“Педагогические науки”/ 5.Современные методы преподавания.

Doctor of Philosophy in Pedagogics, Nataliia Vasylyshyna

National Aviation University, Ukraine

Teaching English for special purposes as a dilemma

in the framework of modern education

The actuality of the research is proved with the statement that English is the fourth most widely spoken native language in the world, and in terms of sheer number of speakers, it is the most spoken official language. It is the primary language used in international affairs having official status even in nations where it is not the primary spoken language. English is indisputably the primary language of global trade and commerce and tourism since in many countries, most tourism authorities and other officials in contact with the public speak English to interact and engage with tourists and immigrants. As an important and distinctive branch of English language teaching, English for specific purposes focuses on practical aspects derived from needs analysis, genre analysis and effective communication. Thus, the extraordinary growth of this discipline is also a result of the developments in economy, industry, commerce and communications. The scientific discoveries and technical innovations of the “information age” have triggered bilingual and multilingual communication to become a significant issue in our modern society [3].

Therefore, there has been an increased demand for language courses and new approaches to language teaching/learning foreign languages. First time the term “special” in English for special purposes was used to refer to the language varieties typical of a professional activity. Further on, Hutchinson T. and Waters A. explain that

English for special purposes is not a matter of teaching’ specialized varieties of English. English for special purposes is not different in kind from any other form of language teaching in that it should be based in the first instance on principles of effective and efficient learning [2].

Secondly, P. Robinson describes English for special purposes as a type of the English language teaching and defines it as goal-oriented language learning, that means student has a specific goal that is going to be attained [3]. Thirdly, T. Hutchinson and A. Waters emphasise English for special purposes to be an approach not product that means language learning not language use is highlighted. They draw the attention to a “learning-centered approach” in which, to their point of view, all decisions as to content and method are based on the learner’s reason for learning [2].

To add, T. Dudley-Evans divided characteristic features of English for special purposes in two groups according its ‘absolute’ and ‘variable’ attributes. Concerning the absolute characteristics, according to the scientist English for special purposes: is defined to meet specific needs of the learner; makes use of the underlying methodology and activities of the discipline it serves; is centered on the language, skills, discourse and genres appropriate to these activities; may be related to or designed for specific disciplines; may use, in specific teaching situations, a different methodology from that of general English; is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation and is generally designed for intermediate or advanced students [1].

Sir K. Robinson campaigns change education through talks, writing, advising, and teaching. He believes education must change because it’s a stale environment in which most students don’t really learn what they should or want to learn. How that happens makes all the difference – from the ground up. People, students, and teachers create the change not the administrators or the executives [3].

According to J. Gatto, teachers should choose the real world over the classroom. Students don’t learn to live or survive in a classroom. They learn to survive in the real world so the concept of underground education challenges educators in any walk of life to give students the tools with which to live and breathe in the world around them. If the lesson must be taught, then teach it thinking of who they might become [3].

With the rapid development of English teaching in non-English-speaking countries, English teachers have become more aware that the exclusive use of either the communicative approach or grammar-translation method does not suit all English teaching situations. Teachers have also discovered that no single teaching method deals with everything that concerns the form, the use, and the content of the target language.

Theorist A. Grasha explains the five main teaching models in her publication “Teaching with Style”: expert, formal authority, personal model, facilitator and delegator. To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching [3].

On balance, in our paper we concerned with English for special purposes. We introduced the theoretical background regarding English for special purposes and with the help of profound scientific analysis mentioned some characteristic closely connected with its process of learning. Also, we drew the special attention to the basic attractive characteristics of the techniques considered above, namely an increase in students’ motivation for learning activity, a focus on practical outcomes significant for all project participants, growth of tourism students’ world view, conditions for enriching communication both in native and foreign languages, and fostering skills of professional communication.

References:

1. Dudley-Evans A. Developments in English for Specific Purposes: A Multi-Disciplinary Approach / Dudley-Evans A., Jo St. John M. – Cambridge: Cambridge University Press, 1998. – 301 p.

2. Hutchinson T. English for Specific purposes: a Learning- Centered Approach / Hutchinson T., Waters A. – 188 p.

3. Modern Trends in Education: 50 Different Approaches to Learning [Electronic resource]. – Mode of access: http://www.teachthought.com/pedagogy/modern-trends-education-50-different-approaches-learning/. – Title from the screen.