Bunyod Kholiyorov

CHAPTER I. THEORETICAL FOUNDATIONS OF THE DEVELOPMENT 
OF LEXICAL COMPETENCE IN THE TEACHING OF ENGLISH IN 
AGRICULTURAL SPECIALIZATIONS 
§ 1.1. The status of English language teaching in higher educational
institutions specializing in agriculture 
The agricultural sector makes up 32% of Uzbekistan's GDP, provides 
employment to 27% of the working population, and is one of the main factors of 
economic growth that implements effective state policy. As a result of the effective 
implementation of this policy, the volume of export of agricultural products and 
the income of farmers and agricultural organizations will increase, and thousands 
of new jobs will be created in rural areas. In these lands, the standard of living will 
rise, a number of food products will be cheaper for the population, and the country 
will be able to ensure reliable food security. 
However, obstacles to making agriculture competitive and serving the 
interests of the private sector, the public, and the state must be overcome. In 2018, 
70 percent of Uzbekistan's arable land was used for growing cotton and wheat. In 
the last few years, some areas of land have been taken out of cotton and wheat 
cultivation. But in order to increase productivity in the development of agriculture, 
the additional areas currently used for planting these two products should be used 
for planting other more useful crops, in particular, fruits and vegetables. The 
average productivity of cotton, wheat, tomatoes, potatoes, milk and other products 
in Uzbekistan is much lower than their real potential. Increasing this indicator will 
not only increase the profits and exports of farms and agro-organizations, but also 
create an opportunity to use the areas currently occupied by wheat and cotton for 
more profitable crops. Decades of underfunding of research and service delivery 
and under-provision of the services needed to develop the sector need to be 
addressed. In 2018, only 0.02% of Uzbekistan's gross agricultural product income 
was spent on agricultural research. At the same time, there are currently no 
informational and advisory services for local farmers. By comparison, middle-
income countries with successful agriculture spend 1 percent of their GDP on 
agricultural research, while high-income countries spend an average of 2.5 
percent.
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Based on this point of view, one of the important issues of today is to 
further increase the importance of teaching foreign languages, especially English, 
in order to acquire the rich experience of foreign countries and strengthen 
cooperation relations. 
Specialists are studying the problems of teaching English in higher 
education institutions specializing in agriculture. One of these methods is the 
creation of a curriculum based on a vocationally oriented model of personal socio-
cultural formation. Communicative, intercultural maturity, professional 
4
Ways to make Uzbekistan's agriculture more efficient and competitive. Electronic resource: https://www.gazeta.uz. 
Application date: 10.04.2021 

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competence, professional communication, workplace communication and 
professional language are discussed as components of the English language 
teaching process
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. Modular training programs have been developed so that students 
can analyze information, make creative decisions and form cultural maturity at a 
high level. There are efforts to create and use universal multimedia textbooks for 
language learning for special purposes. Educational programs aimed at improving 
the quality of teaching foreign languages through mass media, in particular, the 
Internet, are also considered. However, one of the main goals of learning a foreign 
language is to improve communication skills
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. 
The structure of communication skills has been described by a wide range of 
publications. For example: 
1) language skills, including knowledge of words, pronunciation and 
grammar rules; 
2) socio-linguistic ability, that is, the ability to adequately respond to 
different cultural and social conditions. Depending on the purpose of 
communication, the selection and use of appropriate language forms and tools, 
communicative situations and the social role of the participants; 
3) speech competence, which is the ability to understand words of various 
communicative types, to create connected and logical sentences in various 
functional styles; 
4) awareness of strategic competencies, including verbal methods or 
strategies that may be used; 
5) socio-cultural maturity cultural characteristics of native speakers, their 
customs and norms of behavior, and the communication of representatives of other 
cultures that can be properly used in the process of implementation; 
6) social skills - confidence, ability and desire to communicate with people. 
Teaching English for special purposes, including English to students 
majoring in agriculture, has become increasingly important in recent years. English 
for Special Purposes courses prepare students well for their future careers and 
prepare them to become globally recognized professionals. I.M. Tukhtasinov 
stated: "Formation of students' interest in learning a foreign language, development 
of skills and knowledge of vocabulary, reference books and original texts, 
systematization of necessary grammatical materials, correct understanding of 
professional texts and development of artistic translation skills are today's 
requirements."
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English for Specific Purposes or ESP (English for Specific Purposes) refers 
to teaching and learning English with a view to using it in a certain specific field, 
5
Slesarenko, I.V. (2007). Goal-setting in teaching a foreign language in the technical university: interdisciplinary 
approach. Bulletin of Tomsk State University. # 296, pp. 59–61.
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Hu Jia-ying, Li Chen-yang, Su Jing-yan.Analysis on Modal Value in Agriculture English. Journal of Northeast 
Agricultural University (English Edition). Abstract. Volume 20, Issue 3, September 2013, Pages 83-87 
https://doi.org/10.1016/S1006-8104(14)60013-1. https://www.sciencedirect.com.
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Tukhtasinov.I.M., Kholiyorov.B.H.Features of the System of Formation of Compensatory Competence Among 
Agricultural Students as a Means of Filling in Professional Terminology. International Journal of Innovative 
Technology and Exploring Engineering (IJITEE) ISSN: 2278-3075, Volume-8 Issue-11, September 2019. P-2203-
2206. https://www.ijitee.org.

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where the students' goal is to use English in a certain academic, professional field, 
which is EOP (English for Occupational Purposes for) and EAP (English for 
Academic Purposes). 
According to Hutchinson and Waters research, English language teaching 
for special purposes (hereafter ESP) is one of the important types of language 
teaching. They emphasize ESP in specialist subjects, specifically English language 
teaching in technology-oriented educational institutions, as well as scientific 
vocabulary and grammar for scholars. It does not differ from other forms of 
language learning according to the principles of fast and efficient learning. It is an 
approach to language learning that is based on the needs of the student and guided 
by specific and specific reasons for learning
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. 
Dudley-Evans emphasizes the views of Hutchinson and Waters and agrees 
that "ESP is an approach to language learning" where all decisions about content 
and method are based on student learning
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. Extrinsic goals suggest an instrumental 
view of the language being learned for language learning and linguistic purposes. 
In the case of general English teaching, the goals are usually linguistic (eg the 
development of oral or written vocabulary, or the ability to use a wide range of 
grammatical structures). In the context of teaching English for special purposes, it 
is understood that the student wants to achieve "real world" goals that require 
specific linguistic competences. Mohammad Kaosar Ahmad puts forward this idea 
in his book titled "ESP Teacher: Problems, Tasks and Challenges"
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. 
According to Dudley-Evans and Seine-John's absolute characteristics of 
ESP, the course should be designed to meet the specific needs of the students and 
should be based on language appropriate to the specific content of the course. 
Therefore, the needs analysis has certainly shaped its importance by providing the 
course provider with the opportunity to choose and decide what to include in the 
course. 
According to Basturkmen, the analysis of the need for teaching English for 
special purposes is determined by the language and skills used by students in the 
target profession or workplace, in educational institutions, depending on their 
current situation, practical opportunities and limitations. The information obtained 
from this process is used to define and improve the content, method of the English 
language course for special purposes.
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According to Hutchinson and Waters, much of the work done by ESP 
educators involves creating appropriate courses for diverse student groups. Thus, 
the design of the course differs from the usual in the life of an English teacher, 
where it is traditionally determined by the decision of the relevant responsible 
organizations - it is assumed that the teaching load for the ESP teacher is also 
different from the usual design. According to J. Jalolov, "The selection, 
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Hutchinson, T., Walters, A. (1987) - English for Specific Purposes: A learner-centered approach, Cambridge:
Cambridge University Press, p-18-19.
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Dudley-Evans, T. & St. John, M. J. (1998) – Developments in English for Specific Purposes: A multi-disciplinary