ESP Basics
What does ESP stand for?
English for Specific Purposes
Why is ESP important for Uzbekistan?
Global integration, international cooperation, and workforce readiness
Which two English skills do students need most according to the study?
Listening and speaking
Name one approach to holding ESP classes.
Needs-based, communicative, task-based, or integrated skills
Name one key difference between ESP and General English.
ESP is profession-focused; General English is general communication
Which Presidential Decree highlights the need for ESP reforms?
Decree #1875 (2012)
Give one main reason students struggle in ESP classes.
Low entry-level proficiency (A1–A2 instead of B1)
Give one example of a communicative ESP activity.
Role-plays, presentations, or discussions related to profession
Give one example of a profession that might need ESP.
Engineer, nurse, economist, IT specialist, hotel manager, electrician
Name one organization involved in the ESP baseline study.
Ministry of Higher and Secondary Specialized Education, British Council, or Uzbekistan Scientific Practical Innovation Center
Name one thing students want more of in ESP classes.
More hours, smaller groups, or profession-related materials
Why are authentic materials important in ESP?
They provide real-life professional context and relevant vocabulary
ESP focuses on three main aspects. Name any two.
Professional tasks, specialized vocabulary, real-life communication
How many universities were involved in the full baseline study?
31 universities
What motivates students to study English in non-linguistic institutions?
Studying abroad, using the internet, traveling
How should ESP teachers collaborate with content teachers?
To align language tasks with students’ professional subjects and materials
Why can ESP not be taught effectively without basic general English?
Because students need sufficient language foundation (B1–B2) to handle professional tasks
What was the main purpose of the baseline study?
To identify strengths, weaknesses, and needs for ESP reforms in non-linguistic institutions
What mismatch exists between students’ proficiency and the ESP curriculum?
Students enter with low English levels, but curriculum expects higher proficiency (B1–B2)
Describe one method to design an ESP lesson for low-level students.
Use simplified professional tasks, visuals, and step-by-step instructions while gradually increasing language difficulty