CC BY
0
Shamansurova N. A.
English teacher ISFT
MODERN METHODS OF TEACHING ECONOMIC VOCABULARY IN
ENGLISH
Abstract:Economic vocabulary is an essential component of English language learning for students and professionals involved in global business, trade, and finance. Traditional teaching methods often fail to engage learners or address the dynamic nature of the economic lexicon. This article explores modern pedagogical approaches that enhance the acquisition and retention of economic vocabulary, focusing on technology integration, contextual learning, and collaborative techniques.
Introduction
As English remains the lingua franca of international business, mastering economic vocabulary is critical for effective communication in the global economy. However, teaching this specialized vocabulary presents unique challenges due to its abstract nature, evolving terminology, and contextual dependence. Modern teaching methods, underpinned by advancements in technology and pedagogical theories, offer innovative ways to address these challenges.
The preparation of modern specialists requires not only foundational knowledge in their respective fields but also proficiency in foreign languages, particularly Languages for Specific Purposes (LSP). LSP aims to enhance students' learning and professional development by equipping them with the skills to effectively use field-specific knowledge in a foreign language within professional contexts. The concept of LSP, which includes English for Specific Purposes (ESP) or English for Specific Use (ESU) and other language variants like German for Specific Purposes (GSP), is now widely recognized and implemented in educational practices.
LSP is a specialized subset of a standard language, distinguished by its monofunctional nature as opposed to the multifunctionality of standard language. Its primary feature is its specific lexis, which encompasses the terminology of a particular discipline and serves as the core information-carrying element of that specialized language. Among the various branches of LSP, English for Specific Purposes (ESP) stands out due to its numerous benefits.
The significance of ESP in modern pedagogy is growing rapidly, extending beyond higher and secondary specialized education into postgraduate education, such as PhD programs and professional development courses. This approach promotes active learning with the guiding principle, "Tell me what you need English for, and I will teach you the English you need." Institutions like the Tashkent Institute of Irrigation and Agricultural Mechanization Engineers place high
'^KOHOMHKa h ^nyM" №12(127)-1 2024
www.iupr.ru
386
importance on teaching English tailored to students' specialties. This includes aligning instruction with their academic fields, interests, and activities, while also fostering their abilities in reading, writing, speaking, and listening in English.
At this institute, ESP courses like the "Practical Course of English" enable students to deepen their field-specific knowledge and improve their overall language competence. These courses prepare graduates to demonstrate communicative skills in various economic and managerial contexts, both locally and internationally. Engaging with specialized materials and exercises allows students to stay updated on the latest professional developments, conduct research, write scientific papers, and present their findings effectively. This prepares them to participate in international economic projects or lead organizations with strong language proficiency.
From 2010 to 2019, Uzbekistan has implemented significant reforms to improve the quality of English language teaching and retrain EFL instructors. This effort, guided by the Presidential Decree PD-1875 of December 10, 2012, "On Measures to Further Improve the Teaching of Foreign Languages," has resulted in the development of specialized curricula, teaching materials, and glossaries for students in fields like irrigation and water management. These reforms align with international standards, including the Common European Framework of Reference for Languages (CEFR).
Since the decree's adoption, substantial progress has been made in modernizing foreign language education at all levels. Teachers are now required to design comprehensive programs tailored to students' professional needs, apply innovative teaching methods, and adopt strategies to efficiently teach English within limited time frames. Activities such as working with specialized texts, engaging in detailed text analysis, and using monolingual and bilingual dictionaries have become central to fostering interest and addressing challenges in English language education for specific purposes. These measures aim to enhance the quality and effectiveness of language learning within specialized fields, particularly in water management and related disciplines.
The teaching of economic vocabulary aligns with principles from constructivist and communicative language teaching (CLT) approaches. Constructivist theories emphasize active learner engagement and the construction of knowledge through experience, while CLT focuses on real-world communicative competence. Both theories advocate for contextual and interactive learning environments, making them particularly suitable for economic vocabulary acquisition.
Modern Methods
1. Technology-Enhanced Learning
The integration of digital tools in teaching economic vocabulary has revolutionized language learning.
'^KOHOMHKa h ^HyMM №12(127)-1 2024
www.iupr.ru
387
Mobile Apps and Gamification: Applications such as Quizlet, Memrise, and Duolingo include economic terms in customizable formats. Gamified elements (e.g., points, levels) make learning engaging and motivate students. Virtual Reality (VR) and Augmented Reality (AR): Simulating business environments, trade negotiations, or financial markets in VR/AR immerses students in authentic contexts where they can learn and apply vocabulary. Artificial Intelligence (AI) Tutors: Tools like ChatGPT and Grammarly help learners practice economic terminology in real-time, providing feedback on accuracy and usage.
2. Task-Based Learning (TBL)
TBL encourages students to complete tasks mimicking real-world economic scenarios. Examples include:
• Writing investment proposals or analyzing market trends.
• Role-playing activities like stock trading or business negotiations.
• These tasks require learners to use economic vocabulary meaningfully, enhancing retention and understanding.
3. Corpus-Based Learning
Corpora such as the British National Corpus (BNC) or specialized economic corpora enable learners to study real-world usage of economic terms. Teachers can design activities around authentic materials, such as annual reports, economic news, or policy documents, exposing learners to contextualized vocabulary.
4. Collaborative Learning
Collaborative approaches promote peer interaction and knowledge exchange:
• Group Projects: Creating business plans or conducting market analyses.
• Online Forums and Discussion Boards: Engaging in discussions about economic topics fosters vocabulary use in context.
5. Flipped Classroom Model
This model allows learners to explore vocabulary independently through videos, articles, or podcasts before class. During in-class sessions, students engage in problem-solving or discussions, applying the vocabulary they have learned.
Modern methods also include innovative assessment techniques:
• Formative Assessments: Interactive quizzes, peer reviews, and self-assessments ensure continuous feedback.
• Portfolio Assessments: Learners compile a portfolio of economic vocabulary usage in essays, presentations, or projects.
• Simulations: Real-life economic decision-making scenarios test practical vocabulary application.
While modern methods offer numerous benefits, challenges such as technological barriers and the need for teacher training persist. Educators should prioritize professional development and leverage freely available resources to overcome these challenges.
Conclusion
мЭкономнка h соцнумм №12(127)-1 2024
www.iupr.ru
388
The modern methods of teaching economic vocabulary in English emphasize engagement, contextual learning, and practical application. By integrating technology, collaborative approaches, and innovative assessment methods, educators can prepare learners to navigate the complexities of global economic discourse effectively.
References
1. British National Corpus. (2024). [Online Resource]
2. Krashen, S. (1982). Principles and Practice in Second Language Acquisition.
3. Ellis, R. (2003). Task-Based Language Learning and Teaching.
4. McEnery, T., Wilson, A. (2004). Corpus linguistics. Cambridge: Edinburgh University Press.
5. Meyer, Ch. (2004). English corpus linguistics. An introduction. Cambridge: Cambridge University Press.
6. Nelson, M. (2000). A corpus-based study of business English and business English teaching materials (Unpublished doctoral dissertation). University of Manchaster, United Kingdom.
7. Nation, I. S. P. (2001). Learning Vocabulary in Another Language.
8. Nebieva S. and oth. English for Economists. - Baku: IqtisadUniversiteti, 2010.
9. https://www.researchgate.net/publication/307858216 LANGUAGE TEACHIN G METHODOLOGY STUDIES 591 TEACHING BUSINESS ENGLISH VO CABULARY A CORPUS-BASED APPROACH
10. https://files.eric.ed.gov/fulltext/EJ1201080.pdf
11. https://www.academia.edu/70463137/Theoretical Aspects of Teaching Stu dents_Economic_Terminology
мЭкономнка h соцнyмм №12(127)-1 2024
www.iupr.ru
389
