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2Ilmiy-nazariyvametodikjurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY Original paper
METHODS OF TEACHING
© Sabina S. Mirbabayeva1H 1Alfraganus university, Tashkent, Uzbekistan
Annotation
INTRODUCTION: this article explores effective methods for teaching English to non-philological students, emphasizing practical application and contextual relevance. Unlike philological students, non-philological learners prioritize communicative competence and domain-specific language skills.
AIM: the main objective of the study is to develop teaching strategies that integrate language learning with the academic and professional needs of non-philological students.
MATERIALS AND METHODS: the study examines approaches such as Communicative Language Teaching (CLT), Task-Based Learning (TBL), Content and Language Integrated Learning (CLIL), blended learning, and project-based learning.
DISCUSSION AND RESULTS: the findings highlight that innovative methods and the development of intercultural competence enable students to acquire skills aligned with their future careers. These approaches enhance student motivation and prepare them for global professional environments.
CONCLUSION: teaching English to non-philological students requires learner-centered and context-driven approaches. Such strategies enhance their communicative competence and contribute to their professional success.
Keywords: non-philological students, English language teaching, communicative competence, Task-Based Learning (TBL), Content and Language Integrated Learning (CLIL), blended learning, project-based learning, intercultural competence, performance-based assessments, motivational strategies.
For citation: Sabina S. Mirbabayeva (2024) 'Methods of teaching English to non-philological students', // Inter education & global study, (10(1)), pp.174—181. (In Eng).
SH TO NON-PHILOLOGICAL STUDENTS
МЕТОДИКА ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА СТУДЕНТАМ -НЕФИЛОЛОГАМ_
© С.С. Мирбабаева1И
1 Университет Альфраганус, Ташкент, Узбекистан_
Аннотация
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ВВЕДЕНИЕ: I в данной статье рассматриваются эффективные методы преподавания английского языка нефилологическим студентам, подчеркивается практическое применение и контекстуальная актуальность. В отличие от студентов -филологов, у студентов-нефилологов приоритет отдается коммуникативной компетенции и специфическим языковым навыкам.
ЦЕЛЬ: основная цель исследования - разработать стратегии обучения английскому языку, которые интегрируют практическое применение языка с профессиональными и академическими потребностями студентов.
МАТЕРИАЛЫ И МЕТОДЫ: в исследовании анализировались подходы, такие как обучение коммуникативным языкам (CLT), обучение на основе задач (TBL), обучение с интеграцией содержания и языка (CLIL), смешанное обучение и проектное обучение.
ОБСУЖДЕНИЕ И РЕЗУЛЬТАТЫ: результаты подчеркивают, что использование инновационных методов и развитие межкультурной компетенции позволяет студентам развивать навыки, соответствующие их будущей профессиональной деятельности. Эти подходы повышают мотивацию студентов и готовят их к работе в глобальной профессиональной среде.
ЗАКЛЮЧЕНИЕ: для успешного обучения английскому языку нефилологических студентов важно использовать подходы, ориентированные на учащихся и контекст. Это способствует повышению их коммуникативной компетенции и успешной интеграции в профессиональные сообщества.
Ключевые слова: нефилологические студенты, преподавание английского языка, коммуникативная компетентность, обучение на основе задач (TBL), обучение с содержанием и языком (CLIL), смешанное обучение, обучение на основе проектов, межкультурная компетентность, оценка результативности, мотивационные стратегии.
Для цитирования: Мирбабаева С.С. Методика преподавания английского языка студентам-нефилологам. // Inter education & global study. 2024. №10(1). С.174-181.
NEFILOLOG TALABALARGA INGLIZ TILINI O'QITISH METODIKASI_
© S.S. Mirbabayeva1®
1 Alfraganus Universiteti, Toshkent, O'zbekiston_
Annotatsiya
KIRISH: maqolada nofilologik yo'nalish talabalariga ingliz tilini o'qitishning samarali usullari, amaliy qo'llanilishi va kontekstual aloqadorligiga urg'u berilgan. Filologik yo'nalish talabalaridan farqli o'laroq, nofilologik yo'nalish talabalarida kommunikativ kompetensiya va sohaga oid til ko'nikmalari ustuvorlik qiladi.
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Ilmiy-nazariyvametodikjurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
MAQSAD: tadqiqotning asosiy maqsadi - nofilologik yo'nalish talabalarini global kasbiy muhitga tayyorlash uchun ingliz tilini real hayotga yaqinlashtirilgan yondashuvlar asosida o'rgatish strategiyalarini ishlab chiqish.
MATERIALLAR VA METODLAR: tadqiqotda kommunikativ tilni o'qitish (CLT), topshiriqlar asosida o'qitish (TBL), kontent va tilni integratsiyalashgan o'qitish (CLIL), aralash o'qitish va loyiha asosida o'qitish kabi usullar tahlil qilindi.
MUHOKAMA Va NATIJALAR: natijalar shuni ko'rsatadiki, innovatsion usullar va madaniyatlararo kompetensiyani rivojlantirish orqali talabalar o'zlarining akademik va kasbiy ehtiyojlariga mos keluvchi til ko'nikmalarini o'zlashtiradi. Bunday yondashuvlar talabalar motivatsiyasini oshiradi va ularni xalqaro professional muhitga tayyorlaydi.
XULOSA: nofilologik yo'nalish talabalariga ingliz tilini o'qitishda kontekstga mos va o'quvchiga yo'naltirilgan yondashuvlardan foydalanish zarur. Bu, o'z navbatida, ularning kommunikativ kompetensiyasini oshirib, kelajakdagi kasbiy muvaffaqiyatlariga hissa qo'shadi.
Kalit so'zlar: nofilologik ta'lim yo'nalishi talabalari, ingliz tilini o'qitish, kommunikativ kompetensiya, topshiriqli ta'lim (TBL), mazmunli va tilni integratsiyalashgan ta'lim (CLIL), aralash ta'lim, loyihaviy ta'lim, madaniyatlararo kompetensiya, samaradorlik bo'yicha baholash, motivatsion strategiyalar.
Iqtibos uchun: Mirbabayeva S.S. Nefilolog talabalarga ingliz tilini o'qitish metodikasi.
// Inter education & global study. 2024. 10(1), B.174-181.
Teaching English to non-philological students has gained significant importance in the modern academic and professional landscape. The integration of English as a global lingua franca across various disciplines necessitates a tailored approach to teaching that accommodates the specific needs of students outside the field of philology. Unlike philological students who delve deeply into linguistic theories and literary traditions, non-philological students require practical language skills that are directly applicable to their academic and professional contexts. This article explores effective methods for teaching English to non-philological students, focusing on strategies that foster communication, critical thinking, and adaptability in a non-native language environment.
Teaching English to non-philological students is a multifaceted challenge that necessitates a wide range of instructional strategies tailored to their unique needs. Unlike philological students, who focus extensively on linguistic theories and language structures, non-philological students require practical skills that enable them to use English effectively in their respective academic and professional contexts. These students often perceive English as a tool for achieving broader goals rather than an academic subject in its own right. As a result, teaching methods must prioritize communicative competence, interdisciplinary integration, and learner motivation. An exhaustive exploration of these methods reveals the depth and versatility required to address this audience.
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The Role of Communicative Language Teaching (CLT): The Communicative Language Teaching (CLT) approach is central to teaching English to non-philological students. By emphasizing real-world communication over theoretical knowledge, CLT aligns with the students' practical goals. For instance, in a classroom of business students, role-playing scenarios such as negotiations, client meetings, and networking events can make learning relevant and engaging. Similarly, medical students can benefit from simulated patient consultations that mirror real-life interactions. These activities not only improve linguistic proficiency but also build confidence and familiarity with professional English usage. Unlike traditional grammar-focused methods, CLT provides immediate applicability, which is crucial for motivating students whose primary interests lie outside language studies.
Task-Based Learning (TBL) as a Driver of Practical Skills: Task-Based Learning (TBL) further enhances the learning experience by structuring lessons around tasks that reflect real-life challenges. Tasks such as drafting project proposals, presenting technical findings, or designing marketing strategies compel students to engage deeply with the language. For engineering students, tasks might involve explaining the functionality of a new device, while for architecture students, they could include creating a walkthrough of a design project. By emphasizing problemsolving and creativity, TBL transforms the classroom into a space where students simulate the professional environments they aspire to join. This method fosters a sense of purpose and ensures that learning outcomes are directly relevant to students' future careers.
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STRUCTURE OF TASK BASED LEARNING
Blended Learning and Technological Integration:
Blended learning, which combines traditional instruction with online resources, has become indispensable in teaching English to non-philological students. The flexibility offered by digital tools allows students to practice language skills at their own pace and convenience. For example, language learning apps provide grammar and vocabulary exercises, while video tutorials and podcasts offer listening practice in diverse accents and registers. Online discussion forums can simulate professional email exchanges, while video conferencing platforms enable real-time speaking practice in international contexts. Advanced features such as speech recognition and adaptive learning technologies personalize the experience, addressing individual student weaknesses. Moreover, online platforms often include tracking and analytics tools that allow educators to monitor progress and tailor instruction accordingly.
Technology
Content and Language Integrated Learning (CLIL):
Content and Language Integrated Learning (CLIL) is a method that bridges language and subject matter instruction, making it particularly relevant for non-philological students. In a CLIL classroom, the medium of instruction is English, and the subject matter is drawn from the students' primary field of study. For example, an
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economics class conducted in English might cover topics like market trends, fiscal policies, or global trade, while simultaneously building domain-specific vocabulary and language skills. This dual approach ensures that students not only learn English but also acquire the ability to discuss their subject matter fluently in an international context. CLIL fosters a deep integration of language and content, preparing students for careers in globalized industries.
Project-Based Learning for Collaborative Skills Development:
Project-based learning (PBL) is another effective method, particularly for fostering collaboration and real-world application of English. In PBL, students work in teams to complete projects that simulate workplace scenarios. For instance, a group of IT students might develop a software prototype and present their findings in English, while a team of environmental science students could research and propose solutions to local ecological challenges. These projects require students to communicate, negotiate, and problem-solve in English, mirroring the dynamics of professional environments. Additionally, the collaborative nature of PBL helps students develop soft skills such as teamwork and leadership, which are increasingly valued in the global job market.
Assessment Strategies Tailored to Practical Needs:
Assessment methods must reflect the practical nature of English usage for non-philological students. Traditional exams focused on grammar and vocabulary often fail to measure the real-world applicability of language skills. Instead, performance-based assessments provide a more accurate reflection of students' abilities. For example, oral presentations allow students to demonstrate their ability to convey ideas clearly, while role-playing scenarios test their ability to respond spontaneously in professional contexts. Collaborative projects, portfolio submissions, and peer reviews can also serve as effective assessment tools, emphasizing process and communication over rote memorization. These methods ensure that assessment is not merely a test of knowledge but a validation of skill acquisition.
The Importance of Intercultural Competence:
In an increasingly globalized world, intercultural competence is a critical component of English education. Non-philological students often interact with diverse cultures in professional settings, and understanding cultural nuances is essential for effective communication. Language instruction can incorporate activities such as analyzing cross-cultural communication styles, discussing international case studies, or engaging in virtual exchanges with students from other countries. For example, business students might explore how negotiation strategies vary across cultures, while healthcare students might study the cultural sensitivities involved in patient care. These activities not only improve linguistic skills but also prepare students to navigate the complexities of global professional environments.
Motivational Strategies for Non-Philological Students:
Motivation is a key factor in the success of language learning, particularly for students who may not initially see English as relevant to their goals. Connecting
Ilmiy-nazariyvametodikjurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
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language learning to tangible outcomes is an effective way to inspire these students. For example, guest lectures by professionals who use English in their careers can highlight the practical benefits of proficiency. Similarly, internships and case studies that require English usage can provide real-world examples of its importance. By linking language learning to career advancement, educators can transform English from a perceived burden into a valuable asset.
Building a Supportive Learning Environment:
Non-philological students often come from diverse linguistic backgrounds, with varying levels of proficiency in English. Creating a supportive and inclusive learning environment is crucial for fostering participation and engagement. Peer mentoring programs, where more proficient students assist beginners, can build confidence and encourage collaboration. Group activities that emphasize mutual support help students overcome the fear of making mistakes, creating a positive and productive classroom dynamic. Additionally, acknowledging and celebrating small achievements can boost morale and sustain motivation throughout the learning process.
In summary, teaching English to non-philological students requires a holistic approach that combines innovative methods, contextual relevance, and motivational strategies. From communicative language teaching and task-based learning to blended learning and CLIL, the methods employed must address the practical needs and aspirations of these students. By fostering intercultural competence, aligning assessments with real-world applications, and creating a supportive environment, educators can ensure that English becomes a tool for empowerment, enabling students to thrive in academic and professional settings alike.
The methods of teaching English to non-philological students must be versatile, context-driven, and learner-centered. By employing strategies such as communicative language teaching, task-based learning, blended learning, and content and language integrated learning, educators can address the unique challenges faced by this diverse group. Additionally, innovative assessment techniques and the incorporation of cultural awareness further enrich the learning experience. As the demand for English proficiency in non-philological fields continues to grow, adopting these methods ensures that students are not only proficient in the language but also equipped to excel in their academic and professional pursuits.
ADABIYOTLAR RO'YXATI | СПИСОК ЛИТЕРАТУРЫ | REFERENCES
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MUALLIF HAQIDA MA'LUMOT [ИНФОРМАЦИЯ ОБ АВТОРЕ] [AUTHORS INFO]
Mirbabayeva Sabina Sabirjanovna, senior teacher [Мирбабаева Сабина Сабиржановна, старший преподаватель], [Sabina S. Mirbabayeva, katta o'qituvchi]; address: 2a Verkhny Karakamysh Street, Yunusabad district, Tashkent, 100190, [адрес: 100190, г. Ташкент, Юнусабадский район, улица Верхний Каракамыш, д. 2а], [manzil: 100190, Toshkent shahar, Yunusobod tumani, Yuqori Qoraqamish ko'chasi 2a -uy].
