DEVELOPING READING SKILLS IN ESP FOR ECONOMIC STUDENTS

Аннотация

For the purpose of the theoretical part of the graduation project work, there is an increasingly high relationship between reading and speaking skills. There is no question that people who develop large reading vocabularies tend to develop large speaking vocabularies. The reason for this is the fact that one of the aims of the practical part is to develop spoken fluency which based on the reading materials among students, as well as to prepare them for real-life situationsbycreating similarconditions inthe lessons. Key words:integration, reading, speaking, vocabulary, skills,fluency, spontaneous speech. “Where there is little reading there will be little language learning. ... the student who wants to learn English will have to read himself into a knowledge of it unless he can move into an Englishenvironment”(Bright and McGregor, 1970,p.52). Language acquisition without reading is difficult. Reading is a good way of comprehension. A good reader is able to understand sentences and structures of a written text. Bright and McGregor are of the opinion that reading is ‘the most pleasant route to command of the language’, because it is via reading ‘the student is most likely to find words used memorably with force and point.’(1970, p.53). It appears that reading is a key factor in language learning. One important notion of developing reading skills and speaking skills is to use the language for learning as well as communication. Reading can play a big part in successful language learning. It can develop speaking skills. It needs to be noted that speaking holds a very significant place in foreign language learning because through speech messages are conveyed. According to Ur (1996, p.120), “of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the mostimportant”. Among theelements necessary for spokenproduction, are thefollowing (Harmer, 2001,p.269). • Connected Speech: effective learners of English need to be able not only to produce the individual phonemes of English (as in saying I would have gone) but also to use fluent ‘connected speech’ as in (I’d ‘ve gone). In connected speech sounds are modified, omitted, added orweakened. • Expressive Devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal means howtheyare feeling. • Lexis and Grammar: spontaneous speech is marked by the use of number of common lexical phrases, especially inthe performance ofcertain language functions. • Negotiation and language: effective speaking benefits from the negotiator language we use toseek clarification and to showthestructure of what we are saying. Reading is a fluent process of readers combining information from a text and their own page603 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue07,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai background knowledge to build meaning and the goal of reading is comprehension (Nunan, 2003, p.68). The ability to read requires that the reader draw information from a text and combine it with information and expectations that the reader already has (Grabe, Stoller, 2001, p.187). Alderson J.C.(2000) states that reading is built from two components: word recognition and comprehension. These two components gained through reading will foster learners’ language competence. Krashen and Terrell (1989, p.131) point out that reading enables learners to comprehend better which is an important factor that can develop language competence. How do these component skills contribute to speaking skills? Anne Lazaraton (2001, p.104) suggests that oral communication is based on four dimensions or competences: grammatical competence (phonology, vocabulary, word and sentence formation ...); sociolinguistic competence (rules for interaction, social meanings); discourse competence (cohesion and how sentences are linked together); and strategiccompetence (compensatory strategies touse in difficult strategies). Integrating speaking and reading skillsdeepens students’ understanding of thereading material, reveals any problem they have understanding a text, and, most importantly, lets them apply the information they have read into authentic speaking practice that improves theirfluency (Zhang, 2009,p.34). Rationale/ Importance  Economics students need toread specialized texts, reports, articles, financialanalyses, andinternationaleconomic newsin English.  Reading skills in ESP help them understand professional terminology, interpret data- based texts, and followglobal economic trends.  Many students lack strategies to decode, analyse, and interpret economic texts effectively,limitingtheir academicandcareer growth. PossibleResearch Problem  Students of economics often rely on general English reading strategies, which do not support subject-specificvocabulary acquisitionan