CHALLENGES IN TEACHING ENGLISH TO ENGINEERING STUDENTS
https://doi.org/10.5281/zenodo.15667591
Keywords:
challenges, questionnaires, diagnostic tests, classroom observations, error analysis, vocabulary journals, concept mapping.Abstract
This study aims to explore the major challenges encountered by teachers in teaching English vocabulary to engineering students, as well as the methods employed to overcome these challenges. It further evaluates the effectiveness of various vocabulary teaching techniques through teacher and student feedback. The participants consisted of both teachers and engineering students at Namangan State Institute of Foreign Languages. A combination of research instruments including student surveys, diagnostic vocabulary tests, classroom observations, error analyses of both written and oral work, vocabulary journals, logs, concept mapping, and word association exercises were utilized. The results demonstrate that teachers commonly face similar obstacles such as linguistic barriers, contextual difficulties, and pedagogical constraints, with technical terminology proving particularly problematic for students. The study also reveals that interactive and context-based teaching strategies can significantly improve vocabulary acquisition outcomes.
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Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201–217. https://doi.org/10.2307/3587334
