Abstract

One of important issues of the pragmatic aspects of foreign language teaching is a practical mastery of a foreign language. Increased interest in the English language in our country was marked by the introduction of new disciplines as English for specific purposes, for academic purposes and so on. The special status as lingua franca acquired English due to the emergence and enlargement of international organizations and enterprises in our country. However deficient curricula and programs, as well as the lack of specialists and appropriate scientific and methodological support led to some deviations in the teaching of these disciplines. The process of updating the content of education requires a thorough analysis and critical reflection on past experience. The conceptual approach to learning a foreign language for specific purposes is one of the factors in the successful acquisition the English language with a view to deepening and development of professional education. Is the discipline as well as the concept English for specific purposes the same as a professionally-oriented English language? Analysis of the survey conducted among the third year students of Pavlodar state university named after S. Toraigyrov, demonstrates the fact of the need to teach some subjects in English, taking into account the features of national and regional peculiarities of the educational process. Comprehension of importance of this discipline comes with years and experience of reassessment. In this article based on the experience of our university we would like to review some of the factors influencing the success of teaching English for specific purposes.

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