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

2. Semi- technical and core business vocabulary 
Our main concern in this chapter is with semi- technical vocabulary and core business 
vocabulary. We would suggest that the six categories overlap very considerably and that there 
seem to be two broad areas: vocabulary that is used in general language but has a higher 
frequency of occurrence in scientific and technical description and discussion. We would suggest 
that six categories overlap very considerably and that there seem to be two broad areas: 
vocabulary that is used in general language but has a higher frequency of occurrence in scientific 
and technical description and discussion and vocabulary that has specialized and restricted 
meanings in certain disciplines and which may vary in meaning across disciplines. 
Table: vocabulary 
Types of vocabulary Examples
General vocabulary that has a higher frequency 
in a specific field 
Academic: 
factor, method, function, occur, 
cycle,
evaluative adjective such as 
relevant, 
important, interesting;
tourism verbs: 
accept,
advise, agree, confirm
; collocations: 
make a 
booking, launch a campaign;
General English words that have a specific 
meaning in certain discipline 
Bug
in computer science; 
force, acceleration
, 
and 
energy,
in physics; 
stress and strain
in 
mechanics and engineering; 
 
3. The teaching of vocabulary in ESP 
The teaching of vocabulary in ESP follows similar general principles to those in EGP. It is 
important to distinguish between vocabulary needed for comprehension and that needed for 
production. In comprehension, deducing the meaning of vocabulary from the context and the 
structure of the actual word is the most important method of learning new vocabulary. For 
production purposes storage and retrieval are significant. Various techniques have been 
suggested for storing vocabulary: the use of word association, mnemonic devices and others.
Different learners favor different techniques, and it is important that teachers encourage learners 
to find out what works best for them. Each of these techniques involves cognitive processing 
rather than mechanical learning of lists. There are three ways in which vocabulary may be 
gathered to facilitate cognitive processing.
·
Situational, semantic and metaphor sets; 
·
Collocation and use of corpora; 
·
Lexical phrases; 
Nattinger suggests (1988) that the use of word meaning is the key to successful retrieval and 
those meanings can be presented in the form of semantic, situational and metaphor sets. The 
retrieval of a vocabulary item from memory is aided by the grouping of words according to their 
meaning. This may be according to topic, so that the words associated with a library such as 
book, shelf, borrow, loan, period, fine and so on;
These examples have clear implications for the teaching of vocabulary and argue for materials 
that encourage learners to build their own sets. They also justify the syllabuses that built on 

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notions; one of the perhaps understated strengths of using notions such as cause and effect, 
measurement, quantity; and structure;