PROBLEMS ENCOUNTERED IN LEARNING ENGLISH

FOR SPECIFIC PURPOSES

Umaraliev Z.B.1, To’ychiev I.К.2, Akramova N.M.3
Umaraliev Z.B., To’ychiev I.К., Akramova N.M. PROBLEMS ENCOUNTERED IN LEARNING ENGLISH FOR SPECIFIC PURPOSES

1
Umaraliev Zokhidjohn Bakhodirjohn o’g’li - Student;
2
To’ychiev Isfandiyor Кodirjon o’g’li - Student;
3
Akramova Nozima Muzaffarovna - Senior Тeacher of English,
DEPARTMENT OF TEACHING LANGUAGES,
MANAGEMENT IN PRODUCTION FACULTY,
FERGANA POLYTECHNIC INSTITUTE,
FERGANA, REPUBLIC OF UZBEKISTAN

Abstract: the article under discussion discusses problems

encountered in learning English for specific purposes. The
authors of the article suggest several ways to solve the problems
with dealing vocabulary within both ESL and ESP contexts in
Uzbekistan educational institutions. The article explores which
types of vocabulary should be taught and how an ESP teacher
can facilitate the learning process.
Keywords: vocabulary, essential, problems, facilitate, academic,
learning strategies, second language, foreign language,
compulsory, specific.

For the last few years the English language has played an
increasingly essential role as the medium of communication
among people from different countries, Uzbekistan is no exception.
In Uzbekistan where English was used as a foreign language
before and since 2012 it has become as a second language, the
ability in using English has become important for students as it is
the global language for the dissemination of academic knowledge
and it helps transform the academic experience of countless
students. Therefore, English is not only a subject studied in the
classroom, but also a medium for social and practical use [1, p.p.
56-60]. In the case of the Uzbek educational system, English is a
compulsory subject from the primary school onwards. At the
higher institutional level, university students are required to take at
least four English courses during four academic years, i.e. two
fundamental courses and two English for academic (EAP) or
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specific purposes (ESP) courses. By the end of graduation students
are required to be on the B2 level according to CEFR (Common
European Framework of References).
Students in Uzbekistan generally encounter problems or
difficulties in English learning, except those who attend speaking
courses in English and participate in international programmes.
Despite a regular use of the English language both inside and
outside the classroom settings, the students still encounter
problems in their learning and they generally see unknown words
as the first problem to overcome. This may be because vocabulary
has been recognized as crucial to language use in which
insufficient vocabulary knowledge of the learners led to
difficulties in second language learning, besides mastering
vocabulary is one of the most challenging tasks that any learner
faces while acquiring another language. Thus, in the case of
language learning, students need to be educated with the
strategies which can help the learners acquiring the meaning of
words. The particular strategies which are used by learners for the
acquisition of new words in the second language are called
‘vocabulary learning strategies’ [2, p.p. 4-12]. To deal with
vocabulary learning problems, vocabulary learning strategies
should have been brought to the language classroom to increase
language learners’ effectiveness in language learning. Vocabulary
learning strategies are significant because the acquisition of
vocabulary is a never-ending process. It can be said that through
the use of vocabulary learning strategies, learners may be able to
maximize the effectiveness of their English language learning. On
this basis, it is crucial to be aware of the basics of vocabulary
learning strategies and how students adopt the strategies
effectively. That is to say, it is vital to gain more insights into
how learners perceive the use of vocabulary learning strategies to
help them learn vocabulary.
In terms of teaching vocabulary in ESP contexts, it is important
to make a distinction between two categories of vocabulary:
technical and semi-technical because they are of great importance
to learners studying English for specific and academic purposes.

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Harmer suggests resolving overlapping categories into two
broader groupings:
a) vocabulary that is used in general language but has a higher
frequency of occurrence in specific and technical descriptions and
discussions.
b) vocabulary that has specialized and restricted meanings in
certain disciplines and which may vary in meaning across
disciplines.
The first group should be referred to as semi-technical vocabulary
and the second area would be regarded as technical vocabulary. We
can examine the following text about a pharmaceutical experiment
to illustrate the difference between the two:
We report a double blind, placebo controlled, crossover trial of
an angiotensin converting enzyme inhibitor in patients with
chronic fluid overload receiving dialysis. We used a crossover
study and carried out procedures within the study according to the
standard of ethics committee of this hospital. Each patient was
given either placebo or enalapril in the first period of treatment
and the alternative treatment in the second period; the order in
which treatment was given was randomized, 13 patients receiving
enalapril and 12 placebos first. (Ferguson. G. 2002).
The technical vocabulary items are as follows: angiotensin,
enzyme, inhibitor, enalapril, chronic, dialysis, and placebo.
The semi-technical vocabulary items are as follows: report,
double blind, control, crossover, trial, convert, fluid, overload,
receive, study, carry out, procedure, standard period treatment.
With its importance, both academic vocabulary and semi-
technical vocabulary should be given priority in teaching by ESP
teachers because, according to Kennedy, this type of vocabulary
is used in general life contexts but also has a higher frequency of
occurrence in scientific and technical descriptions and discussions
[1, p.p. 56-60]. Examination of the above given text shows that a
potential ESP teacher must teach learners general vocabulary that
has a higher frequency in a scientific field such as:
Academic: trial, study, standard, ethics, period and order
Medicine: overload, procedure, chronic, treatment, fluid and drug

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Verbs: report, control, convert, receive, give, and randomize.
Collocations: carry out.
Some EFL and ESL teachers may sometimes assert that it is
not their responsibility to teach technical vocabulary. This may
also apply to ESP teachers who may or may not have the
technical expertise in the subject matter they are teaching.
However, under certain circumstances, and as the only qualified
instructor, it may be the duty of an ESP teacher to teach technical
vocabulary to assist in the learner’s process of acquisition.

References

1. Kennedy Chris, Bolitho Rod. English for Specific Purposes.

London and Basingstoke: Macmillan, 1944. Pp. 56-60.
2. Comfort Jeremy; Hick Steve; Savage Allan. Basic Technical
English. Teacher´s Book. Oxford: Oxford University Press,
1993. Pp. 4-12.
3. Harmer Jeremy. The Practice of English Language Teaching.
London and New York: Longman, 1991. Pp. 15-25.

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