because very
often “the language learnt for immediate use in a study environment will be used
later when the student takes up, or returns to, a job”. Accordingly, English in
logistics could be categorized as both EAP and EOP because students use it in their
study environment as well as in their jobs, which are either concurrent or successive,
depending on whether students study part-time or full-timefurther subdivided into “two main types of ESP differentiated according to whetherthe learner requires English for academic study (EAP: English for Academic Purposes)or for work/training (EOP/EVP/VESL: English for Occupational Purposes/English
ESP today
For some time now, English has been the main language of internationalcommunication, which has become an integral part of most modern professions. Tobe able to communicate successfully in English, students of different professions arethus taught ESP, whose overriding characteristics are “the sense of purpose and thesense of vocation” (Harding, 2007: 6). These characteristics predominantly focus onwhat students will need in their working environments, or, as Harding (2007: 6) putsit: “in ESP – English for Specific Purposes – the purpose for learning the language isparamount and relates directly to what the learner needs to do in their vocation orjob”.
The large number of different professions has brought about the need for ESPspecialisms, all of which share some common characteristics, such as specific needs,technical specialized vocabulary and documentation, specialized texts andinteraction, an identifiable working environment, and so on (Harding, 2007: 6). Tocater for these subject-specific needs in English teaching/learning, ESPpredominantly focuses on language skills, structures, functions and vocabulary thatwill be needed by the members of a chosen target group in their professional andvocational environment. Nevertheless, it should be stressed that, as Hutchinson and
Waters (1994: 19) emphasize, ESP “is not a particular kind of language ormethodology” but “an approach to language learning, which is based on learnerneed”.In line with these overriding characteristics of ESP, the roles of ESP teachers andlearners at least to some extent differ from the roles of GE teachers and learners.The next important aspect in which ESP differs from GE are materials used forteaching and/or learning.