TEACHING FOREIGN LANGUAGES ON THE BASIS OF TRANSPORT TERMS

INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 133 DOI: https://10.5281/zenodo.17897862 TEACHING FOREIGN LANGUAGES ON THE BASIS OF TRANSPORT TERMS Turobov Jakhongir Ravkatovich Uzbekistan State World Languages University PhD in Pedagogical Sciences Tashkent, Uzbekistan E-mail: [email protected] ABSTRACT Nowadays, at the non-philological institutions the study of English occupies the important place and is an important component in training specialists for different branches of our country. The purpose of this article is to analyze didactic-pedagogical basis of teaching foreign languages. Currently the introduction of the innovative methods to the sphere of teaching English has become important and has a great practical significance. The article gives synopsis and analysis of modern tools in the field of teaching English for special purposes. Certainly, teachers for specific purposes share a terrific deal for all intents and cause with instructors. For each it is essential to suppose about phonetic development and instructing speculations, to have bits of information in modern-day ideas recognizing to their personal function and job simply as the function, furthermore to confront new improvements provided as a information to enhance their strategy in language learning. The requirements to understand the conditions of specific callings and readiness to modify these conditions separate the unknown dialect educators’ express functions and their pals displaying time-honored unknown dialect. Keywords: English for specific purposes, transport terms, methodology, information-communication technologies (ICT), multimedia technologies, web-quest. INTRODUCTION For the first time, “General Methods of Teaching Foreign Languages” demonstrated in 1967 that native and foreign languages are distinct academic subjects. At the same time, native and foreign languages are distinct. The native language is studied in the environment: at home, at school, on the street, people speak this language. L.S. Vygotsky wrote: “The assimilation of a foreign language follows a path that is directly opposite to that of the development of the native language. A child learns INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 134 his native language unconsciously and unintentionally, and a foreign language - starting with awareness and intention. We can say that the development of the native language goes from bottom to top, while the development of a foreign language goes from top to bottom (L.S Vygotsky). There is no such environment when teaching a foreign language. A foreign language environment must be specially created and modeled. The child already practically speaks his native language, he knows how to communicate orally. By the 1st grade, he already masters the skills of reading and writing. A child comes to school for knowledge. As for a foreign language, the child does not yet have the skills and abilities to communicate in a new language. He must acquire such skills and abilities. They will be the main objectives of a foreign language learning. Knowledge of the rules for using the forms of the target language is a side task. A foreign language becomes the goal of learning. In addition, speech in the target language also becomes a means of teaching it. The teaching of English for Special Purposes (ESP) has been regarded as a distinct activity within the English language teaching (ELT). It is accepted that for a portion of its encouraging, ESP has developed its own philosophy, and its research draws on inquiry from various trains, including applied phonetics – this is the key distinguishing feature of ESP. ESP, despite the fact that it has occasionally been deviated from the established patterns of ELT, has consistently been concerned with needs investigation and training students to impart successfully in the assignments prescribed by their field of study or work circumstance. The emphasis of ELT is consistently on practical outcomes. The ESP hypothesis could be sketched out based on the explicit nature of the writings that students require information on or the need for related nature of educating. As with most disciplines in human activity, ESP was a phenomenon grown out of a number of converging trends of which we will mention three most important: 1) the expansion of demand for English to suit specific needs of a profession, 2) developments in the field of linguistics (attention shifted from defining formal language features to discovering the ways in which language is used in real communication, causing the need for the development of English courses for specific group of learners), and 3) educational psychology (learner’s needs and interests have an influence on their motivation and effectiveness of their learning). Definitions of ESP in the literature are relatively late in time, if we assume that ESP began in the 1960s. Hutchinson and Waters (1987) define ESP as an approach rather than a product – meaning that ESP does not involve a particular kind of a language, teaching material or methodology. The significant component in ESP instructing is the capacity of an educator to make a study hall environment for live correspondence and useful discussion. Understudies get steady relational abilities just when they have the chance to utilize INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 135 them to speak with others. In this manner, an instructor ought to create and utilize powerful methods for the advancement of relational abilities in their gatherings, just as to include in the work different assets, including the online assets of the Web to support correspondence outside the homeroom dividers. Individuals are simpler to gain proficiency with an unknown dialect when they are exceptionally energetic and can utilize their insight and abilities in the language condition that they comprehend and that are intrigued. Theoretical foundations of methods of teaching foreign languages. Having the process of teaching foreign languages as the object of the research, the methodology cannot exist and develop fruitfully without close connection with a broad circle of sciences, the knowledge of which constitutes the theoretical foundations of the FL methodology. The development of the methodology is based on basic and related sciences. The role of each of these sciences for methodology is determined by the nature of the relationship with it (Chernilevskiy D.V., 2002; 437). Such sciences as linguistics, psychology, pedagogy are in a closer connection with methodology than other sciences. Therefore, they are called basic for the technique sciences. The data from the basic sciences are used by the methodology to form their own research and teaching concepts. The data of the basic sciences form the following basis of the methodology: MAIN PART However, much of ESP work is based on the idea of a common-core of a language and skills belonging to all academic disciplines or cutting across the whole activity of business. ESP teaching should always reflect the underlying concepts and activities of the discipline. Having all these in mind, Dudley-Evans and St John (1998) modified Streven’s definition of ESP 1. Absolute characteristics: a) ESP is designed to meet specific needs of the learner; b) ESP makes use of the underlying methodology and activities of the disciplines it serves; and c) ESP is centered on the language grammar, lexis, register, skills, discourse and genres appropriate to these activities. 2. Variable characteristics: a) ESP may be related or designed for specific disciplines; b) ESP may use, in specific teaching situations, a different methodology from that of general English; c) ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation; it could be used for learners at secondary school level; d) ESP is generally designed for intermediate or advanced learners; and e) most ESP courses assume basic knowledge of the language system, but it can be used with beginners. Completing the consideration of the problem of selecting the content of teaching a foreign language as an academic subject, it is necessary to formulate the requirements that are imposed on it. They can be as follows: 1. To be feasible, to meet the interests INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 136 and needs of modern schoolchildren, to familiarize them with the cultural heritage of both their own country and other countries. The content of the training must be authentic. It is designed to form a holistic picture of the world in schoolchildren, to contribute to their socialization. 2. Appeal to the personal experience of schoolchildren, to their feelings and emotions, encourage comparison and promote the development of critical thinking; encourage the expression of their own opinions, assessments and stimulate the development of value orientations, as well as the full development of the individual as a whole. 3. To be characterized by some redundancy, which creates real conditions for a differentiated and individual approach to schoolchildren, taking into account their needs, abilities and capabilities. 4. Stimulate the subject position of schoolchildren in learning, provide for problematic presentation of information, encourage students to observe, reflect, make independent conclusions and generalizations, aim them at an independent search for information, including the use of Internet resources. 5. To promote the development of the need for continuous selfeducation and self-development, reflection (self-observation, self-control, selfesteem), as well as to promote self-determination and self-realization of schoolchildren. In conclusion, it is important to outline that ESP has traditionally been divided into two main areas according to when they take place: 1) English for Academic Purposes (EAP) involving pre-experience, simultaneous/in-service and postexperience courses, and 2) English for Occupational Purposes (EOP) for study in a specific discipline (pre-study, in-study, and post-study) or as a school subject (independent or integrated). The selected content in teaching a foreign language is subject to clarification and concretization at each stage of education (primary, secondary, senior). It is important here to maintain continuity in the material studied, to expand and update it (the principle of concentrism in the assimilation of educational material). REFERENCES: 1. Alyavdina N. G., (2013). Margaryan T. D., Innovative techniques of English language for specific purposes in technical colleges. Humanitarian journal 2013, №. 7. 2. Basturkmen H. Ideas and options in English for specific purposes, — Taylor and Francis e-library, 2008. Teaching ESP: Best Practices / IBM PC CD — ROM: Published by «Repetitor 3.Multi Media» for the English Language Office of the US Embassy. — Moscow, 2012. INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 137 Bim I.L. (1988).Teoriya i praktika obucheniya nemetskomu yazyku v sredney shkole: Uchebnoye posobiye dlya studentov. – M.: Prosveshcheniye. 4. Chernilevskiy D.V (2002) Didakticheskiye tekhnologii v vysshey shkole: Ucheb. posobiye dlya vuzov. M.: YUNITI-DANA. P 437.