MASTERING ACADEMIC ENGLISH: KEY FEATURES AND LEARNING CHALLENGES

Khalilova Zarnigor Muhammadjon kizi

Authors

Khalilova Zarnigor Muhammadjon kizi Fergana State University, Department of Foreign languages, English language teacher

Keywords:

academic English, formal style, written speech, passive constructions, critical thinking, terminology.

Abstract

This article analyzes the main features of academic English, how it differs from general English, and the key challenges faced by language learners. Academic English, used in scientific and formal contexts such as presentations, essays, and articles, is defined by complex grammar, an extensive vocabulary, and coherent, logically structured language. Learners often encounter difficulties related to formal style, terminology, passive constructions, complex sentence structures, and writing based on critical thinking. The article examines the causes of these difficulties and explores effective methods for overcoming them. Additionally, it offers recommendations for developing academic writing and speaking skills.

References

Carkin S. English for academic purposes //Handbook of research in second language teaching and learning. – Routledge, 2005. – P. 85-98.

Hamp-Lyons L. English for academic purposes //Handbook of research in second language teaching and learning. – Routledge, 2011. – P. 89-105.

Corson D. The learning and use of academic English words //Language learning. – 1997. – Т. 47. – №. 4. – P. 671-718.

Anstrom K. et al. A review of the literature on academic English: Implications for K-12 English language learners //Arlington, VA: The George Washington University Center for Equity and Excellence in Education. – 2010.

Jordan R. R. English for academic purposes. – Cambridge University Press, 1997.

Thurston J., Candlin C. N. Concordancing and the teaching of the vocabulary of academic English //English for specific purposes. – 1998. – Т. 17. – №. 3. – P. 267-280.

Carkin S. English for academic purposes //Handbook of research in second language teaching and learning. – Routledge, 2005. – P. 85-98.