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

C)
 
Analysis of study skills 
 
The interest in skills seemed to develop fairly naturally from the functional- notional 
materials we have discussed and was consistent with the ideas of communicative language 
teaching. The growth of needs analysis, a trend that ran parallel with the rise of the skills 
approach, identified priorities amongst the four skills for a given situation. The main 
principle of these skills based courses was that the teaching of language in itself is not 

---

10 
suffiсient for the development of the ability to perform the tasks required of a tertiary level 
student a business person or a practicing engineer. These thought process may either be fairly 
general, relating to all academic or professional activity or specific to a particular discipline 
or profession. There is a clever overlap with related work in teaching study skills to native 
speakers. The skills were taught using general carrier content, and reading or listening 
passages were chosen on the basis of general academic interest and authenticity. 
We will exemplify this movement with an extract from the reading skills course 
Skills for
learning.
We have not included the whole section, but we will mention briefly the Task that 
rounds it off. Hutchinson and Waters explain that the task provides a clear objective for the 
learner and so help to break up the often bewildering mass of the syllabus by establishing 
landmarks of achievement’(emphasis added). 
The course focuses on certain specific skills associated with reading such as getting to know 
the main parts of a book getting familiar with non- linear texts, learning to accept difficult 
words, reading for relevant information , using contextual information, assessing how much 
to read. 
Hutchinson and Waters` various papers indicate the consolidation of ESP work, but also, 
more significantly, a recognition that some of the accepted ideas of ESP needed rethinking. 
They have perhaps been particularly influential in their definition of what they consider ESP 
should not be. They say that: 
·
ESP is not a matter of teaching specialized varieties of English; 
·
ESP is not just a matter of Science words and grammar for Scientists; 
·
ESP is not different in kind from any other form of language teaching in that it would 
be based in the first instance on principles of effective and efficient teaching;