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

3.
 
Authenticity of text and authenticity of purpose. 
One issue that caused a good deal of controversy in the development of ESP was the question of 
whether texts used for reading, listening and writing exercise should be authentic or not. The 
exact meaning of authenticity has often been unclear. Many have used it with reference to 
unsimplified or genuine texts that were used in ESP materials but were originally written for 
purposes other than language teaching. Others have recognized that texts do not guarantee 
relevance and that a text is only truly authentic if it is exploited in ways that reflect real world 
use. 
In all the textbooks we have described, ideas for the texts were taken from academic contexts but 
the texts either simplified or, as in the Focus or Nucleus series, specially written. Others argued 
that students need to be exposed to authentic texts and develop strategies for reading long, 
complex and unsimplified texts if they are to be able to develop independence in their study 
skills. They also suggested that texts simplified or specially written by ESP teachers may 
misconstrue the career content or write in unnatural and inappropriate language. 
A key aspect of authenticity is the level of the text exploited in the ESP class. An unsimplified 
text on a science topic designed for school pupils just beginning to study science is a genuine 
text, but is not an authentic text for university level students, as these students will not be able to 
use it to confirm or extend their knowledge of the topic they are studying on their course. 
 
 

---

11 
4.
 
Trends of English for occupational purposes 
The influences described under trends in EAP were also present in the EOP courses of the late 
1960s and early 1970s. Courses were at that time largely concerned with written language. The 
early commercial correspondence courses taught standard letter formats for business transactions 
ranging from general complaints and request for information to specifics such as import/export 
arrangements. The underlying construct involved model letters to copy, specialized vocabulary 
and the standard, formal clichéd phrases of the time. The emphasis on specialized vocabulary 
was also seen in other materials where texts, including dialogues, were accompanied by 
glossaries of difficult terms and a few comprehension questions.
The approach was definitely based o the linguistic system rather than the use of the language. 
Rightly or wrongly, the assumption at this stage those learners had a good grasp of language 
forms, after four or five of school English classes, so that what was need were words and 
expressions that occurred in work situation. Many of these materials were designed for use with 
commerce, secretarial and business students. The first set of materials to adopt the business 
studies approach of case studies was published in this period. Agenda (1980) comprised cases for 
discussion with a separate workbook and a cassette to provide language practice. 
These materials assumed little knowledge and no practical experience. Gradually an 
understanding of the different needs of learners with job experience led to new materials; from 
the mid 1980s there are materials based on business communication situation such as meetings 
and telephone conversation. 
There is more general recognition that language teaching needs to take on board the business 
context within which communication takes place. In the more closely linked business world that 
has resulted from developments in technology such as telecommunications, computer 
networking, e-mail. And video conferencing, it is vital for people to communicate effectively 
across borders and to bridge cultural gaps. Cross cultural communication requires awareness and 
sensitivity to the diversity of values and customs around the world.