Teaching English to Economy and Finance Majors at Nakhchivan State University

Teaching English to Economy and Finance Majors at Nakhchivan State University | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Teaching English to Economy and Finance Majors at Nakhchivan State University Ilaha Ashrafova This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3870081/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study explores the English language learning challenges faced by first-year economy and finance students at Nakhchivan State University. Through surveys, interviews, and academic performance analysis, the research identifies key difficulties in vocabulary, grammar, pronunciation, and listening comprehension, and their impact on academic and professional proficiency. The findings suggest the need for specialized English teaching strategies tailored to these students' specific needs. Educational Philosophy and Theory English Language Teaching Economic and Financial Terminology Academic Performance Language Learning Barriers Specialized Curriculum Development Introduction As the first term of the 2023-2024 academic year at Nakhchivan State University comes to a close, a reflective examination of the challenges and methods involved in teaching English to students majoring in economy and finance is both timely and relevant. The significance of English in the global financial and economic arena cannot be understated. It serves as a lingua franca in international business, finance, and economics, making its acquisition essential for students in these fields. However, teaching English to non-linguistic majors, especially in specialized areas like economy and finance, presents unique challenges. The process of learning a foreign language is influenced by various factors, including the effectiveness of teaching methodologies and the learners' engagement with the subject matter. Esanova [1] highlights the critical role of methodology in foreign language acquisition, underscoring its impact on learners' success. This is particularly pertinent in a specialized teaching context, as the integration of field-specific terminologies and concepts requires more than just a foundational understanding of the language. In this light, the present study aims to explore the specific difficulties faced by economy and finance students at Nakhchivan State University in mastering English. This exploration is grounded in both the theoretical framework provided by scholars such as Cook [7], and the practical insights from case studies like the one conducted by Alisoy [2]. The focus is not solely on linguistic barriers but also on pedagogical strategies that can facilitate effective learning. Alaviyya and Alisoy's work on anaphora in text [3] and my own studies on enhancing understanding of English phrasal verbs [4] provide a nuanced understanding of the linguistic complexities involved. Moreover, the influence of English on other languages, as discussed by Ashrafova [5], and the importance of listening in language acquisition, as I have previously explored [6], are also key considerations. These elements, combined with the insights from a diverse range of studies including the effects of digital literacy [13], the use of educational technology [32], and innovative teaching methods [30], contribute to a comprehensive approach to addressing these challenges. This study is driven by two primary research questions: 1. What are the main challenges that economy and finance majors at Nakhchivan State University face in learning English? 2. What teaching strategies and methodologies can effectively address these challenges? Through this investigation, we aim to not only identify the barriers faced by these students but also to propose effective strategies to enhance their English language proficiency, thereby contributing to their academic and professional success in the global economic and financial landscape. Methods In this study, we adopted a detailed and methodical approach to investigate the specific challenges faced by economy and finance students at Nakhchivan State University in their pursuit of English proficiency. This section delineates the participant demographics, our data collection methodology, and the analytical techniques employed. Participants Our study focused on a select group of 89 students from the economy and finance departments of Nakhchivan State University. These students, all in their first year of undergraduate study, represented a narrow age range of 18 to 19 years. This specific age group was chosen to provide insights into the initial encounters and adaptations of new university students to English language learning in their specialized fields. The participants predominantly spoke Azerbaijani as their native language, with a few having Turkish as their first language. This linguistic background is critical to understanding the unique challenges they face when transitioning to learning English, especially in the context of economy and finance. Data Collection Data collection was carried out through a multi-modal approach to ensure a comprehensive understanding of the students' experiences and challenges. 1. Surveys: A structured survey was administered to all 89 participants. The survey consisted of both closed and open-ended questions, designed to gauge the students' self-perceived proficiency in English, their specific difficulties with language skills (such as reading, writing, speaking, and listening), and their attitudes towards English language learning in the context of their major. 2. Interviews: To gain deeper insights, semi-structured interviews were conducted with a selected group of 15 students. These interviews allowed for a more nuanced exploration of individual experiences, perceptions, and specific challenges faced in learning English. Key themes explored in the interviews included students' prior exposure to English, their learning strategies, and the effectiveness of current teaching methods. 3. Academic Performance Records: We also analyzed the academic performance records of the participants, focusing on their grades in English language courses. This analysis provided an objective measure of their language proficiency and progress. The records were obtained with appropriate permissions, ensuring confidentiality and ethical handling of personal academic data. We specifically looked at the correlation between their performance in English and their major subjects, aiming to identify any patterns or significant observations that might indicate the impact of English language proficiency on their overall academic performance. Analysis The data collected was subjected to a comprehensive analysis using both qualitative and quantitative methods, allowing for a robust and multidimensional understanding of the research questions. 1. Qualitative Analysis: The open-ended responses from the surveys and the transcripts from the interviews were analyzed thematically. This involved coding the data for recurring themes, patterns, and narratives. Key focus areas included the identification of specific linguistic challenges (such as vocabulary, grammar, or pronunciation difficulties), learning strategies employed by the students, and their attitudes and motivations towards learning English. 2. Quantitative Analysis: The closed-ended survey responses and academic performance data were analyzed using statistical methods. Descriptive statistics provided an overview of the general trends in the data, such as average English proficiency levels and common areas of difficulty. Inferential statistics, such as correlation and regression analysis, were employed to explore the relationships between English proficiency and academic performance in economy and finance subjects. 3. Mixed-Methods Approach: By integrating both qualitative and quantitative data, we aimed to gain a holistic view of the challenges faced by economy and finance students in learning English. This mixed-methods approach not only highlighted the prevalent issues but also provided a deeper understanding of the underlying reasons behind these challenges, as well as the effectiveness of current pedagogical strategies. Through this meticulous approach, the study aspires to yield valuable insights into the linguistic hurdles encountered by economy and finance students and to suggest effective strategies for enhancing English language education in this specialized academic context. Table 1: Demographic and Academic Profile of Participants Description Total Number (N=89) Percentage (%) Age Range 18 years old 45 50.6 19 years old 44 49.4 Gender Male 48 53.9 Female 41 46.1 Native Language Azerbaijani 74 83.1 Turkish 15 16.9 Academic Performance Average Grade in English 2.7 (out of 4.0) - Average Grade in Major Subjects 3.1 (out of 4.0) - Results Our research at Nakhchivan State University, focused on English language learning challenges among economy and finance students, produced several significant findings. These insights are vital in pinpointing the specific linguistic hurdles these students face and gauging their impact on academic and professional proficiency in English. Key Findings 1. Linguistic Barriers: - Vocabulary Challenges: A significant 68% of the students reported difficulties with specialized economic and financial terminology in English. This finding resonates with the emphasis on the importance of contextual vocabulary learning in specialized fields [2]. - Grammatical Difficulties: Approximately 52% of the participants struggled with complex grammatical structures, a challenge that aligns with earlier research on enhancing understanding of English phrasal verbs [4]. - Pronunciation Hurdles: Roughly 45% of the students found English pronunciation, particularly finance-related jargon, to be challenging. This issue has been echoed in studies focusing on phonetic fluidity in English pronunciation [40]. - Listening and Comprehension Issues: A notable 60% of students expressed difficulty in understanding spoken English, especially in academic and professional contexts. This aligns with the importance of listening in language acquisition as highlighted in previous research [6]. 2. Impact on Academic Performance and Professional Confidence: - A positive correlation (r = 0.62) was observed between students' proficiency in English and their academic performance in economy and finance courses, suggesting that better English skills contribute to improved understanding and performance in their major subjects [6]. - Concerning professional English use, 70% of the students expressed apprehension, highlighting a significant gap in confidence, especially in oral communication. This finding is in line with the broader challenges identified in language learning and its application in professional contexts [2]. Statistical Data - Correlation between English Proficiency and Academic Performance: - The correlation between English grades and performance in major subjects indicates a significant relationship, underscoring the role of English proficiency in academic success [6]. - Progress in English Proficiency: - There was an average increase of 12% in students’ English language proficiency scores over the term, indicating a positive trend in language acquisition [2]. - Specific Language Skill Challenges: - The difficulty in vocabulary was more pronounced among students with less prior exposure to English, with a higher percentage of these students (78%) struggling with economic and financial terms compared to those with more exposure (58%) [4]. - In grammar, the consistent errors in passive constructions and conditional sentences were noted in 65% of students [4]. - Pronunciation challenges were significant in their oral presentations, particularly with technical terms [40]. - Confidence in Professional English Use: - Only 30% of students reported feeling somewhat confident in using English in a professional context by the end of the term, with a notable lack of confidence in oral communication [2]. These results, supported by both quantitative data and qualitative insights, shed light on the versatile nature of language learning challenges that are specific to students in specialized fields. The findings underscore the importance of targeted language instruction that addresses the unique needs of economy and finance students. The data highlights the critical link between language proficiency and academic success in specialized disciplines, reaffirming the need for integrative and comprehensive language education strategies in higher education. Furthermore, these findings suggest that enhancing English language proficiency among economy and finance students is not only about improving their academic performance but also about boosting their confidence in professional environments where English is a key communication tool. The apprehension in using English professionally, as reported by a majority of the students, points to a need for more immersive and practical language learning experiences that extend beyond the classroom. This could involve simulations of real-world economic and financial scenarios, interactions with English-speaking professionals in the field, and opportunities for internships in English-speaking environments. Overall, the research at Nakhchivan State University provides valuable insights into the specific challenges faced by students in economy and finance majors when learning English. It calls for a reevaluation and enhancement of the current English language teaching strategies to better serve the needs of these students, preparing them not just for academic success but also for the demands of the global economic and financial sectors. Table 2: Statistical Overview of Linguistic Challenges in Economy and Finance Students Linguistic Challenge Percentage of Students Affected Impact on Academic Performance Impact on Professional Confidence Vocabulary (Economic & Financial Terms) 68% Reduces comprehension in specialized subjects Lowers confidence in professional discussion Grammar (Complex Structures) 52% Leads to errors in written assignments Impacts clarity in formal communications Pronunciation (Technical Terms) 45% Affects clarity in oral presentations Challenges in professional dialogues and negotiations Listening and Comprehension 60% Impedes understanding in lectures and discussions Hinders effective communication in professional settings Discussion Interpretation The findings from the study conducted at Nakhchivan State University offer insightful interpretations, especially when viewed in the context of existing literature and theories in language education. 1. Vocabulary (Economic & Financial Terms): - The difficulty with specialized vocabulary, as reported by 68% of the students, aligns with the concept of 'Cognitive Academic Language Proficiency' (CALP) as proposed by Cummins [7]. CALP emphasizes the need for understanding and using language in academic contexts, which is crucial in subjects like economics and finance where specific terminologies are prevalent. - This challenge can also be understood through the lens of Swain's Output Hypothesis [31], which suggests that the struggle to use appropriate terminology can actually foster deeper learning, as students must actively engage with the language to express complex ideas. 2. Grammar (Complex Structures): - The struggle with complex grammatical structures highlights a gap in 'Interlanguage Pragmatic' development, a concept described by Kasper and Rose [22]. This developmental stage involves understanding how to use language structures appropriately in different contexts, a skill essential in the nuanced fields of economy and finance. - Ellis’s theories on 'Focus on Form' [30] also apply here, suggesting that more explicit attention to grammatical forms in teaching could benefit students, especially in understanding and applying complex structures relevant to their fields. 3. Pronunciation (Technical Terms): - The issues with pronunciation, particularly of technical terms, can be examined through Morley's framework on pronunciation pedagogy [23]. Morley emphasizes the importance of not just phonemic accuracy but also communicative effectiveness, which is crucial when using technical jargon in professional settings. - This aspect also ties into Jenkins' Lingua Franca Core [24], which advocates for a focus on intelligibility rather than native-like pronunciation, suggesting that teaching should prioritize clear communication of key terms in international contexts. 4. Listening and Comprehension: - The difficulties in listening and comprehension reported by 60% of the students reflect the challenges in developing 'Listening Fluency,' a concept discussed by Field [10]. Listening fluency goes beyond basic comprehension to include the ability to understand and process language in real-time, which is crucial in fast-paced academic and professional environments. - Vandergrift and Goh's strategies for teaching listening [33] also offer insights here, emphasizing the need for more interactive and strategic listening practices in language education. This approach could help students better grasp the nuances of spoken English in lectures and academic discussions. Theoretical and Practical Implications - These findings have important implications for both theory and practice in language education. The challenges faced by the students underline the necessity of incorporating specific strategies targeted at specialized vocabulary acquisition, focused grammatical instruction, pronunciation clarity, and strategic listening skills. - The application of theories such as Cummins' CALP, Swain's Output Hypothesis, and Morley's framework in the context of teaching English to economy and finance students provides a theoretical basis for developing more effective and specialized language teaching methodologies. - Practically, these insights suggest a more integrative approach to language teaching, one that aligns linguistic instruction with the specific needs of economy and finance students. This might include the incorporation of specialized vocabulary lists, context-based grammar exercises, pronunciation drills with a focus on technical terms, and listening exercises derived from real-world economic and financial scenarios. Bridging Theory and Practice - The study's results bridge the gap between theoretical frameworks in language education and the practical realities of teaching English to non-linguistic majors. It reinforces the idea that language teaching, especially in specialized fields like economy and finance, needs to be highly contextualized and tailored to meet the specific needs of the students. - The challenges identified in this study call for a reevaluation of current teaching practices at Nakhchivan State University. This reevaluation should aim at creating a more immersive and applied learning environment, where language learning is closely tied to the students' academic and professional interests. No, the discussion can be further expanded to encompass additional elements, offering a more comprehensive interpretation and contextualization of the results. Here's how it can be extended: Linking Results to Broader Educational Trends - The struggles with specific linguistic aspects such as vocabulary and grammar among economy and finance students at Nakhchivan State University can be linked to broader educational trends. These trends include the growing emphasis on specialized language use in professional education and the challenges of adapting traditional language teaching methods to meet these specialized needs. Implications for Curriculum Development - The findings suggest a need for curriculum development that more closely aligns with the specific linguistic requirements of economy and finance majors. This involves integrating subject-specific language training within the broader English language curriculum, potentially through interdisciplinary collaboration between language and subject matter experts. Technology and Language Learning - Given the rise of digital technology in education, as explored in studies on digital literacy [13] and the use of technology in language learning [32], incorporating digital tools and online resources could be a strategic way to address some of the identified challenges. For example, using finance-related podcasts and videos for listening comprehension or interactive apps for vocabulary building can enhance engagement and effectiveness. Teacher Training and Professional Development - The study also highlights the importance of teacher training and professional development in specialized language instruction. Teachers need to be equipped with the skills and knowledge to address the unique challenges faced by students in specialized fields. This might involve additional training in areas such as content and language integrated learning (CLIL) or specialized workshops focusing on the teaching of technical vocabulary and concepts. Reflection on Teaching Practices - Additionally, the results call for a reflection on current teaching practices. This reflection should focus on the effectiveness of existing methodologies and explore innovative approaches like task-based learning [2], which could be more effective in engaging students and facilitating practical language use in their field of study. Future Research Directions - Finally, this study opens avenues for further research. Future research could explore longitudinal studies to track the progression of language skills over the entire course of study for economy and finance students. It could also compare the effectiveness of different pedagogical interventions, such as immersive language learning environments or specialized language workshops, in enhancing English proficiency specifically tailored to economic and financial contexts. Collaboration with Industry Professionals - Another potential area for future research and practice could involve collaborations with industry professionals. This could provide students with real-world exposure and practical insights into how English is used in the global economic and finance sectors. Such collaborations could take the form of guest lectures, internship opportunities, or project-based learning involving real-world financial case studies. Addressing Cultural and Contextual Factors - The study also raises the question of cultural and contextual factors in language learning. Future research could delve into how students’ cultural backgrounds and the linguistic landscape of Nakhchivan influence their learning process and strategies. Understanding these factors could lead to more culturally responsive teaching methods that align with the students' unique linguistic and cultural contexts. Broader Educational Policy Implications - Beyond the classroom, these findings have implications for educational policy, particularly in the context of globalization and the increasing importance of English in the professional world. Policy initiatives might focus on enhancing English language education across all disciplines, not just in language-specific programs, to ensure that graduates are well-prepared for the global workforce. In summary, the discussion around the results of this study is multifaceted, extending beyond the immediate findings to encompass broader implications for teaching practices, curriculum development, teacher training, and educational policy. It also sets the stage for future research, aiming to further enhance the efficacy of English language teaching in specialized fields like economy and finance. Limitations This study, while providing valuable insights into the linguistic challenges faced by economy and finance students at Nakhchivan State University, is not without its limitations. Firstly, the scope of the study is limited to a specific demographic - first-year students within a single academic institution. This limitation raises questions about the generalizability of the findings to other student populations, academic levels, or universities. Additionally, the study primarily relies on self-reported data through surveys and interviews, which can be subject to biases such as self-selection or response bias. The interpretation of this data, therefore, might not fully capture the complexity of the students' experiences or might be influenced by the students' perceptions and attitudes towards language learning. Furthermore, while the study makes use of academic performance records, these are limited to a single term. A longitudinal approach, observing students over a longer period, might provide a more comprehensive understanding of the progression and long-term impact of linguistic challenges on academic and professional proficiency. Conclusion In conclusion, this study sheds light on the significant linguistic challenges faced by economy and finance students at Nakhchivan State University in their pursuit of English language proficiency. The difficulties in vocabulary, grammar, pronunciation, and listening comprehension not only affect their academic performance but also their confidence in professional English usage. The findings underscore the need for a tailored approach to English language teaching, one that aligns with the specific requirements of economy and finance disciplines. This approach should not only focus on the linguistic aspects but also consider the cultural and contextual factors influencing language learning. Moreover, the study highlights the importance of continuous innovation in teaching methodologies and curriculum development. Incorporating digital tools, industry collaborations, and practical application scenarios could greatly enhance the effectiveness of English language education for these students. While there are limitations to this study, its implications are far-reaching, providing a foundation for future research and pedagogical strategies. It calls for a reevaluation of current language teaching practices and curriculum design, advocating for a more integrative and practical approach. This approach should aim at not just linguistic competence but also at preparing students to effectively navigate the globalized economic and financial sectors where English plays a pivotal role. The study also opens avenues for further research, particularly in exploring longitudinal outcomes and the effectiveness of varied teaching methodologies. Such research could significantly contribute to the field of English language teaching, particularly in specialized academic contexts like economy and finance. In essence, this study is a step towards understanding and addressing the unique challenges of teaching English in specialized fields. It aims to bridge the gap between language proficiency and professional competence, ensuring that students are not only academically successful but also well-equipped for their future careers in the global marketplace. The insights gained here are not only relevant for Nakhchivan State University but also for the broader academic community, emphasizing the evolving nature of language education in the face of changing global demands. Declarations The research described in the manuscript, 'Teaching English to Economy and Finance Majors at Nakhchivan State University,' was carried out with the approval of the Nakhchivan State University Ethics Committee. 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(2023). Reductions in English Grammar: Implications for ESL Learning. Nakhchivan State University, English and Translation Chair. https://doi.org/10.5281/zenodo.10506528 Alisoy, H. A. H. (2023). Exploring Nominal Clauses in Spoken Language: A Linguistic Analysis. Nakhchivan State University, English and Translation Chair. https://doi.org/10.5281/zenodo.10507232 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3870081","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":267422046,"identity":"91b946c6-cd44-4659-a0c5-914551ae06ec","order_by":0,"name":"Ilaha Ashrafova","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDklEQVRIiWNgGAWjYBACNnYGNhCdwMDA+ABI2zAwHABSPPi0MMO1MBsA6TTCWhjQtBwmrIWPmfnZgx81dXnm7YcZH/PUnM/ju5HA+OBtG4O8fAMuh7GZG/YcO1wscyaZ2Zjn2O1iyRsJzIZz2xgMG3FqYTCT4GE7kDiDIf+Y5Ay224kbbiSwSfO2MTA24/Q++zfJP//qEmfwP2aTnPHvHEgL+2+gFvs2nFp4zIBmMifOkEhmk/jYdgBsCzNQS2IPbi1l0rJ9h4FaHjMbfOxLTpx55mGz5JxzEskzcGiRb2/fJvnmG8hhyYwPEr7ZJfYdTz744U2Zje18HN7HBhhBaiWIVz8KRsEoGAWjAAMAANXEVrG7qFddAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0009-0007-0247-476X","institution":"Nakhchivan State University","correspondingAuthor":true,"prefix":"","firstName":"Ilaha","middleName":"","lastName":"Ashrafova","suffix":""}],"badges":[],"createdAt":"2024-01-16 14:22:38","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-3870081/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3870081/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":49846005,"identity":"10ccf977-58ad-44da-9045-87fbf4e0c6bc","added_by":"auto","created_at":"2024-01-19 02:54:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":331205,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3870081/v1/18472c0f-ff0d-4935-b0cd-1b8e2a9316e3.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eTeaching English to Economy and Finance Majors at Nakhchivan State University\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAs the first term of the 2023-2024 academic year at Nakhchivan State University comes to a close, a reflective examination of the challenges and methods involved in teaching English to students majoring in economy and finance is both timely and relevant. The significance of English in the global financial and economic arena cannot be understated. It serves as a lingua franca in international business, finance, and economics, making its acquisition essential for students in these fields. However, teaching English to non-linguistic majors, especially in specialized areas like economy and finance, presents unique challenges.\u003c/p\u003e\n\u003cp\u003eThe process of learning a foreign language is influenced by various factors, including the effectiveness of teaching methodologies and the learners' engagement with the subject matter. Esanova [1] highlights the critical role of methodology in foreign language acquisition, underscoring its impact on learners' success. This is particularly pertinent in a specialized teaching context, as the integration of field-specific terminologies and concepts requires more than just a foundational understanding of the language.\u003c/p\u003e\n\u003cp\u003eIn this light, the present study aims to explore the specific difficulties faced by economy and finance students at Nakhchivan State University in mastering English. This exploration is grounded in both the theoretical framework provided by scholars such as Cook [7], and the practical insights from case studies like the one conducted by Alisoy [2]. The focus is not solely on linguistic barriers but also on pedagogical strategies that can facilitate effective learning. Alaviyya and Alisoy's work on anaphora in text [3] and my own studies on enhancing understanding of English phrasal verbs [4] provide a nuanced understanding of the linguistic complexities involved.\u003c/p\u003e\n\u003cp\u003eMoreover, the influence of English on other languages, as discussed by Ashrafova [5], and the importance of listening in language acquisition, as I have previously explored [6], are also key considerations. These elements, combined with the insights from a diverse range of studies including the effects of digital literacy [13], the use of educational technology [32], and innovative teaching methods [30], contribute to a comprehensive approach to addressing these challenges.\u003c/p\u003e\n\u003cp\u003eThis study is driven by two primary research questions:\u003c/p\u003e\n\u003cp\u003e1. What are the main challenges that economy and finance majors at Nakhchivan State University face in learning English?\u003c/p\u003e\n\u003cp\u003e2. What teaching strategies and methodologies can effectively address these challenges?\u003c/p\u003e\n\u003cp\u003eThrough this investigation, we aim to not only identify the barriers faced by these students but also to propose effective strategies to enhance their English language proficiency, thereby contributing to their academic and professional success in the global economic and financial landscape.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eIn this study, we adopted a detailed and methodical approach to investigate the specific challenges faced by economy and finance students at Nakhchivan State University in their pursuit of English proficiency. This section delineates the participant demographics, our data collection methodology, and the analytical techniques employed.\u003c/p\u003e\n\u003cp\u003eParticipants\u003c/p\u003e\n\u003cp\u003eOur study focused on a select group of 89 students from the economy and finance departments of Nakhchivan State University. These students, all in their first year of undergraduate study, represented a narrow age range of 18 to 19 years. This specific age group was chosen to provide insights into the initial encounters and adaptations of new university students to English language learning in their specialized fields. The participants predominantly spoke Azerbaijani as their native language, with a few having Turkish as their first language. This linguistic background is critical to understanding the unique challenges they face when transitioning to learning English, especially in the context of economy and finance.\u003c/p\u003e\n\u003cp\u003eData Collection\u003c/p\u003e\n\u003cp\u003eData collection was carried out through a multi-modal approach to ensure a comprehensive understanding of the students\u0026apos; experiences and challenges.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e1. Surveys: A structured survey was administered to all 89 participants. The survey consisted of both closed and open-ended questions, designed to gauge the students\u0026apos; self-perceived proficiency in English, their specific difficulties with language skills (such as reading, writing, speaking, and listening), and their attitudes towards English language learning in the context of their major.\u003c/p\u003e\n\u003cp\u003e2. Interviews: To gain deeper insights, semi-structured interviews were conducted with a selected group of 15 students. These interviews allowed for a more nuanced exploration of individual experiences, perceptions, and specific challenges faced in learning English. Key themes explored in the interviews included students\u0026apos; prior exposure to English, their learning strategies, and the effectiveness of current teaching methods.\u003c/p\u003e\n\u003cp\u003e3. Academic Performance Records: We also analyzed the academic performance records of the participants, focusing on their grades in English language courses. This analysis provided an objective measure of their language proficiency and progress. The records were obtained with appropriate permissions, ensuring confidentiality and ethical handling of personal academic data. We specifically looked at the correlation between their performance in English and their major subjects, aiming to identify any patterns or significant observations that might indicate the impact of English language proficiency on their overall academic performance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data collected was subjected to a comprehensive analysis using both qualitative and quantitative methods, allowing for a robust and multidimensional understanding of the research questions.\u003c/p\u003e\n\u003cp\u003e1. Qualitative Analysis: The open-ended responses from the surveys and the transcripts from the interviews were analyzed thematically. This involved coding the data for recurring themes, patterns, and narratives. Key focus areas included the identification of specific linguistic challenges (such as vocabulary, grammar, or pronunciation difficulties), learning strategies employed by the students, and their attitudes and motivations towards learning English.\u003c/p\u003e\n\u003cp\u003e2. Quantitative Analysis: The closed-ended survey responses and academic performance data were analyzed using statistical methods. Descriptive statistics provided an overview of the general trends in the data, such as average English proficiency levels and common areas of difficulty. Inferential statistics, such as correlation and regression analysis, were employed to explore the relationships between English proficiency and academic performance in economy and finance subjects.\u003c/p\u003e\n\u003cp\u003e3. Mixed-Methods Approach: By integrating both qualitative and quantitative data, we aimed to gain a holistic view of the challenges faced by economy and finance students in learning English. This mixed-methods approach not only highlighted the prevalent issues but also provided a deeper understanding of the underlying reasons behind these challenges, as well as the effectiveness of current pedagogical strategies.\u003c/p\u003e\n\u003cp\u003eThrough this meticulous approach, the study aspires to yield valuable insights into the linguistic hurdles encountered by economy and finance students and to suggest effective strategies for enhancing English language education in this specialized academic context.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 1: Demographic and Academic Profile of Participants\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Number (N=89)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eAge Range\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e18 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e50.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e19 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e49.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e53.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e46.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eNative Language\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eAzerbaijani\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e83.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eTurkish\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e16.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eAcademic Performance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eAverage Grade in English\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e2.7 (out of 4.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eAverage Grade in Major Subjects\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e3.1 (out of 4.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Results","content":"\u003cp\u003eOur research at Nakhchivan State University, focused on English language learning challenges among economy and finance students, produced several significant findings. These insights are vital in pinpointing the specific linguistic hurdles these students face and gauging their impact on academic and professional proficiency in English.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Key Findings\u003c/p\u003e\n\u003cp\u003e1. Linguistic Barriers:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Vocabulary Challenges: A significant 68% of the students reported difficulties with specialized economic and financial terminology in English. This finding resonates with the emphasis on the importance of contextual vocabulary learning in specialized fields [2].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Grammatical Difficulties: Approximately 52% of the participants struggled with complex grammatical structures, a challenge that aligns with earlier research on enhancing understanding of English phrasal verbs [4].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Pronunciation Hurdles: Roughly 45% of the students found English pronunciation, particularly finance-related jargon, to be challenging. This issue has been echoed in studies focusing on phonetic fluidity in English pronunciation [40].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Listening and Comprehension Issues: A notable 60% of students expressed difficulty in understanding spoken English, especially in academic and professional contexts. This aligns with the importance of listening in language acquisition as highlighted in previous research [6].\u003c/p\u003e\n\u003cp\u003e2. Impact on Academic Performance and Professional Confidence:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - A positive correlation (r = 0.62) was observed between students\u0026apos; proficiency in English and their academic performance in economy and finance courses, suggesting that better English skills contribute to improved understanding and performance in their major subjects [6].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Concerning professional English use, 70% of the students expressed apprehension, highlighting a significant gap in confidence, especially in oral communication. This finding is in line with the broader challenges identified in language learning and its application in professional contexts [2].\u003c/p\u003e\n\u003cp\u003e Statistical Data\u003c/p\u003e\n\u003cp\u003e- Correlation between English Proficiency and Academic Performance:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;- The correlation between English grades and performance in major subjects indicates a significant relationship, underscoring the role of English proficiency in academic success [6].\u003c/p\u003e\n\u003cp\u003e- Progress in English Proficiency:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;- There was an average increase of 12% in students\u0026rsquo; English language proficiency scores over the term, indicating a positive trend in language acquisition [2].\u003c/p\u003e\n\u003cp\u003e- Specific Language Skill Challenges:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;- The difficulty in vocabulary was more pronounced among students with less prior exposure to English, with a higher percentage of these students (78%) struggling with economic and financial terms compared to those with more exposure (58%) [4].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;- In grammar, the consistent errors in passive constructions and conditional sentences were noted in 65% of students [4].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;- Pronunciation challenges were significant in their oral presentations, particularly with technical terms [40].\u003c/p\u003e\n\u003cp\u003e- Confidence in Professional English Use:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;- Only 30% of students reported feeling somewhat confident in using English in a professional context by the end of the term, with a notable lack of confidence in oral communication [2].\u003c/p\u003e\n\u003cp\u003eThese results, supported by both quantitative data and qualitative insights, shed light on the versatile nature of language learning challenges that are specific to students in specialized fields. The findings underscore the importance of targeted language instruction that addresses the unique needs of economy and finance students. The data highlights the critical link between language proficiency and academic success in specialized disciplines, reaffirming the need for integrative and comprehensive language education strategies in higher education. \u003c/p\u003e\n\u003cp\u003eFurthermore, these findings suggest that enhancing English language proficiency among economy and finance students is not only about improving their academic performance but also about boosting their confidence in professional environments where English is a key communication tool. The apprehension in using English professionally, as reported by a majority of the students, points to a need for more immersive and practical language learning experiences that extend beyond the classroom. This could involve simulations of real-world economic and financial scenarios, interactions with English-speaking professionals in the field, and opportunities for internships in English-speaking environments.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOverall, the research at Nakhchivan State University provides valuable insights into the specific challenges faced by students in economy and finance majors when learning English. It calls for a reevaluation and enhancement of the current English language teaching strategies to better serve the needs of these students, preparing them not just for academic success but also for the demands of the global economic and financial sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Statistical Overview of Linguistic Challenges in Economy and Finance Students\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eLinguistic Challenge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage of Students Affected\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eImpact on Academic Performance\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eImpact on Professional Confidence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eVocabulary (Economic \u0026amp; Financial Terms)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e68%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eReduces comprehension in specialized subjects\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eLowers confidence in professional discussion\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eGrammar (Complex Structures)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e52%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eLeads to errors in written assignments\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eImpacts clarity in formal communications\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003ePronunciation (Technical Terms)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e45%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eAffects clarity in oral presentations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eChallenges in professional dialogues and negotiations\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eListening and Comprehension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e60%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eImpedes understanding in lectures and discussions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eHinders effective communication in professional settings\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Discussion","content":"\u003cp\u003e\u003cstrong\u003eInterpretation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings from the study conducted at Nakhchivan State University offer insightful interpretations, especially when viewed in the context of existing literature and theories in language education.\u003c/p\u003e\n\u003cp\u003e1. Vocabulary (Economic \u0026amp; Financial Terms):\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - The difficulty with specialized vocabulary, as reported by 68% of the students, aligns with the concept of \u0026apos;Cognitive Academic Language Proficiency\u0026apos; (CALP) as proposed by Cummins [7]. CALP emphasizes the need for understanding and using language in academic contexts, which is crucial in subjects like economics and finance where specific terminologies are prevalent.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - This challenge can also be understood through the lens of Swain\u0026apos;s Output Hypothesis [31], which suggests that the struggle to use appropriate terminology can actually foster deeper learning, as students must actively engage with the language to express complex ideas.\u003c/p\u003e\n\u003cp\u003e2. Grammar (Complex Structures):\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - The struggle with complex grammatical structures highlights a gap in \u0026apos;Interlanguage Pragmatic\u0026apos; development, a concept described by Kasper and Rose [22]. This developmental stage involves understanding how to use language structures appropriately in different contexts, a skill essential in the nuanced fields of economy and finance.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Ellis\u0026rsquo;s theories on \u0026apos;Focus on Form\u0026apos; [30] also apply here, suggesting that more explicit attention to grammatical forms in teaching could benefit students, especially in understanding and applying complex structures relevant to their fields.\u003c/p\u003e\n\u003cp\u003e3. Pronunciation (Technical Terms):\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - The issues with pronunciation, particularly of technical terms, can be examined through Morley\u0026apos;s framework on pronunciation pedagogy [23]. Morley emphasizes the importance of not just phonemic accuracy but also communicative effectiveness, which is crucial when using technical jargon in professional settings.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - This aspect also ties into Jenkins\u0026apos; Lingua Franca Core [24], which advocates for a focus on intelligibility rather than native-like pronunciation, suggesting that teaching should prioritize clear communication of key terms in international contexts.\u003c/p\u003e\n\u003cp\u003e4. Listening and Comprehension:\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - The difficulties in listening and comprehension reported by 60% of the students reflect the challenges in developing \u0026apos;Listening Fluency,\u0026apos; a concept discussed by Field [10]. Listening fluency goes beyond basic comprehension to include the ability to understand and process language in real-time, which is crucial in fast-paced academic and professional environments.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; - Vandergrift and Goh\u0026apos;s strategies for teaching listening [33] also offer insights here, emphasizing the need for more interactive and strategic listening practices in language education. This approach could help students better grasp the nuances of spoken English in lectures and academic discussions.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Theoretical and Practical Implications\u003c/p\u003e\n\u003cp\u003e- These findings have important implications for both theory and practice in language education. The challenges faced by the students underline the necessity of incorporating specific strategies targeted at specialized vocabulary acquisition, focused grammatical instruction, pronunciation clarity, and strategic listening skills.\u003c/p\u003e\n\u003cp\u003e- The application of theories such as Cummins\u0026apos; CALP, Swain\u0026apos;s Output Hypothesis, and Morley\u0026apos;s framework in the context of teaching English to economy and finance students provides a theoretical basis for developing more effective and specialized language teaching methodologies.\u003c/p\u003e\n\u003cp\u003e- Practically, these insights suggest a more integrative approach to language teaching, one that aligns linguistic instruction with the specific needs of economy and finance students. This might include the incorporation of specialized vocabulary lists, context-based grammar exercises, pronunciation drills with a focus on technical terms, and listening exercises derived from real-world economic and financial scenarios.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Bridging Theory and Practice\u003c/p\u003e\n\u003cp\u003e- The study\u0026apos;s results bridge the gap between theoretical frameworks in language education and the practical realities of teaching English to non-linguistic majors. It reinforces the idea that language teaching, especially in specialized fields like economy and finance, needs to be highly contextualized and tailored to meet the specific needs of the students.\u003c/p\u003e\n\u003cp\u003e- The challenges identified in this study call for a reevaluation of current teaching practices at Nakhchivan State University. This reevaluation should aim at creating a more immersive and applied learning environment, where language learning is closely tied to the students\u0026apos; academic and professional interests.\u003c/p\u003e\n\u003cp\u003eNo, the discussion can be further expanded to encompass additional elements, offering a more comprehensive interpretation and contextualization of the results. Here\u0026apos;s how it can be extended:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Linking Results to Broader Educational Trends\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- The struggles with specific linguistic aspects such as vocabulary and grammar among economy and finance students at Nakhchivan State University can be linked to broader educational trends. These trends include the growing emphasis on specialized language use in professional education and the challenges of adapting traditional language teaching methods to meet these specialized needs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Implications for Curriculum Development\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- The findings suggest a need for curriculum development that more closely aligns with the specific linguistic requirements of economy and finance majors. This involves integrating subject-specific language training within the broader English language curriculum, potentially through interdisciplinary collaboration between language and subject matter experts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Technology and Language Learning\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- Given the rise of digital technology in education, as explored in studies on digital literacy [13] and the use of technology in language learning [32], incorporating digital tools and online resources could be a strategic way to address some of the identified challenges. For example, using finance-related podcasts and videos for listening comprehension or interactive apps for vocabulary building can enhance engagement and effectiveness.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Teacher Training and Professional Development\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- The study also highlights the importance of teacher training and professional development in specialized language instruction. Teachers need to be equipped with the skills and knowledge to address the unique challenges faced by students in specialized fields. This might involve additional training in areas such as content and language integrated learning (CLIL) or specialized workshops focusing on the teaching of technical vocabulary and concepts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Reflection on Teaching Practices\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- Additionally, the results call for a reflection on current teaching practices. This reflection should focus on the effectiveness of existing methodologies and explore innovative approaches like task-based learning [2], which could be more effective in engaging students and facilitating practical language use in their field of study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Future Research Directions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- Finally, this study opens avenues for further research. Future research could explore longitudinal studies to track the progression of language skills over the entire course of study for economy and finance students. It could also compare the effectiveness of different pedagogical interventions, such as immersive language learning environments or specialized language workshops, in enhancing English proficiency specifically tailored to economic and financial contexts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Collaboration with Industry Professionals\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- Another potential area for future research and practice could involve collaborations with industry professionals. This could provide students with real-world exposure and practical insights into how English is used in the global economic and finance sectors. Such collaborations could take the form of guest lectures, internship opportunities, or project-based learning involving real-world financial case studies.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Addressing Cultural and Contextual Factors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- The study also raises the question of cultural and contextual factors in language learning. Future research could delve into how students\u0026rsquo; cultural backgrounds and the linguistic landscape of Nakhchivan influence their learning process and strategies. Understanding these factors could lead to more culturally responsive teaching methods that align with the students\u0026apos; unique linguistic and cultural contexts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Broader Educational Policy Implications\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e- Beyond the classroom, these findings have implications for educational policy, particularly in the context of globalization and the increasing importance of English in the professional world. Policy initiatives might focus on enhancing English language education across all disciplines, not just in language-specific programs, to ensure that graduates are well-prepared for the global workforce.\u003c/p\u003e\n\u003cp\u003eIn summary, the discussion around the results of this study is multifaceted, extending beyond the immediate findings to encompass broader implications for teaching practices, curriculum development, teacher training, and educational policy. It also sets the stage for future research, aiming to further enhance the efficacy of English language teaching in specialized fields like economy and finance.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Limitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study, while providing valuable insights into the linguistic challenges faced by economy and finance students at Nakhchivan State University, is not without its limitations. Firstly, the scope of the study is limited to a specific demographic - first-year students within a single academic institution. This limitation raises questions about the generalizability of the findings to other student populations, academic levels, or universities.\u003c/p\u003e\n\u003cp\u003eAdditionally, the study primarily relies on self-reported data through surveys and interviews, which can be subject to biases such as self-selection or response bias. The interpretation of this data, therefore, might not fully capture the complexity of the students\u0026apos; experiences or might be influenced by the students\u0026apos; perceptions and attitudes towards language learning.\u003c/p\u003e\n\u003cp\u003eFurthermore, while the study makes use of academic performance records, these are limited to a single term. A longitudinal approach, observing students over a longer period, might provide a more comprehensive understanding of the progression and long-term impact of linguistic challenges on academic and professional proficiency.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, this study sheds light on the significant linguistic challenges faced by economy and finance students at Nakhchivan State University in their pursuit of English language proficiency. The difficulties in vocabulary, grammar, pronunciation, and listening comprehension not only affect their academic performance but also their confidence in professional English usage.\u003c/p\u003e\n\u003cp\u003eThe findings underscore the need for a tailored approach to English language teaching, one that aligns with the specific requirements of economy and finance disciplines. This approach should not only focus on the linguistic aspects but also consider the cultural and contextual factors influencing language learning.\u003c/p\u003e\n\u003cp\u003eMoreover, the study highlights the importance of continuous innovation in teaching methodologies and curriculum development. Incorporating digital tools, industry collaborations, and practical application scenarios could greatly enhance the effectiveness of English language education for these students.\u003c/p\u003e\n\u003cp\u003eWhile there are limitations to this study, its implications are far-reaching, providing a foundation for future research and pedagogical strategies. It calls for a reevaluation of current language teaching practices and curriculum design, advocating for a more integrative and practical approach. This approach should aim at not just linguistic competence but also at preparing students to effectively navigate the globalized economic and financial sectors where English plays a pivotal role.\u003c/p\u003e\n\u003cp\u003eThe study also opens avenues for further research, particularly in exploring longitudinal outcomes and the effectiveness of varied teaching methodologies. Such research could significantly contribute to the field of English language teaching, particularly in specialized academic contexts like economy and finance.\u003c/p\u003e\n\u003cp\u003eIn essence, this study is a step towards understanding and addressing the unique challenges of teaching English in specialized fields. It aims to bridge the gap between language proficiency and professional competence, ensuring that students are not only academically successful but also well-equipped for their future careers in the global marketplace. The insights gained here are not only relevant for Nakhchivan State University but also for the broader academic community, emphasizing the evolving nature of language education in the face of changing global demands.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThe research described in the manuscript, \u0026apos;Teaching English to Economy and Finance Majors at Nakhchivan State University,\u0026apos; was carried out with the approval of the Nakhchivan State University Ethics Committee. This study was granted ethical approval under the reference number NSUEC-2023/0012. All methods were performed in accordance with the relevant guidelines and regulations of the committee. Informed consent was obtained from all subjects involved in the study. Confidentiality and anonymity have been upheld in accordance with ethical standards, ensuring the privacy of all participants.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eEsanova , M. . 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Cogent Education, 8(1), 1881203.\u003c/li\u003e\n \u003cli\u003eTsunemoto, A., Trofimovich, P., \u0026amp; Kennedy, S. (2023). Pre-service teachers\u0026rsquo; beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research, 27(1), 115-136.\u003c/li\u003e\n \u003cli\u003eIvanova, P., Burakova, D., \u0026amp; Tokareva, E. (2020, May). Effective teaching techniques for engineering students to mitigate the second language acquisition. In Proceedings of the Conference \u0026ldquo;Integrating Engineering Education and Humanities for Global Intercultural Perspectives\u0026rdquo; (pp. 149-158). Cham: Springer International Publishing.\u003c/li\u003e\n \u003cli\u003eKosimov, A. (2022). THE SIGNIFICANCE OF MODERN TEACHING METHODS IN EFL CLASSROOM AND SECOND LANGUAGE ACQUISITION.(IN THE EXAMPLE OF FOCUS ON FORM AND FOCUS ON FORMS IN PRIMARY SCHOOLS). Involta Scientific Journal, 1(4), 157-164.\u003c/li\u003e\n \u003cli\u003eKartchava, E., Gatbonton, E., Ammar, A., \u0026amp; Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers\u0026rsquo; beliefs and practices. Language Teaching Research, 24(2), 220-249.\u003c/li\u003e\n \u003cli\u003eSun, Q., \u0026amp; Zhang, L. J. (2023). Examining the relative effectiveness of online, blended, and face-to-face teaching modes for promoting EFL teacher professional development. Porta Linguarum, 2023(December), 13-27. https://doi.org/10.30827/portalin.vi2023c.29619\u003c/li\u003e\n \u003cli\u003eChong, S. W., Isaacs, T., \u0026amp; McKinley, J. (2023). Ecological systems theory and second language research. Language Teaching, 56(3), 333-348.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (2023). INTERSECTING CULTURES IN ENGLISH LITERATURE: A NEW PARADIGM FOR INTERCULTURAL COMMUNICATION. International Journal of Philosophical Studies and Social Sciences, 3(5), 1-4.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (2023). Understanding Inversion and Detachment in English. Web of Semantic: Universal Journal on Innovative Education, 2(12), 45-52.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (Year). Task-Based Teaching, Learning, and Assessment in ELT: A Case Study of Innovative Practices. International Journal of Philosophical Studies and Social Sciences, 3(5), 25-33.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (Year). DIGITAL DYNAMICS: TRANSFORMING CLASSROOMS WITH ICT. Znanstvena misel journa, 34.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (Year). Effective Strategies in Primary Second Language Education. Preprints.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (Year). A Discussion of Simultaneous Interpretation, Its Challenges and Difficulties with Its Implementation. Znanstvena Misel, (Issue Number), 40-42.\u003c/li\u003e\n \u003cli\u003eAsadova, B. (2023). Phonetic Fluidity in English Pronunciation: Techniques for Native-Like Articulation. Norwegian Journal of Development of the International Science, (121), 81.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (2023). Enhancing Understanding of English Phrasal Verbs in First-Year ELT Students Through Cognitive-Linguistic Methods.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (2023). Enhancing Understanding of English Phrasal Verbs in First-Year ELT Students Through Cognitive-Linguistic Methods.\u003c/li\u003e\n \u003cli\u003eAlisoy, H. (2023). Echoes of Emotion: Exploring Exclamation Sounds across Global Languages. International Journal of Philosophical Studies and Social Sciences, 3(6), 36-45.\u003c/li\u003e\n \u003cli\u003eABBASOVA, K. (2023). THE CHALLENGES MASTER: GERMAN AS SECOND FOREIGN LANGUAGE AT NAKHCHIVAN STATE UNIVERSITY. International Journal of Philosophical Studies and Social Sciences, 3(6), 14-22.\u003c/li\u003e\n \u003cli\u003eNakhchivan, E. M. (2023). Phonetics and Phonology at NSU: Integrating the Eclectic Method in Transformative Student Research. Web of Semantics: Journal of Interdisciplinary Science, 1(2), 25-29.\u003c/li\u003e\n \u003cli\u003eAlisoy, H.A.H. (2023). Object Clauses and Difficulties in Their Translation. Nakhchivan State University, English and Translation Chair. https://doi.org/10.5281/zenodo.1056892\u003c/li\u003e\n \u003cli\u003eAlisoy, H. A. H. (2023). Reductions in English Grammar: Implications for ESL Learning. Nakhchivan State University, English and Translation Chair. https://doi.org/10.5281/zenodo.10506528\u003c/li\u003e\n \u003cli\u003eAlisoy, H. A. H. (2023). Exploring Nominal Clauses in Spoken Language: A Linguistic Analysis. Nakhchivan State University, English and Translation Chair. https://doi.org/10.5281/zenodo.10507232\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"English Language Teaching, Economic and Financial Terminology, Academic Performance, Language Learning Barriers, Specialized Curriculum Development","lastPublishedDoi":"10.21203/rs.3.rs-3870081/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3870081/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explores the English language learning challenges faced by first-year economy and finance students at Nakhchivan State University. Through surveys, interviews, and academic performance analysis, the research identifies key difficulties in vocabulary, grammar, pronunciation, and listening comprehension, and their impact on academic and professional proficiency. The findings suggest the need for specialized English teaching strategies tailored to these students' specific needs.\u003c/p\u003e","manuscriptTitle":"Teaching English to Economy and Finance Majors at Nakhchivan State University","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-01-19 02:46:24","doi":"10.21203/rs.3.rs-3870081/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e1c7cad8-7bdc-4fe8-ba06-c9f1f2abf1b1","owner":[],"postedDate":"January 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":28173613,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2024-01-19T02:46:24+00:00","versionOfRecord":[],"versionCreatedAt":"2024-01-19 02:46:24","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3870081","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3870081","identity":"rs-3870081","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}