Academic literature on the topic 'Or instructors of languages for specific purposes'
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Journal articles on the topic "Or instructors of languages for specific purposes"
1
Benchennane, Djamila. "Language teaching policy: General English and English for Specific Purposes." Global Journal of Foreign Language Teaching 14, no. 4 (2024): 250–61. https://doi.org/10.18844/gjflt.v14i4.9264.
Full textAbstract:
This study explores Algeria’s teaching policy concerning foreign languages, particularly French and English, within its educational system. Recognizing the critical role of languages in national development, Algeria has positioned French as the first foreign language to facilitate communication with the West and access technological advancements, while English serves as a second foreign language, mainly for business and professional communication through English for Specific Purposes (ESP). Despite these efforts, challenges persist in English language instruction, particularly in pronunciation, grammar, and vocabulary acquisition, as well as in the distinction between spoken and written English. Employing a descriptive research methodology, this study examines the historical trajectory of foreign language education in Algeria post-independence, with a focus on the current state of English language teaching. A case study was conducted on ESP learners at the University of Mascara to assess instructional effectiveness. Findings indicate that ESP instructors often lack specialization in the field, and learners’ specific needs are largely overlooked. Consequently, this research highlights the necessity of targeted pedagogical strategies and specialized training for ESP instructors to enhance learning outcomes. The study concludes with recommendations to improve English language teaching at the university level, emphasizing the need for an informed, needs-based approach to ESP instruction in Algeria. Keywords: General English; languages; specific English; teaching policy
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Sarré, Cédric, Poppy Skarli, and Anna Turula. "The pedagogy of languages for specific purposes: Developing key professional competences through a massive open online course for language teachers." Inovacije u nastavi 34, no. 4 (2021): 13–35. http://dx.doi.org/10.5937/inovacije2104013s.
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Although MOOCs dedicated to the teaching and learning of languages - Language MOOCs known as LMOOCs in the published literature - have gained popularity since 2008, this is not the case for language teacher education courses which are still rarely delivered in the form of MOOCs. Unsurprisingly, very little is therefore known about the effectiveness of such courses for Continuing Professional Development (CPD) and initial language teacher education. To fill this gap, a study was carried out based on a MOOC addressing the needs of current and prospective teachers of languages for specific purposes, which was designed by the consortium of the Erasmus+-funded CATAPULT project in 2019, and which has been run three times since its launch. The present study aims to probe the reactions of participants on the MOOC in terms of its usefulness and how it matched their reasons for joining. It is based on post-course surveys administered to course participants (n=50) as well as on feedback provided by instructors and on focus-group interviews with Teaching Assistants (n=4), whose role was to support instructors in providing feedback and comments in the third iteration of the course. Data analysis shows that if course participants' overall satisfaction has grown steadily between season 1 and season 3 of the course, it is partly because their initial objectives have been revised along the way. We also show that, from a MOOC designer's perspective, a combination of the xMOOC and cMOOC models seems to be relevant for any language teacher education MOOC and that creative solutions exist to address the issue of sufficient instructor presence in such online courses, however open and massive they may be.
3
Cumming, Alister. "ESL/EFL instructors' practices for writing assessment: specific purposes or general purposes?" Language Testing 18, no. 2 (2001): 207–24. http://dx.doi.org/10.1177/026553220101800206.
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Cumming, A. "ESL/EFL instructors' practices for writing assessment: specific purposes or general purposes?" Language Testing 18, no. 2 (2001): 207–24. http://dx.doi.org/10.1191/026553201678777086.
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Başara, Sinem, and Muzeyyen Nazli Gungor. "Instructors’ Beliefs About ESP Assessment: A Case Study." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44, no. 2 (2024): 1023–47. http://dx.doi.org/10.17152/gefad.1444003.
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With the world's increasing globalization, English has become the most widely used language for communication, and English for Specific Purposes (ESP) has begun to receive more attention in the twenty-first century due to the effects of globalization and an increase in the need for skilled workers. English for Specific Purposes is a specialized branch of English language learning that focuses on teaching English in particular fields. The assessment process must be customized to the unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly impact on how students are taught and assessed in this subject. Previous research has concentrated on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP assessment have not received enough attention. As a result, the study's goal is to investigate the instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a state university’s College of Foreign Languages serve as a sample for this qualitative case study. Semi-structured interviews and seven weeks of reflective journaling were used to gather the data. According to the results, participants believe that ESP assessment has specificity, and it is valuable and accountable. It is also believed that ESP assessment lacks students’ motivation and requires adaptation. The school policy, student motivation, and teacher performance in ESP assessment have influenced these beliefs. To conclude, teacher participation and education are necessary for ESP assessment.
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Abdat, Yassamina. "Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction." Contemporary Educational Researches Journal 14, no. 1 (2024): 28–37. http://dx.doi.org/10.18844/cerj.v14i1.9338.
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Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts.
 Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.
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Abdat-Hadjadj, Yassamina. "Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction." International Journal of Learning and Teaching 16, no. 1 (2024): 15–24. http://dx.doi.org/10.18844/ijlt.v16i1.9348.
Full textAbstract:
Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts. Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.
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Killman, Jeffrey. "Book Review: Ruggiero, Diana (2022). Teaching World Languages for Specific Purposes: A Practical Guide. Georgetown University Press, pp. 121." Revista de Lenguas para Fines Específicos, no. 29 (June 14, 2023): 177–81. http://dx.doi.org/10.20420/rlfe.2023.623.
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In Teaching World Languages for Specific Purposes: A Practical Guide, the author, Diana Ruggiero, Associate Professor of Spanish at the University of Memphis, draws on her over 10 years of experience designing and teaching Spanish as a world language for specific purposes (WLSP) in American higher education. Though Spanish in the US is the context within which she works, the book is intentionally written to be applicable to the teaching of all WLSPs and not just in the US context of higher education. The book also sets out to be useful to foreign languages instructors of all backgrounds that already have a foundation in language teaching in general and encourages them to build their own WLSP courses using their unique strengths and perspectives. Chapters 1-4 provide context for teaching WLSP, addressing issues such as the definition, scope, and benefits of WLSP, as well as preparation to teach WLSP. Chapters 5-11 address curricular development in community service learning (CSL), to which the author devotes considerable attention, the integration of WLSP into foreign languages classes, interpreting, culture, heritage language learners, and WSLSP during COVID-19. Lastly, the book concludes with a collection of teaching materials appendices ranging from specific online and print resources to a sample syllabus, lesson plans, assignments, and assessments.
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Oksana, Chaika (Čajka). "Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction." International Journal of Social Science and Human Research 04, no. 10 (2021): 2703–8. https://doi.org/10.5281/zenodo.5556323.
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The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of sociocultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.
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Kariyeva, Dilafruz. "Teaching Foreign Language for Specific Purposes: Teacher Development." European Journal of Higher Education and Academic Advancement 1, no. 11 (2024): 42–50. https://doi.org/10.61796/ejheaa.v1i11.939.
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Objective: This study examines the unique roles, challenges, and methodologies of English for Specific Purposes (ESP) teachers compared to general foreign language instructors. By addressing specific professional and educational needs, ESP teachers require not only expertise in language teaching but also flexibility in adapting to various professional fields. Methods: The study utilizes a theoretical and qualitative approach, drawing on an extensive literature review to analyze definitions, key features, and classifications of ESP. It includes a content analysis of teaching theories, course design principles, and the role of ESP practitioners, with an emphasis on practical applications across professional contexts. Results: Findings reveal that ESP teachers, while not experts in specialized fields, are instrumental in equipping students with the skills to engage with authentic, field-specific information. They rely on adaptive teaching frameworks and collaborate with subject-matter experts for up-to-date and relevant materials. Novelty: The study underscores the importance of establishing a support network for ESP teachers to facilitate information exchange and professional growth, addressing their frequent isolation from specialized field professionals and fellow educators.
Dissertations / Theses on the topic "Or instructors of languages for specific purposes"
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Юрченко, Світлана Олександрівна, Светлана Александровна Юрченко, and Svitlana Yurchenko. "Teaching foreign languages for specific purposes: terms and realities." Thesis, National aviation university, 2021. https://er.nau.edu.ua/handle/NAU/51167.
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The thesis gives comparative analysis of terms and realities through the prism of their belongingness to particular lexical groups, which can, respectively, be classified as different parts of vocabulary. Stylistic, etymological and functional differences between terms and realities are also highlighted. The main accent is placed on the importance of knowing both terms and realities in order to be an effective user of a foreign language for specific purposes.<br>Дані тези дають порівняльний аналіз термінів та реалій через призму їхньої приналежності до певних лексичних груп, які, відповідно, можуть бути класифіковані як різні частини лексики. Виділено також стилістичні, етимологічні та функціональні відмінності між термінами та реаліями. Основний акцент робиться на важливості знання як термінів, так і реалій задля ефективного володіння іноземною мовою професійного спрямування.<br>В данных тезисах дается сравнительный анализ терминов и реалий через призму их принадлежности к определенным лексическим группам, которые, соответственно, могут быть отнесены к разным частям словарного запаса. Также выделены стилистические, этимологические и функциональные различия между терминами и реалиями. Основной акцент делается на важности знания терминов и реалий для эффективного использования иностранного языка в профессиональных целях.
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Smitsdorff, Lynelle. "Complexity in adult task-based language teaching for specific purposes supporting doctor patient conversation in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2600.
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Thesis (MA (African Languages))--Stellenbosch University, 2008.<br>The purpose of this study is to apply relevant and up-to-date theories concerning
language learning and acquisition to the specific needs of second-language learners of
isiXhosa in the field of health sciences through microanalysis of doctor-patient dialogues
in isiXhosa.
This study explores a task-based approach to language learning and teaching that
differs from traditionally applied methods. In this approach, the performance of a task is
regarded as the key feature in the language-learning process. This is in accordance with
the central aim of the task-based approach to language learning and teaching, which is
to transform the prescribed roles of teachers and learners in the classroom context so
that learners move from being passive observers to being actively involved in their own
learning processes, and teachers become facilitators and not presenters of the
language.In an endeavour to exploit the possibilities of tasks in the teaching and learning of
isiXhosa for health sciences needs, this study investigates the various components that
comprise a task as well as the possible effects that these components may have on
language learning and use. The results of the study could then provide teachers of
second-language courses with specific notions and strategies, which, when successfully
applied, could ensure optimal language learning and acquisition for language learners.
To expand the study, an analysis is conducted regarding the presence and nature of
cognitive complexity and syntactic complexity in authentic doctor-patient dialogues in
isiXhosa. The classification of these conversations will serve to inform the manner in
which tasks could be sequenced in a task-based language teaching course for second-language learners.
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Steenkamp, Andries Willem. "Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1247.
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Thesis (DLitt (African Languages))--University of Stellenbosch, 2009.<br>This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...
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Capocchi, Ribeiro Maria Alice de Fatima. "A New Perspective into Languages for Specific Purposes (LSP) Syllabus Design : Target language learningpromoting thedevelopment of refugee employability competencies." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106924.
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This thesis reports on a meta-analysis of the most relevant employabilitycompetencies to foster refugees’ labour integration which may be potentiallyleveraged through a target language for specific purposes (LSP)MOOCsyllabus. Italso suggests to group the thus identified employability competencies into threecategories tofurther supportLSPMOOC syllabus design and implementation.Themethodology of meta-analysis was based on Cooper’s (2017) five-stage model andguided by exploratory data analysis (EDA) of a dedicated research corpus that wasspecifically tailored for this study. Three data mining tools were used to performnatural language pre-processing and pattern extraction, directed by key terms(employability, competency, competencies, skill, ability, abilities, vocational,refugee,andlabour) used in various query combinations and limiters. IterativeEDApost-processing of metadata generated by these tools, based ontheoretical andsemantic sorting and integration, led to 21 re-aggregated clusters of employabilitycompetencies and the suggested categories for grouping them.The present studyshows that the broader capillarity of data and text mining tools, as well as ofEDA,can contribute toa more encompassing view of employability competencies and oftheLSP as a tool-competency, hence to a greater capillarity ofcompetency-basedVET(Vocational Education and Training) syllabus design, particularly the proposedinnovative type ofLSPMOOC syllabus.<br><p>Examination Seminar held by Zoom given that it was a Distance Programme</p>
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Su, Hsiu-Hui. "English for specific purposes (ESP) in four technological and vocational higher education institutions in Taiwan, with particular reference to the Department of Applied Foreign Languages." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5493.
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This thesis examines problems in the teaching of English for Specific Purposes(ESP) in four technological and vocational higher education institutions in Taiwan,with particular reference to the Department of Applied Foreign Languages - English (DAFL-E)/ Department of Applied English (DAE), a newly established department intended to meet the high demand in the job market for English specialists with adequate business knowledge. The Department provides courses in English for specific purposes, in this study, for business purposes. However, students' low English proficiency results in inadequate meeting of the needs of industry. To understand ESP and the problems that arise in the DAFL-E/DAE, the writer conducted interviews with the Heads and teachers, and surveyed students, in four selected institutions, to seek their views and attitudes towards the work of the Departments and the difficulties they confronted. The policies regarding new teacher qualification requirements and discontinuation of the 5-year junior college programmes were reviewed. It was found that the DAFL-E/DAE face many challenges. First, specific goals and distinctive features have not been established. ESP is neither recognised nor its specific purposes served. Teacher training to teach ESP is also not developed. Secondly, the departments do not adequately prepare students for future employment, in terms of course design, English proficiency qualification and industrial placement. Students express dissatisfaction towards the Departments. Recommendations are made to the departments, teachers and students with respect to teacher training, team teaching, course design, needs analysis, English proficiency qualification and industrial placement. It is concluded that ESP should be incorporated in business-related English courses, in order to promote satisfactory attainment in English competence and business-related knowledge, and so contribute effectively to meeting the growing demands of industry.
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Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
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Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
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Ramos, André Gonçalves. "FALANTES DE PORTUGUÊS URUGUAIO APRENDENDO PORTUGUÊS BRASILEIRO: ANÁLISE DE NECESSIDADES DE AGENTES PENITENCIÁRIOS URUGUAIOS." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/9933.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Language for Specific Purposes (LSP) is the approach used in the Centro de Ensino e Pesquisa
de Línguas Estrangeiras Instrumentais (CEPESLI/UFSM) for the development and implementation of
Portuguese courses to Uruguayan Federal Agents, supported by Brazil‟s Ministry of Foreign Affairs.
The current project aims at teaching Portuguese to correctional officers in order to prepare them to
interact with Brazilians convicts either when living or passing by Uruguay. In this context, given the
fact that most of the border prison guards are native speakers of Uruguayan Portuguese (PU), a variety
of Brazilian Portuguese, we found it relevant to investigate further their learning needs in learning that
variety. Hence, this study aims to present a Needs Analysis for teaching/learning Brazilian Portuguese
to/by Uruguayan Portuguese speakers. For that purpose, we initially proceeded to study the
characteristics of the border Uruguay-Brazil and Uruguayan Portuguese in their historical, linguistic,
social and political aspects (CARVALHO, 2003a, 2003b, 2007, 2008, 2010; MILÁN, SAWARIS e
WELTER, 1996; e STURZA, 2005, 2006, 2014). Since we also based our research on the Language
for Specific Purposes Approach, we present its history, characteristics and a review or the
bibliography on the teaching of Portuguese as a Foreign Language according to this approach
(HUTCHINSON e WATERS, 1987; e DUDLEY-EVANS e ST. JOHN, 1998). Regarding the
methodology to identify the UP speakers‟ beliefs we followed Barcelos (1995, 2000, 2001, 2004,
2006, 2007) and Pajares (1992); and Error Analysis (CORDER, 1967, 1971; SANTOS GARGALLO,
2004) to analyze the linguistic production in Portuguese of Uruguayan PU speakers, in contrast to the
Brazilian Portuguese. The subjects of this study were four Uruguayan prison officers, all men, at Cerro
Carancho, in Rivera-ROU. The results indicate that the correctional officers should learn the Brazilian
Portuguese variety specifically to communicate with Brazilians who are in Uruguayan prisons; it also
showed that subjects believe they need to learn to write in Portuguese, fix some aspects of their speech
and learn ("improve") their Portuguese to speak to Brazilians who are not from the border area.
Finally, the analysis shows that the subjects ignore the origins of their native language, what might be
useful in the learning of Brazilian Portuguese as well as it would be to know about some varieties of
Portuguese; that they need to cope some linguistic and sociolinguistic problems related to the use of
stigmatized forms and errors of relevance and/or discursive errors.<br>A Abordagem Instrumental de ensino de línguas é a base teórica utilizada pelo Centro de
Ensino e Pesquisa de Línguas Estrangeiras Instrumentais (CEPESLI) na elaboração e execução dos
cursos relacionados aos projetos do Ministério das Relações Exteriores do Brasil para a capacitação
em português como língua estrangeira instrumental de agentes do governo uruguaio. O projeto que se
desenvolve atualmente diz respeito à capacitação de agentes penitenciários, com o intuito de lhes
proporcionar conhecimento instrumental de português para interagir em português com brasileiros
residentes ou de passagem pelo Uruguai. Nesse contexto, tendo em vista o fato de que grande parte
dos agentes penitenciários fronteiriços é falante de uma variedade de português, o português uruguaio
(PU), consideramos relevante investigar mais a fundo suas necessidades de aprendizagem do
português utilizado no Brasil (PB). Assim, este trabalho teve como objetivo apresentar uma Análise de
Necessidades para o ensino/aprendizagem de PB a falantes de PU. Para tanto, inicialmente
procedemos ao estudo das características da fronteira Uruguai-Brasil e do português uruguaio em seus
aspectos histórico, linguístico, social e político (CARVALHO, 2003a, 2003b, 2007, 2008, 2010;
MILÁN, SAWARIS e WELTER, 1996; e STURZA, 2005, 2006, 2014; etc.). Também buscamos
como referência teórica os pressupostos da abordagem instrumental, seu histórico, suas características
gerais e seu vínculo com o ensino de português como língua estrangeira para o público em geral e para
falantes de PU (HUTCHINSON e WATERS, 1987; e DUDLEY-EVANS e ST. JOHN, 1998; etc.).
Com relação à metodologia, utilizamos o estudo de crenças (BARCELOS, 1995, 2000, 2001, 2004,
2006, 2007; PAJARES, 1992, etc. ) para levantar as crenças de falantes de PU sobre o uso e a
aprendizagem de português; e a Análise de Erros (CORDER, 1967, 1971; SANTOS GARGALLO,
2004; etc.) para analisar a produção linguística em português de agentes penitenciários uruguaios,
falantes de PU, em contraste com o PB. Os sujeitos participantes desse estudo foram quatro agentes
penitenciários uruguaios, homens, funcionários da penitenciária Cerro Carancho, localizada na cidade
de Rivera-ROU. Os resultados indicaram que os sujeitos precisam aprender a variedade brasileira do
português (PB) com fins específicos para se comunicar com brasileiros que se encontram em situação
de privação de liberdade nas penitenciárias uruguaias; evidenciou também que os sujeitos acreditam
que precisam aprender a escrever em português; corrigir alguns aspectos da fala; e aprender
( melhorar ) português para usar com brasileiros que não são da fronteira. Por último, as análises
evidenciaram que os sujeitos necessitam aprimorar seus conhecimentos sobre a origem de sua língua
materna; sobre as variedades do português e alguns problemas linguísticos e sociolinguísticos
relacionados ao uso de formas estigmatizantes e erros de pertinência e/ou discursivos.
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Lobo, Moana de Lima e. Silva. "O ensino de português para fins específicos no Programa Mais Médicos para o Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-19032018-112257/.
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Sabendo-se que a gramática e o dicionário são instrumentos linguísticos que contribuem para o processo de gramatização das línguas (AUROUX, 1992) e que no Brasil esse processo se desenvolveu em cinco momentos, quatro deles propostos por Orlandi & Guimarães (2001) e o quinto proposto por Zoppi-Fontana (2004, 2007), esta tese analisa o livro didático Diga trinta e três... em português! (aplicado no curso de Português como Língua Estrangeira do Programa Mais Médicos para o Brasil, nos Módulos de Acolhimento e Avaliação que ocorreram no Brasil e em Cuba), que pode ser considerado um instrumento linguístico norteador no processo de ensino-aprendizagem do PLE, corroborando para o quinto momento do processo de gramatização do português brasileiro. Tomando por base as características do pós-método ao propor uma atitude reflexiva na atitude do professor sobre a sua prática pedagógica, com o objetivo de um ensino que corresponda às reais necessidades do aluno, adotou-se o Ensino de Línguas para Fins Específicos, que assume a língua como instrumento/meio para um desempenho eficaz na situação-alvo, possibilitando a aprendizagem de língua para o cumprimento de tarefas em contextos específicos (RAMOS, 2005), como aporte teórico na análise do livro didático em questão. Assim, com o auxílio da pesquisa qualitativa de cunho etnográfico e interpretativista, geraram-se os dados possíveis para o desenvolvimento dessa análise, que contou com o olhar da professora-pesquisadora sobre o livro didático, as contribuições de outros professores que atuaram nesse mesmo contexto, por meio de questionários, e as anotações do diário de pesquisa. Como conclusão desta pesquisa, é possível afirmar que o livro didático Diga trinta e três... em Português! configura-se como um instrumento linguístico desenvolvido para uma finalidade específica no que tange o ensino de Português como Língua Estrangeira aos médicos intercambistas, mas também que se situa na condição do pensamento desenvolvido na era do pós-método, ao permitir que o professor, em sua prática pedagógica, assuma um perfil reflexivo, priorizando o papel do aluno como agente na construção do seu conhecimento.<br>It is known that grammar and the dictionary are linguistic instruments that contribute to the process of grammatization of languages (AUROUX, 1992) and that in Brazil this process has developed in five moments, four of them proposed by Orlandi & Guimarães (2001) and fifth proposed by Zoppi-Fontana (2004, 2007), this dissertation analyzes the textbook Diga trinta e três... em português! (applied in the course of Portuguese as a Foreign Language of the Programa Mais Médicos para o Brasil, in the Modules of Reception and Evaluation that took place in Brazil and Cuba), which can be considered a guiding linguistic instrument in the teaching-learning process of PFL, corroborating for the fifth moment of the process of grammatization of Brazilian Portuguese. Based on the characteristics of the post-method in proposing a reflexive attitude in the attitude of the teacher about his/her pedagogical practice, with the objective of a teaching that corresponds to the real needs of the student, it was adopted the Teaching of Languages for Specific Purposes, which assumes the language as an instrument/mean for an effective performance in the target situation, enabling language learning to fulfill tasks in specific contexts (RAMOS, 2005), as a theoretical contribution in the analysis of the textbook in question. Thus, with the aid of qualitative research of an ethnographic and interpretative nature, the available data for the development of the analysis were generated, which counted on the teacher-researchers view on the didactic book, contributions of other teachers who acted in the same context, through questionnaires, and field diary. As a conclusion to this research, it is possible to state that the textbook Diga trinta e três... em Português! is configured as a linguistic instrument developed for a specific purpose in what concerns the teaching of Portuguese as a Foreign Language to the exchange doctors, but also that it is situated in the condition of the thought developed in the postmethod era, by allowing the teacher, in his pedagogical practice, assume a reflexive profile, prioritizing the students role as an agent in the construction of his knowledge.
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Fanou, Codjo Charlemagne. "Les supports dans l'enseignement/apprentissage de l'anglais de spécialité dans un environnement francophone : cas de l'anglais des filières d'économie et de gestion." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00713654.
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Cette thèse essaie d'établir un lien entre les supports utilisés dans l'enseignement/apprentissage de l'anglais de spécialité et les chances d'une appropriation effective par les apprenants. Basée sur le concept d'apprenabilité/enseignabilité de Pienemann et celui de zone proximale de développement(ZPD) de Vygotsky entre autres, cette recherche-action a permis de découvrir que les documents authentiques sont généralement d'un accès très difficile pour les apprenants, et que les documents fabriqués sont généralement plus accessibles mais requièrent des tâches à consignes claires et sans ambiguïté pour constituer de l'input compréhensible et permettre qu'il y ait réellement apprentissage. Toutefois, les apprenants censés être des experts dans le domaine de spécialité ne le sont souvent pas, et dans un tel environnement, où parfois ni l'enseignant, ni les apprenants, ne sont experts dans le domaine de spécialité, et où les résultats attendus sont généralement au-delà de la ZPD des apprenants, même avec des documents fabriqués accompagnés de tâches appropriées, l'enseignement de l'anglais de spécialité ne peut se faire avec beaucoup de succès. Dans ces conditions, faire travailler les apprenants, en autonomie ne suffit pas pour garantir la réussite de l'apprentissage. D'où la nécessité, non seulement de revoir le contenu des enseignements et de les faire cadrer véritablement avec les connaissances des apprenants dans la (les) matières(s) de spécialité, mais aussi de permettre aux enseignants de s'approprier le concept de la nécessaire autonomisation des apprenants, pour en faire un concept partagé de tous, et pour que les apprenants se mettent effectivement à apprendre.
Books on the topic "Or instructors of languages for specific purposes"
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Wendy, Scott, Mühlhaus Susanne, Centre for Information on Language Teaching and Research., and Kingston University. School of Languages., eds. Languages for specific purposes. CILT in association with Kingston University School of Languages, 1994.
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Douglas, Dan. Assessing language for specific purposes. Cambridge University Press, 2000.
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Bloor, Meriel. Languages for specific purposes: Practice and theory. Centre for Language and Communication Studies, Trinity Col, 1986.
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Macià, Elisabet Arnó, Antonia Soler Cervera, and Carmen Rueda Ramos, eds. Information Technology in Languages for Specific Purposes. Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-28624-2.
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Bloor, Meriel. Languages for specific purposes: Practice and theory. Trinity College Dublin, Centre for Language and Communication Studies, 1986.
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1936-, Howard Ron, and Brown Gillian, eds. Teacher education for languages for specific purposes. Multilingual Matters, 1997.
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Bloor, Meriel. Languages for specific purposes: Practice and theory. Trinity College, Centre for Language and Communication Studies, 1986.
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Kennedy, Chris. English for specific purposes. Modern English Publications [i.e. PhoenixELT], 1996.
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Bárcena, Elena, Timothy Read, and Jorge Arús, eds. Languages for Specific Purposes in the Digital Era. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02222-2.
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Dita, Gálová, ed. Languages for specific purposes: Searching for common solutions. Cambridge Scholars, 2007.
Find full textBook chapters on the topic "Or instructors of languages for specific purposes"
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Anthony, Laurence. "Evaluating learners, instructors, courses, and programs in ESP." In Introducing English for Specific Purposes. Routledge, 2018. http://dx.doi.org/10.4324/9781351031189-8.
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Isani, Shaeda. "English for legal purposes and domain-specific cultural awareness." In Researching Specialized Languages. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.47.12isa.
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Flowerdew, John. "Some dichotomies in genre analysis for Languages for Specific Purposes." In Researching Specialized Languages. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.47.11flo.
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Hoffmann, Lothar. "77. Research on Languages for Special/Specific Purposes." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, and Peter Trudgill. De Gruyter, 1987. http://dx.doi.org/10.1515/9783110858020-083.
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Hoffmann, Lothar. "77. Research on Languages for Special/Specific Purposes." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, and Peter Trudgill. De Gruyter, 1987. http://dx.doi.org/10.1515/9783110858020-084.
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Grosse, Christine Uber. "Insights and innovation from languages for specific purposes." In Chinese for Business and Professionals in the Workplace. Routledge, 2022. http://dx.doi.org/10.4324/9781003014690-3.
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Kavanoz, Suzan. "Use of Action Research as a Viable Paradigm for the Professional Development of ESP Instructors." In English for Specific Purposes Instruction and Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_13.
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Bordet, Geneviève. "Corpora, Translation, and Teaching of Languages for Specific Purposes." In The Routledge Handbook of Corpus Translation Studies. Routledge, 2024. http://dx.doi.org/10.4324/9781003184454-27.
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Liégeois, Vince, Pierre-Yves Modicom, and Lisa Bonne. "Chapter 6. Construction grammar in domain-specific discourse." In Constructional Approaches to Nordic Languages. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.37.06lie.
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Within various frameworks interested in domain-specific language, like language for specific purposes (LSP) research and discourse linguistics, the insights provided by CxG-theory have led to the question of whether constructions can have domain-specific manifestations. Even though many linguists would, intuitively, answer this question positively, little empirical research can be found to back up this hypothesis, which is especially true for Scandinavian linguistics. To this aim, we conducted a contrastive (Swedish – Norwegian – Dutch) corpus-based analysis of existential constructions (e.g., Eng., there are some books on the table) within the specialized domain of weather reports. The analysis sets out to uncover (a) what their contextual-constructional features are, (b) how these can be linked to the domain and (c) whether these features appear across different languages.
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Macià, Elisabet Arnó, Antonia Soler Cervera, and Carmen Rueda Ramos. "The Role of Information Technology in Languages for Specific Purposes: Some Central Issues." In Educational Linguistics. Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-28624-2_1.
Full textConference papers on the topic "Or instructors of languages for specific purposes"
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Allen, Christopher Michael, and Maria Maria del Carmen Boloña. "Collegial evaluation of online English for Specific Purposes (ESP) courses." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16926.
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This paper reports on a joint pilot study project between two universities in Ecuador and Sweden to develop a practical working framework for the evaluation of each respective institution’s online/blended courses in English for Specific Purposes (ESP). The basis for the evaluation is the Conversational Framework (Laurilland, 2012), later developed in the form of a MOOC course in online and blended learning. This course is offered by the Future Learn social learning platform, which offers a large variety of online courses from a consortium of universities worldwide. The teaching and learning of ESP is characterised as the development of learner concepts and practice through interaction between the instructor and learner peers through collaboration and interaction. The learning process in ESP is envisaged using the Conversational Framework in terms of six basic learning types: acquisition, collaboration, discussion, inquiry/investigation, practice, and production. Our work reports on the process of assessing each other’s online courses in terms of the extent to which opportunities are provided for students to engage in these learning types. Results from this pilot study suggest that the Conversational Framework can provide a simple, robust, and transparent basis for the initial evaluation of online courses.
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Ilić, Dragana, and Katarina Lazić. "THE ROLE OF DIALOGUE IN ENGLISH FOR SPECIFIC PURPOSES INSTRUCTION AT THE FACULTY OF FORESTRY." In Proceeding of the Thirteenth International Conference at the Faculty of Foreign Languages. Alfa BK University Belgrade, 2024. https://doi.org/10.46793/lld24.256i.
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The importance of dialogue in English for Specific Purposes (ESP) instruction is growing as the focus of teaching shifts towards enhancing communicative skills that are crucial for students as future professionals. In the context of ESP learning and teaching at the Department of Landscape Architecture of the Faculty of Forestry in Belgrade, it is evident that students require communicative skills significantly more than grammatical accuracy and advanced vocabulary. These skills are essential for conveying complex design concepts in real-world professional situations, collaborating with colleagues and clients, presenting project plans, and negotiating. In this context, dialogue not only fosters a dynamic exchange of ideas and increases interactivity and student engagement, but also allows students to refine their language skills and adapt communication strategies to various contexts within landscape architecture projects. The aim of this research, conducted in the form of a questionnaire survey, was to identify and analyze students' attitudes towards the importance and role of dialogue in ESP instruction, as well as to assess their motivation to participate in such activities. Based on the responses and discussions in small groups, the study proposes ways to overcome the challenges students identify as the biggest obstacles to engaging in dialogic activities. The survey results indicate that students of Landscape Architecture are aware of the importance of improving their English skills for their future profession. They consider speaking and listening to be the most important skills to develop and prefer participating in small group activities (4-5 students). They are most motivated to engage in dynamic, interactive activities that require teamwork and collaboration, with the goal of reinforcing the profession-related terminology they have learned. Conversely, they show the least motivation for activities involving debates, simulations, presentations, and similar formats. Based on the factors students cite as the most common barriers to participating in dialogic activities, we can conclude that instructors should ensure that the instructions for these activities are clear and simple, the goals of the activities well- defined and explicit, the topics relevant to the future profession, roles and tasks clearly divided, the workload equally distributed among all participants, and the activity itself not overly complex or demanding. Fulfillment of these conditions can create a more relaxed working atmosphere, which should reduce the fear of making mistakes and increase collaboration among students.
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Dimitriu, Anda, and Lorena clara Mihaes. "BUSINESS ENGLISH IN THE AGE OF TECHNOLOGY - A REAPPRAISAL OF THE TRADITIONAL FRAMEWORK." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-133.
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Based on the dual hallmarks of flexibility and adaptability, English for Specific Purposes, or ESP, proposes methods of teaching which are anchored in the immediate reality of the students who will be instructed and will, subsequently, benefit from the use of real-life linguistic scenarios. This means that, as the world keeps changing and technology keeps evolving, the instructors of ESP classes are relentlessly searching for new and better teaching methods, designed especially to strengthen the language skills of a small number of participants involved in the learning process. And without a doubt, the abovementioned methods now rely heavily on the introduction of technology, be it in the form of computers, tablets or smartphones, into the daily interaction between instructors and students, as well as among the latter. Designed as the first part of a two-article study, this paper will deal with the specific case of students who are enrolled in Business programmes (Administration or Management) by providing an overview of these students' weak and strong points, as well as specific examples of how integrating technology in the curriculum builds up the skills with which they commonly struggle. Dedicated entirely to a group of individuals who are most frequently competent speakers and only average writers, the methods and examples of tasks depicted in this article are exclusively tailored to bring a twofold advantage to the ESP class: on the one hand, they boost reading and writing skills and, on the other, they engage students by the use of computers or mobile devices.
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Dimitrov, Dimitar, and Ivaylo Penev. "DESIGN OF A TRAINING COMPILER FOR INCREASING THE EFFICIENCY OF LANGUAGE PROCESSORS LEARNING." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-077.
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The paper presents the design of a training compiler which is developed for the purposes of education in compilers and language processors in computer science courses. The presented compiler has the following main advantages compared to known training compilers used in various universities - a simplified modular structure and the building of an explicit abstract syntactic tree of the input program. The modules in the compiler structure are lexical analyzer, syntactic analyzer, semantic analyzer and code generator. This separation allows students to effectively study the main stages of compilation - lexical analysis, parsing, semantic analysis and code generation. Building and visualizing an explicit abstract syntax tree helps students to understand the translation of the program into the compiler's front-end and make the transition to the compiler's back-end. The compiler translates a program written in a high-level language into virtual machine code. An interpreter to execute the generated virtual machine code is also presented. The presented design is compared to other known training compilers used in various university courses. The input language is procedurally oriented and is a subset of the C and Java languages, which makes it easier for students to use it. Language has enough resources to solve many practical problems. The input program for the compiler is a sequence of definitions of variables and functions. The language of the training compiler is strongly typed. Variables, constants and expressions are related to a specific type. Input-output operations require a certain type of arguments, arithmetic-logical operations are defined for specific types of arguments and type of returned result. At the end of the paper are presented the results of the work of the training compiler in translating a sample input program to code for a virtual machine. The results demonstrate the output of each compiler module - a token stream, an abstract syntax tree, and a set of virtual machine instructions. The structure of the presented training compiler can be used for different input languages in training on compilers and language processors.
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Colibaba, Luciacintia, Anca cristina Colibaba, Jan Pawlowski, and Stefan Colibaba. "E-LEARNING IN ICT AND AGRICULTURE." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-106.
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Encouragement of European labor mobility is one of the key challenges in the 21st century. The article “E-learning in ICT and Agriculture” has as main objective the description of the results obtained in the LaProf project and the processes that lead to their development. LaProf (www.laprof.eu) project has responded to this challenge by developing computer-mediated multilingual language learning exercises for specific purposes and the overall concept of migration process. LaProf was a multiliteral project that aimed at promoting language awareness to immigrating workforces in two particular sectors, ICT and agriculture. The main goal was to provide free access to language learning resources that would help candidate immigrants get more familiarized with the terminology and cultural issues in their sectors, through developing and disseminating a number of language learning exercises. The main idea of the project was to encourage ICT teachers living in Estonia (and Baltics in general) to learn Finnish and give them assistance in an overall immigration process to Finland by increasing their knowledge about working environment and culture of the target country. Accordingly, LaProf aimed to teach Greek and cultural issues to agricultural specialists living in Romania, who want to move and work in Greece. Significant attention was given to encouraging the learning of under-representing European languages (Finnish and Greek) as foreign languages in order to help European citizens from Estonia and Romania to understand better the working environment and culture of the targeted countries (i.e. Finland and Greece). This objective is in accordance with one of the European Label national priorities: foreign languages as preparation for the work market, language skills increasing the possibility of obtaining a better job, at national and even international level. In addition, the instructions of LaProf language learning exercises are translated into widely spoken EU languages (English and French) as well as into Hungarian, Romanian, Estonian and Russian, which are notably less widely used and taught languages in Europe. To reinforce the acquisition of language and cultural competencies by its targeted user groups, as well as to raise awareness for the targeted languages, LaProf developed and promoted language learning methodologies and resources that motivate the particular categories of language learners, in order to enhance their capacity for language learning. As the main output 656 interactive language learning exercises were developed for its clearly defined user groups. A series of piloting tests were applied to a specified target group, the final outputs being thus optimized to the maximum. The targeted learning resources are focused on language learning of the targeted languages, but also reflect the embedded cultural context of the destination countries and sectors. The following key results were achieved: • A language learning framework outlining the background, topics, working culture, and relevant terminology of the targeted sectors and destination countries; • A variety of multilingual language learning exercises (translated and adapted in English, French, Romanian, Hungarian, Estonian, and Russian) are publicly available and accessible online; • Additional learning resources such as Learner’s Guide, Teacher’s Guide, Manual of Tools, WebQuest containing the background knowledge that learners should have before taking the language learning exercises, culture-aware resources that will facilitate their preparation for immigration in the destination countries, as well as pedagogical and technical guidelines for the language teachers; • Two online platforms: (1) the LaProf Web portal and (2) the LaProf Wiki page through which interested users are able to easily search, identify, retrieve and use language learning exercises in a digital format. These platforms contain also an online tool through which all producers of digital resources on language learning for the targeted communities are able to upload their resources, describe them with appropriate metadata in English and in their languages, and to make them publicly available via the LaProf Web portal for all interested users to find.
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Beļicka, Līga, and Tatjana Bicjutko. "Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.73.
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The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.
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Liebeskind, Chaya, and Giedre Valunaite Oleskeviciene. "Corpus Processing of Multi-Word Discourse Markers for Advanced Learners." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5125.
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Aim/Purpose. The most crucial aspects of teaching a foreign language to more advanced learners are building an awareness of discourse modes, how to regulate discourse, and the pragmatic properties of discourse components. However, in different languages, the connections and structure of discourse are ensured by different linguistic means which makes matters complicated for the learner. Background. By uncovering regularities in a foreign language and comparing them with patterns in one’s own tongue, the corpus research method offers the student unique opportunities to acquire linguistic knowledge about discourse markers. This paper reports on an investigation of the functions of multi-word discourse markers. Methodology. In our research, we combine the alignment model of the phrase-based statistical machine translation and manual treatment of the data in order to examine English multi-word discourse markers and their equivalents in Lithuanian and Hebrew translations by researching their changes in translation. After establishing the full list of multi-word discourse markers in our generated parallel corpus, we research how the multi-word discourse markers are treated in translation. Contribution. Creating a parallel research corpus to identify multi-word expressions used as discourse markers, analyzing how they are translated into Lithuanian and Hebrew, and attempting to determine why the translators made the choices add value to corpus-driven research and how to manage discourse. Findings. Our research proves that there is a possible context-based influence guiding the translation to choose a particle or other lexical item integration in Lithuanian or Hebrew translated discourse markers to express the rhetorical domain which could be related to the so-called phenomenon of “over-specification.” Recommendations for Practitioners. The comparative examination of discourse markers provides language instructors and translators with more specific information about the roles of discourse markers. Recommendations for Researchers. Understanding the multifunctionality of discourse markers provides new avenues for discourse marker application in translation research. Impact on Society. The current study may be a useful method to strengthen students’ language awareness and analytic skills and is particularly important for students specializing in English philology or translation. Beyond the empirical research, an extensive parallel data resource has been created to be openly used. Future Research. It should be noted that the observed phenomenon of “over-specification” could be analyzed further in future research.
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Hakimova, Nargiza Hamzayevna, and Nargiza Rasuljanovna Ismatullayeva. "ENGLISH FOR ACADEMIC/ SPECIFIC PURPOSES: BENEFITS AND DRAWBACKS." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-84.
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As the knowledge of English language is significant today , one of the serious issue is whether English for academic purposes and English for specific purposes could be applied for every sphere from work to academic world . What are the benefits and drawback of these ways of learning and other questions will be issued.
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Zhabo, Natallia, Marina Avdonina, Nune Grigorian, Yulia Sdobnova, and Alexey Ryabinin. "LEARNING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES THROUGH VIDEO CREATION BY STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0630.
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Díez-Arcón, Paz, and Elena Martín-Monje. "G-RUBRIC: THE USE OF OPEN TECHNOLOGIES TO PROVIDE PERSONALISED FEEDBACK IN LANGUAGES FOR SPECIFIC PURPOSES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0574.
Full textReports on the topic "Or instructors of languages for specific purposes"
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.
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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Igumenov, Aleksandr, and Jevgenijus Marinuškinas. Block Programming vs Codding: The Benefits and Drawbacks. Vilnius Business College, 2024. http://dx.doi.org/10.57005/ab.2024.1.6.
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The demand for creating diverse programs is increasingly prominent in the computer market and the flourishing realm of mobile devices. Furthermore, mobile phones have become essential work tools and are extensively used in various activities, including work, entertainment, education, IoT. Consequently, there is a growing need for modern, versatile, and efficient tools to facilitate the creation of such programs. Presently, this issue is particularly relevant as the development of these programs primarily relies on programmers with specialized education and experience who possess the requisite skills to work with specific tools. The scarcity of such skilled professionals in the labour market compounds the problem, making it expensive, challenging, or nearly impossible to hire them. One possible solution to fix this situation is the adoption of alternative application development software that do not demand extensive programming knowledge, such as visual programming software. This software has the potential for a new breed of programmers who do not have knowledge in low-level programming languages. This article aims to provide a systematic review of evaluation of the possibilities of visual and traditional programming environment software for learning and development purposes.