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“PEDAGOGS”
international research journal ISSNBog'liq 98-71-PB“PEDAGOGS”
international research journal ISSN:
2181-4027
_SJIF:
4.995
www.pedagoglar.uz
Volume-26, Issue-2, January - 2023
93
students—airline mechanics and bus drivers—had very basic knowledge of English (if
any).
Given these profiles, a truly symbiotic relationship can be established in ESP
courses. Teachers can learn with their students more about the latter’s professional
practices, while students can learn how to use English successfully at their workplaces.
ESP can therefore be seen as a collaborative partnership where there is a real
information gap and a communication need between teachers and students. [1]
One of the most important things in teaching ESP is that, firstly, the teacher
must have a thorough knowledge of the field in which he or she teaches. If there is the
higher the level of knowledge of the teacher, the more knowledge will move forward.
Next significant step is for the teacher to gather the necessary materials. It should be
noted that each teacher must prepare materials based on the level of knowledge of the
learners and their needs instead of using ready-made ones. Materials writing is one of
the most characteristic features of ESP in practice. In marked contrast to General
English teaching, a large amount of the ESP teacher's time may well be taken up in
writing materials. There are a number of reasons for this:
a) A teacher or institution may wish to provide teaching materials that will fit the
specific subject area of particular learners. Such materials may not be available
commercially. In addition to the profusion of subject specialisms, there is also a wide
range of course types. Whereas schools, for example, work to standard timetables with
a similar number of hours, ESP courses can vary from one week of intensive study to
an hour a week for three years or more. Publishers are naturally reluctant to produce
materials for very limited markets. The cost of producing and marketing a book is much
the same regardless of whether it sells one thousand copies or one hundred thousand
copies. It is likely, then, that a course tailored to the needs of a specific group of ESP
learners will not be available.
b) Even when suitable materials are available, it may not be possible to buy them
because of currency or import restrictions.
c) ESP materials may also be written for non-educational reasons: for example, in
order to enhance the reputation of an institution or an individual. Materials are a visible
product of activity, regardless of whether such activity is useful or even necessary.
For these and other reasons, there is already an established tradition of ESP
teachers producing in-house materials.[2].
When trying to explain any success or failure in English language learning,
motivation is often used as a key factor which determines the rate of success. This
affective variable plays an even more important role when English is learned for
specific purposes. Motivating learners by the teachers has a positive effect on the level
of knowledge of learners, helping them to acquire knowledge quickly and efficiently.
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