Bunyod Kholiyorov

Table-3.9. 
The results of the first state of special vocational and special academic English 
language skills of 2nd year students 
Tasks
 
Marks 
KEEI % 
GulSU % TIIAME % 
ТГ 
НГ 
ТГ 
НГ 
ТГ 
НГ 
ТГ 
НГ 
ТГ 
НГ 
ТГ 
НГ 
Task 1
5 2 5 5 
13.1 
2 4 8 8.2 3 2 10 6 
4 6 9 14 
20.2 
7 2 
16.7 
12.5 2 4 16.2 
16.7 
3 16 8 35.3 
24.2 
9 7 
27.3 
17.7 7 
8 26.5 
43.1 
2 20 16 
46.4 
42.4 
20 
19 
50 
63.5 9 
7 47.6 
37 
Overall 44 36 100 100 38 32 100 100 21 
19 100 100 
Task 2
5 2 5 5.5 
9 2 4 3 7.2 4 2 15 6 
4 4 5 8 
20.4 
1 2 
8.8 
13.5 4 3 25.8 
22 
3 27 16 62 
40.6 
18 
16 
42 
44.7 10 9 40.8 
35.8 
2 11 10 25 
30.5 
16 
10 
46.3 
36.5 3 
5 19 37 
Overall 44 36 100 100 38 32 100 100 21 
19 100 100 

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84
Based on the results of the primary analysis, it became clear that the ability 
to translate based on the lexicon in general English was used in the fields of 
agriculture. It turned out that the students did not have the knowledge to apply the 
acquired knowledge and skills in practice in the professional process, to write 
formal and informal letters. The main reason for this conclusion was that such 
exercises were rarely used in English classes. Students who complete Year 1 will 
not have sufficient knowledge and skills in English related to industry terms, as 
English classes in Year 1 focus more on general English. It was witnessed that the 
students translate some terms mentioned in the materials related to the 
specialization and understand them in a brief general form. But it was observed 
that they could not use these terms in communicative processes. For example, in 
the task of writing a biography (Resume, CV) for 2nd courses, the students could 
not answer the questions about what to include in each section and how to do it.
According to the results of the analysis, it was concluded that the indicators of the 
control work carried out at the foundation stage are necessary based on the future 
professional needs of the topics of the English language lessons for the agricultural 
majors. The general indicators of the primary test results in the first general, 
general academic, special professional and special academic areas of this 
experiment-test were mentioned (see table 3.10):