course work on new approaches to teacher development in an eap context

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ministiry of higher and secondary specialized education of the republic of uzbekistan termez state university faculty of foreign philology department of english language teaching methodology course work on the theme: new approaches to teacher development in an eap contex done by: yoldoshova m. supervisor: baboqulova o. termez-2022 theme: new approaches to teacher development in an eap context 1.introduction………………………………………………………...1 chapter i 1.background of changing in strategy…………………………….......2 2. professional standards. innovations in teacher development…….....7 chapter ii. 1. exploring eap teachers’ expertise, pedagogy and professional development……………………………………………………..11 2. methodology in an eap context……………………………………..16 conclusion…………………………………………………………….24 the list of literature…………………………………………………….29 introduction professional development is an important part of teachers’ professional lives. it involves improvement of individual skills, personal performance, chances of obtaining a good job, and career advancement. the article reports on teacher professional development of english language teachers. it, first, explains the need for teacher training seminars and an increased demand for new ielts exam …

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. nowadays, in the field of science more than 17 scientific doctors are working for young generation. in this big chance should be used in a right way, effective deployment of forces requires also uses in efficient way! institution of the academy are currently participating in the execution of 16 fundamental research programs at the union academy, covering the most important areas of modern science. in particular, the main emphasis is on improving the qualifications of foreign language teachers[footnoteref:1] ( ‘uzbekistan is on the verge of independence’, i.karimov, tashkent 2010, p 77) says the first president of uzbekistan in his book about them teaching young generation more foreign languages, because he considers language as a key of society’s development. furthermore, the new method for teachers and educating them with the way of modern technologies in foreign countries methods and, of course, introducing different kind of new methods for teachers in …

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d their reading and listening comprehension of business and economic texts; they were provided with an opportunity to express business concepts in their own words while analyzing and discussing such issues as company structures, work motivation, recruitment, advertising and marketing, franchising, retailing, banking, stocks, etc. the purpose of esp (english for specific purposes) course was to develop students’ restricted knowledge of economic terms and topics which included micro- and macroeconomic issues, tools of economic analysis, supply and demand, price, income, money and banking, central banking and international trade. students had a weekly input of 4 hours during the 1st and 2nd academic years, 2 hours in the 3rd year, and 4 hours in the 1st semester in the 4th year. testing was organized in the way that they took a 2-stage exam in english. in the first stage, they had to do multiple choice tasks based on listening to a …

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ending on course objectives, either general english and esp or business english an eap context. according to the concept, students’ competence was measured by their ability to retrieve necessary in-formation from reading and listening tasks, to produce their own texts, both written and oral, using professional vocabulary, make summaries, and write formal and informal letters. then final exam included a listening task, writing a summary to a text and written analysis of factual information, in the 1st stage and making a presentation in the 2nd. the concept and the english language syllabus based on it worked for 5 years. in five years’ time, there occurred a need to systematize approaches to english language teaching and to standardize the english language proficiency levels. the common european framework of reference for languages: learning, teaching, assessment[footnoteref:4](http://www.coe.int/t/dg4/linguistic/cadre1_en.asp) abbreviated as cefr, and the programme ‘foreign language’, recommended by the methodological com-mite of the ministry of …

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pt was to contribute to the creation of the common european environment of higher professional education corresponding to the requirements of the european union for the internationalization of higher education and the development of academic and professional mobility of graduates[footnoteref:6] (hse, 2010, p. 2). the syllabus prepared on the basis of this concept aimed to form students’ communicative competence (social, linguistic, sociolinguistic, sociocultural, discursive, pragmatic, and strategic competences) necessary to use the english language in their academic, scientific, and profession-al activities. [4: the common european framework of reference for languages learning and teaching. http://www.coe.int/t/dg4/linguistic/cadre1_en.asp] [5: .esp programmes and projects-elt in russia] [6: hse, 200, p-2 3] language communicative competence is understood in this concept as ‘a sum total of individual student’s qualities (knowledge, skills, and abilities) which can be used to solve problems and find answers to questions occurring during students’ academic, sociocultural, professional, and everyday communication in a foreign …

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ministiry of higher and secondary specialized education of the republic of uzbekistan termez state university faculty of foreign philology department of english language teaching methodology course work on the theme: new approaches to teacher development in an eap contex done by: yoldoshova m. supervisor: baboqulova o. termez-2022 theme: new approaches to teacher development in an eap context 1.introduction………………………………………………………...1 chapter i 1.background of changing in strategy…………………………….......2 2. professional standards. innovations in teacher development…….....7 chapter ii. 1. exploring eap teachers’ expertise, pedagogy and professional development……………………………………………………..11 2. methodology in an eap context……………………………………..16 conclusion…………………………………………………………….24 the list of literature………………...

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