Bunyod Kholiyorov

approach, Cambridge: Cambridge University Press, p-19.
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Mohammad Kaosar Ahmed (2014) - The ESP Teacher: Issues, Tasks and Challenges, English for Specific
Purposes World, Issue 42, vol. 15. RetrievedFebruary 12
th
2016, fromwww.esp-world.info.p-5
11
Basturkmen H. (2010). Developing Courses in English for Specific Purposes, Palgrave Macmillan, p. 172.

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distribution, methodical classification and presentation of foreign language 
material is carried out by program developers and textbook authors. During 
learning/teaching of the educational material, the student and the teacher 
participate and work together.
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Hutchinson and Waters consider ESP course design to be "curriculum, 
materials preparation, group instruction and assessment, and problem solving." 
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An ESP teacher should have information about several things. For example, for 
what purposes the student should learn the language, his participation in the 
processes, which aspects of the language are necessary, etc. After examining the 
activities of ESP teachers, Hutchinson and Waters divided them into three 
categories: Language Descriptions, Learning Theory, and Needs Analysis. 
Although these three elements are separate, their interdependence in the curriculum 
is of great importance. They show their relationship as follows (see Figure 1.1): 
 
 
 
 
 
Figure 1.1. Factors influencing ESP course content. 
 
Taking these factors into account helps ESP providers carefully study their 
course projects. Thus, when developing an ESP course, it is important to clearly 
define the course objectives and their "goal attainment." It is well known that clear 
goals and objectives serve as a framework for teachers and students because they 
explain the teachers' responsibility for what they teach. Objectives define 
characteristics used to learn about, or be called "activating," learning, behavioral, 
educational, or performance. 
In her teacher's guide entitled Designing Language Courses, Graves 
Kathleen specifically emphasizes that "Intentions are the results achieved 
according to the course plan and the verbal expression of your goals, while 
aspirations are the tasks you set towards achieving those goals." 
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JalolovJ. Chet tili o’qitish metodikasi. – Toshkent, 2012.B-10
13
Hutchinson, T., Walters, A. (1987) - English for Specific Purposes: A learner-centered approach, Cambridge: 
Cambridge University Press, p-21.
WHAT?