There are many different kinds of challenges when teaching English in applied science universities. The fact that pupils' language skill varies so widely—some may speak English well, while others may find it difficult to communicate on a basic level—is a prevalent issue. Because of this, developing lesson plans that meet the needs of every student may be challenging. The dearth of tools and assistance available to English language instructors at applied scientific universities is another problem. Lack of access to current teaching materials and professional development opportunities might make it more difficult for teachers to teach English
There are many different kinds of challenges when teaching English in applied science universities. The fact that pupils' language skill varies so widely—some may speak English well, while others may find it difficult to communicate on a basic level—is a prevalent issue. Because of this, developing lesson plans that meet the needs of every student may be challenging. The dearth of tools and assistance available to English language instructors at applied scientific universities is another problem. Lack of access to current teaching materials and professional development opportunities might make it more difficult for teachers to teach English
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Jorayeva M.. | teacher | Tashkent for Applied Sciences, |
| № | Name of reference |
|---|---|
| 1 | [1]Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.[2]Flowerdew, J., & Miller, L. (2005). Second language writing: Research insights for the classroom. Cambridge University Press.[3]Harmer, J. (2015). The practice of English language teaching. Pearson Education Limited.[4]Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.[5]Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.[6]Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14(1), 3-62.[7]Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (Vol. 1). University of Michigan Press |