Published July 9, 2024 | Version v1
Conference paper Open

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF USING CONTENT-BASED TEACHING TECHNOLOGIES IN TEACHING ENGLISH TO NON-PHILOLOGICAL STUDENTS

Authors/Creators

  • 1. A student of Termiz State Pedagogical Institute

Description

In this article The most crucial difference lies in the learners and their purposes for learning English. Therefore it also indicates the theoretical and methodological bases of the teaching strategies in teaching English to students in the field of non-philological education. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.

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References

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  • 2. Grabe, W., & Stoller, F. L. (1997). Content-Based Instruction: Research Foundations. The Content-Based Classroom: Perspectives on Integrating Language and Content, 5-21.
  • 3. Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
  • 4. Snow, M. A., Met, M., & Genesee, F. (1989). A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction. TESOL Quarterly, 23(2), 201-217.
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