This paper critically examines the current English language syllabus implemented for first-year students majoring in finance, economics, and taxation at the Tashkent Institute of Management and Economics (TIME). While the course aims to develop both general and professional English skills, it suffers from a lack of needs-based curriculum development and attempts to compress both general and business English instruction into a single academic year. Drawing upon classroom experiences and relevant pedagogical research, this paper argues for a redesigned two-year curriculum: one year dedicated to general English language acquisition, followed by a second year focusing on business and professional English relevant to the students' academic disciplines. The proposal is grounded in language acquisition theory, content-based instruction, and curriculum alignment with the Common European Framework of Reference for Languages (CEFR).  

Professional English skills, English instruction

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