METHOD OF TEACHING ENGLISH FOR ESP STUDENTS

Аннотация

In this article the right methods of teaching English for students of technical institutes. Specified teaching methods are mostly discussed in this article. Key words: Engineering, Engineering vocabulary, abbreviations, troubleshooting, Supervision, role-play, equipment and tools МЕТОД ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ ДЛЯ СТУДЕНТОВ ESP Аннотация. В этой статье правильные методы обучения английскому языку для студентов технических институтов. Указанные методы обучения в основном обсуждаются в этой статье. Ключевые слова: Инженерия, Инженерный словарь, сокращения, устранение неполадок, Наблюдение, ролевая игра, оборудование и инструменты In an increasingly diverse, global economy, having a language in common greatly facilitates cross-cultural communication between people from different regions and nations. The English language is one of the most widely spoken languages in the world, second only to Mandarin. English being a widely-spoken language throughout the world is only one of the many advantages of learning the language. The method of teaching foreign languages is a system of knowledge about the laws of the process of teaching a foreign language and the ways to influence this process in order to optimize it. Teaching method foreign language opens and substantiates the laws of foreign language teaching. Historically, there were two functionally different methods: General and private methods. The General technique, as a rule, is devoted to the study of the laws and features of the process of learning a foreign language, regardless of what foreign language in question. Thus, the principles of selection of educational material, the ratio of oral and written speech at different stages of the lesson, etc. they will be the same for any of the Western European languages studied in secondary schools of our country in equivalent conditions of education.[2, c. 610] English is an international language, so learning English has several advantages. Firstly, we can get very good jobs easily with companies and non-government organization. Secondly, we can communicate with people all over the world in order we can understand each other very well. We can understand their cultures. Thirdly, if we are students, we need to research to improve our documents from the internet or libraries. In fact, most of the documents are written in English. Finally, learning English is really important to us in the modern world. These days if 1137 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 4 we don't know English, we won't have a job. It is rather difficult to decide what English to teach to engineers. First of all, “engineer” has two rather distinct meanings, one of which is close to “technician” or “mechanic” (e.g. a photocopier repair engineer) and another which is closer to “designer”. The needs of these two groups are likely to be different, but there are also people whose jobs and training fall somewhere in the middle. Another complication is that English for Engineers courses are also often for people still in full- time education, meaning no one has any idea which kind of job those people might end up in. Then there are the numerous different kinds of engineer (marine engineer, architectural engineer, genetic engineer, etc) with wildly different fields of work and very specialist vocabulary… Having said all that, engineers tend to be interested in technical topics even if they have little relation to their own specialization, and technical topics also tend to bring up language that can be used to describe other kinds of engineering. There are also things that most kinds of engineers need to be able to understand, including: - Abbreviations - Adjectives, e.g. positive ones like “reliable” and negative ones like “rusty” - Consequences/ Cause and effect - Countable and uncountable nouns - Dimensions, plus other units of measurement like pressures and temperatures and other numbers - Directions, e.g. “vertical” and “anticlockwise” - Equipment and tools - Language to describe health and safety requirements, e.g. modal verbs - Manuals - Materials - Opposites, e.g. “loose”/ “tight” and “plug in”/ “unplug” - Other parts of speech, e.g. “loose”/ “loosen” and “wide”/ “width” - Parts of things, e.g. leg of a chair/ Components and how they are put together - Positions, e.g. “in the top left corner” - Presentations, e.g. of a design or to explain an engineering failure - Processes, e.g. “First of all” and “After that” - Reports - Shapes - Talking about projects, e.g. planning and progress checks - Things that engineers do, e.g. “check” and “measure” 1138 ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 4 - Things that machines and devices do and have done to them, e.g. “pivot” and “break down” - Troubleshooting conversations, e.g. helpdesk phone calls and using “enough” and “too” - Words which are always plural, e.g. “scissors”, “overalls”, “premises”, “tweezers”, “pincers” and “pliers” - Words which have different general and tech