Microsoft Word kasbga yo`naltirilgan ingliz tili o`qitish magistr 1 bosqich

 
 

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3.2.3 EAP situations in which certain subjects are taught in English. 
In many countries, notably in the Middle East, English is used as the medium of instruction 
for certain subjects, particularly medicine, engineering and some science subjects. What 
distinguishes these situations from these in the African and South – East Asian countries 
described above is that there is no particular or general tradition of English – medium 
education in the country and the school system mostly uses the national language to teach all 
subjects. Thus students have to make the adjustment from studying all subjects in their 
national language at school level to studying subjects in their national language at school 
level to studying subjects such as science, medicine and engineering in English at tertiary 
level. This has led some countries in include some EAP work in the English curriculum at 
upper secondary school level (see for example a description of the use of an ESP textbook in 
Egyptian secondary schools ). 
3.2.4. EAP situations where subject courses are taught in the national language. 
Our final situation is where the subject courses are taught in the national language but 
English is included on the timetable. In many situations, for example in Latin America, 
countries in South East Asia such as Thailand and Indonesia, in mainland Western Europe, 
Eastern Europe and Scandinavia, the medium of instruction is normally the national 
language. 
In South America, EAP has often referred to as Technical English (Ingles Instrumental) and 
the courses have focused almost exclusively on reading. In Chile and Columbia, university – 
specific projects led to the writing of materials that were published and became available
internationally (Ewer and Latorre, 1969; Reading and Thinking in English, 1980); in Brazil 
the focus is much more on developing a framework for materials and on teacher training, but 
overall framework (Alderson and Scott, 1992; Celani et al., 1988). The materials focus on 
key micro – skills related to the overall macro – skill of reading, but also teach certain lexical 
and grammatical items relevant to the comprehension of undergraduate academic reading 
texts.