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Journal articles on the topic 'Professional English language'
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1
Aleksandra, I. MAKAROVA, and V. KOSTOVAROVA Valentina. "Features of professional English communication in law." Service plus 17, no. 2 (2023): 140–49. https://doi.org/10.5281/zenodo.8238000.
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In the modern world, not just learning of a foreign language, but a foreign language of various activity fields is gaining more and more popularity, since intercultural professional communication allows for dialogue between people without third parties (translators). The field of jurisprudence (or law) is not the exception. Law English, as noted by most researchers in linguistics, is considered one of the most difficult both at the level of translation and at the level of communication. In this study, the authors highlight the features of the legal English language at the level of vocabulary, morphology and syntax. They analyze examples from Latin and French. The features of the oral and written languages are determined. The authors also conduct a diachronic study of the formation of the modern law language. The key historical periods that influenced the development of the English law language are determined. The purpose of the article is to identify the key emergence causes of one of the most difficult professional languages. The authors also analyze the theoretical works of classical and modern researchers in the field of professional communication and the language of law. The analysis leads to an overview of the current trend in the English law language, aimed at simplifying the lexical and grammatical material of the professional language of lawyers. The article will be interesting for law students, for researchers in the field of linguistics and translation theory, as well as for specialists in the field of intercultural communication.
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Mohamad Khalil, Shafiyah, and Mohammad Shazie Zaini Mohd Shahril Firda. "Inter-Sentential and Intra-Sentential Code Switching in Parliamentary Debate." International Journal of Modern Languages And Applied Linguistics 2, no. 4 (2018): 29. http://dx.doi.org/10.24191/ijmal.v2i4.7691.
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Malaysians generally use two languages which are Malay and English in professional discourse. Bahasa Melayu or the Malay language is the national language of Malaysia and is used in formal discourse in government administration, while English is the nation’s second language that is used in professional discourse in private organizations in Malaysia. Although the use of English in government administration has been a hotly debated topic, but in reality both languages are used interchangeably since many Malaysian professionals are bilinguals of Malay and English. This paper has looked into two types of code-switching and how it is used in a Malaysian parliamentary debate. The findings revealed that inter-sentential and intra-sentential code-switching were used during the parliamentary debate due to social factors as well as linguistic elements.
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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos." Journal of Language and Cultural Education 7, no. 2 (2019): 95–107. http://dx.doi.org/10.2478/jolace-2019-0013.
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Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
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Fiammenghi, Carlotta. "Review: Zanola, Annalisa (2023). La lingua inglese per la comunicazione scientifica e professionale. Carocci." English for Academic Purposes (EAP): New frontiers in learning to write in English 10, no. 2 (2023): 113–16. http://dx.doi.org/10.21283/2376905x.1.10.2.2953.
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The text is a review of La lingua inglese per la comunicazione scientifica e professionale by Annalisa Zanola, published in 2023 by Carocci. The book introduces ESPP (English for Scientific and Professional Purposes) as a new research area in English language and linguistics, which aims at exploring the efficiency and effectiveness of native and non-native speakers of English in professional contexts. It is divided into four chapters, each exploring one dimension of ESPP: from an overview of English for scientific popularization and professional communication (chapter 1) to an exposition of the main characteristics of written and oral ESPP (chapters 2 and 3), to an analysis of its possible applications in medicine, economics, law, and engineering (chapter 4). In this volume, professionals, together with their language instructors, will find useful materials to understand, and to master, the main characteristics of English for their own scientific and professional purposes, while scholars in applied linguistics will find interesting insights into theories and practices regarding English for scientific and professional communication.
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Berdimuratov, Bakhtiyar. "COMPARATIVE ANALYSIS OF ABBREVIATIONS IN ENGLISH AND KARAKALPAK LANGUAGES." American Journal Of Philological Sciences 03, no. 06 (2023): 152–55. http://dx.doi.org/10.37547/ajps/volume03issue06-25.
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This study compares the use of abbreviations in English and Karakalpak languages. Abbreviations are essential for efficient communication and are commonly used in technical and professional settings. English is a widely spoken language, while Karakalpak is a Turkic language spoken in Karakalpakstan. This study examines the similarities and differences between these languages, including their linguistic features and cultural backgrounds. The study compares the frequency, structure, and meaning of abbreviations in both languages and discusses the implications for language learners and professionals. Ultimately, this study contributes to our understanding of cross-cultural communication and the importance of understanding language variation
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Dereka, Kateryna. "FORMATION OF FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCIES OF STUDENTS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS." Scientific Journal of Polonia University 65, no. 4 (2024): 19–25. http://dx.doi.org/10.23856/6502.
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In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area – Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support.
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CHAGANAVA, Natia. "The Pivotal Role of Technologies in English-Language Professional Communication." Journal of Social Research and Behavioral Sciences 9, no. 20 (2023): 60–69. http://dx.doi.org/10.52096/jsrbs.9.20.04.
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This article explores the evolving landscape of English-language professional communication in the context of modern technology. In today's globalized world, effective communication is paramount, with English serving as the lingua franca of international business and professional interactions. The article examines the historical evolution of professional communication, tracing its transition from written correspondence to digital communication tools and virtual interactions. The research methodology for this study employs a qualitative approach, including a comprehensive literature review, semi-structured interviews with professionals, data collection from case studies and surveys, and rigorous data analysis techniques. Ethical considerations are also outlined to ensure responsible research practices. Two real-world examples illustrate these impacts: global collaboration facilitated by virtual communication tools and technology-driven language proficiency assessment. In conclusion, technology continues to reshape English-language professional communication, presenting both opportunities and challenges. Professionals must strike a balance between embracing innovation and upholding the principles of effective communication. As emerging technologies like artificial intelligence and virtual reality loom on the horizon, staying adaptable and attuned to evolving communication dynamics remains crucial for success in the modern professional landscape. Kew words: English-language professional communication, technology in communication, language proficiency assessment, virtual communication tools, global collaboration.
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Aimoldina, Aliya, and Damira Akynova. "Professional Multilingualism in Intercultural Business Communication of Kazakhstan." Journalism and Media 6, no. 1 (2025): 44. https://doi.org/10.3390/journalmedia6010044.
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This study examines the role of multilingualism in intercultural business communication among professionals in Kazakhstan, where business discourse reflects a unique combination of language planning, individual competencies, and integration of traditions with modern economic demands. Shaped by globalization, historical influences, and geopolitical factors, Kazakhstan’s business communication is characterized by the use of Kazakh, Russian, and English, along with other foreign languages. Using semi-structured interviews with 19 business professionals from 13 companies, the study examines multilingual practices, language learning processes, and the impact of cultural factors on workplace interactions. Findings reveal that Kazakh, Russian, and English serve distinct functions in professional settings: Kazakh, as the state language, is gaining prominence in the business sphere, particularly in official documentation and government-mandated communication; Russian remains dominant in private and regional business interactions; and English is indispensable for international business. While proficiency in multiple languages facilitates overcoming intercultural barriers, differences in negotiation styles, non-verbal communication, and decision-making processes highlight the need for cultural flexibility in business settings. The study underscores the necessity of implementing well-structured and context-sensitive language policies while advocating for the integration of professional multilingual training into educational curricula to bridge the gap between academic preparation and workplace demands. This research contributes to a broader understanding of how multilingualism shapes professional identity, workforce mobility, and intercultural competence in Kazakhstan’s increasingly globalized business landscape.
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Valentina, V. KOSTOVAROVA. "Plain English in legal communication: the history of formation and features." Service plus 17, no. 2 (2023): 48–57. https://doi.org/10.5281/zenodo.8232423.
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The article discusses new linguistic phenomenon in the field of professional communication in the field of law, which got the name of «Plain English». The author examines the historical background of this phenomenon origin establishes the causes of its appearance. The main objective of the article is to determine the linguistic features of professional legal communication in the format of simple English. The article not only discusses the main lexical and grammatical difficulties and ways to simplify them in legal texts, but also explains the reasons for such a transformation. The relevance of the article is focused to the existing difficulties in mastering and applying the classical legal language, which is rightfully considered one of the most difficult professional languages. However, the problem in understanding legal English arises not only among English language learners, but also among native English speakers, for whom legal English becomes a truly foreign language. The emergence of the language phenomenon "Plain English", its application at the legislative level, the creation of international organizations whose purpose is to disseminate the norms of simple and understandable English in the legal field contribute not only to the understanding of legal English texts at the international level. All this also simplifies the understanding of the law for a simple English-speaking person. The study of this problem may be interesting for translators, teachers of a foreign language in the field of jurisprudence, as well as for practicing lawyers working with a foreign language.
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Peñate Sanchéz, Adrián. "English as a Medium of Instruction in Learning Professional Skills for Engineers." Language Value 14, no. 2 (2021): 24–44. http://dx.doi.org/10.6035/languagev.6121.
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In this article, we reflect on the variables to be considered when teaching in English a subject of the bachelor’s degree of Computer Engineering: “Learning Professional Skills for Engineers”. In order to make this study, we start from an analysis of the recent history of teaching in English at university level and the institutional context in which it happens. Three research questions are posed, with the intent to check what minimum conditions must be met to be able to teach this subject in English. The results lead us to conclude that the option of English as a Medium of Instruction (EMI) is not the appropriate one, taking into account both the linguistic and didactic training of the teaching staff and the language accreditation of the students. However, it is feasible to opt for the Integrating Content and Language in Higher Education (ICLHE) option.
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Kryachkov, D. A. "School of Diplomatic English." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 203–5. http://dx.doi.org/10.24833/2071-8160-2014-5-38-203-205.
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Chair of English Language № 1 considers itself the successor of the English Language Chair, established at the Faculty of International Relations at the Moscow State University during the World War II. After the Faculty was reformed into MGIMO the Department of English Language began to grow rapidly. Members of the chair develop textbooks and teaching materials designed to provide competence-based approach in the education in field of international affairs, the development of the professional proficiency in English, which are necessary for future participants of our foreign policy. To date, the chair staff consists of 60 professionals, including 26 PhDs. Teachers of the department also conduct research and take part in educational conferences both in Russia and abroad, including those devoted to the professional foreign language communication. Members of the chair also publish scientific articles in this field.
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Sharova, Tetiana. "UKRAINIAN LANGUAGE IN PROFESSIONAL COMMUNICATION: COMMUNICATION OF FUTURE IT PROFESSIONAL." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (2021): 245–47. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-245-247.
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The article focuses on the professional communication of future IT professionals. It is emphasized that today, even at the household level, users of personal computers and laptops use special terminology, and sometimes specific slang, which testifies to the current speech of future IT professionals. Recently, many modern dictionaries have appeared, including dictionaries of programmers, which indicate not only terms but also interpretations of new words, sometimes a combination of Ukrainian and English word formations. The article provides examples of word terms, as well as a tabular version of the translation of words from English and the interpretation of computer terms. The most popular or most commonly used terms and concepts understood by a beginner PC were taken into account. The scientific publication reveals the peculiarities of using dictionaries for online programmers. It is pointed out that recently in the Internet space you can find links to electronic resources, which contain terms that can be used in professional communication by IT professionals. The study found that IT terminology often duplicates computer slang. This is due to the lack of self-designation of terms used in the communication of programmers or IT professionals. The study points to certain words (slang), which are most often borrowed from English. Such terms are not even translated into Ukrainian. They usually need to be memorized and used in the professional activities of a person working with information technology.
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Biswash, Deepok Kumar. "Teaching English for Communication in Professional and Technical Education." International Journal of Social Sciences & Humanities (IJSSH) 5, no. 1 (2020): 26–32. http://dx.doi.org/10.58885/ijssh.v5i1.26.db.
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English has the status of an associate language in India, but in fact it has become the most important language. English in India is used not only for communicating with the outside world, but also for inter-state and intra-state communication. English is very important in some systems legal, financial, educational and business. English symbolizes in Indians’ minds better education, better culture and higher intellect. However, most Indians who know English often intersperse it with Indian languages in their conversation. It is also usual among Indians to speak fluently in English abruptly in the middle of their conversation. The paper deals with the importance of communicative English language competence in every walk of the professional life of an engineer for his bright future and how teachers and students need to make integrated efforts to build their competency in English, skills that would enable students to be successful in studies, campus interviews and their corporate life.
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Habib, Khalid Ahmad. "Use of Professional Language in Media." International Journal of Multidisciplinary Research Configuration 1, no. 3 (2021): 70–78. http://dx.doi.org/10.52984/ijomrc1313.
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Every language in the world has its own basics, goals and characteristics, but all are harmonious in communicative value, this means that every language transmits communication, knowledge, ideas, culture, feeling, purpose and many other things. On the other hand, languages are the names that are specific to the power of speech of certain nations and people around the world, such as: Pashto is the language of the Pashteens tribe, Hindi is the language of the Hindu tribes, and English is the language of the English tribes and so on. It is not important for a person to understand many languages, even if, one speaks only in one's native language , one is able to share one's thoughts, desires and feelings with others. Since, every language in the world has its own terminology, which includes academic, professional vocabulary and information. This article is written by taking references from different books, experiences and instructions in regard to my profession or journalism about the origin of language, communicative value, characteristics of language, function of language, linguistic problem and language of media. Scholar’s views are mentioned and the use of professional language, guidance, and its impact on professional language especially in media is also discussed. And in appropriate places, practical examples are also incorporated from across the country, the region and the world, for better explanation of the subject to readers.
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Prasetya, Rizky Eka. "The English Language Needs for Information Technology: A Comparison Case of Professionals and Students." JETLe (Journal of English Language Teaching and Learning) 3, no. 1 (2021): 7–19. http://dx.doi.org/10.18860/jetle.v3i1.12202.
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English has established itself as a global lingua franca. The global growth in the usage of English has resulted in many reforms within educational institutions. The study aims to ascertain and examine English needs for information technology purposes among professionals and learners on a wide scale. A quantitative descriptive approach with a survey research design was employed in the study, and it applied to the Cross-Sectional survey design. Mailed questionnaires were collected from 243 students’ and 23 professionals. According to the questionnaires, the result found that professional purposes for learning English are to complete written-project reports or papers, while students must communicate with the global community. The English learning outcome implied different aims. The professionals want to complete language instructions for information technology processing, but students expect information access to the products. Professional speaking abilities are concerned with asking clarifications in the group or personal meetings, yet students concern more in taking and receiving the phone calls. In the same manner as writing, professionals and students have the same expectation that is to produce formal reports in academic or professional situations. Both participants perceive the responses by reading ability concerned to the summarizing detail information. This study affirmed an interrelation between the English standing in professional IT and students’ IT positions in communication experiences in their present circumstances.
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Vesna, Prodanovska-Poposka. "Classification of English for Specific Purposes and Overview of the Language Skills in ESP Context." Beder Journal of Educational Sciences Volume 26(1), Special Issue (2023): 117–31. https://doi.org/10.5281/zenodo.8159371.
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<strong>Abstract</strong> English is the official language in more than 50 countries around the globe, and is the most common second language worldwide. It is believed that English appears as the most learned and taught language in over 100 countries in the world and that almost half of the population in the world use English, either natively or as a second or foreign language. Since the knowledge of General English is not satisfactory to help professionals function well at work or at vocational educational settings, therefore the necessity for English for Specific Purposes or English as a Professional Language arose. English for Specific Purposes or ESP is a branch of applied linguistics that deals with teaching and learning English as a Second or Foreign Language, with particular emphasis on students' academic, professional, social and cultural needs. This paper presents the earliest classification of ESP and an overview of the basic language skills such as writing, speaking, listening and reading in ESP context. In regard to the productive and receptive language competences speaking, writing, reading and listening in terms of ESP, speaking as a skill in ESP context indicates that being “orally skillful” is not considered to be crucial, due to the fact that it is believed that writing is to be prioritized because written genres were considered essential to professional success in the past. Moreover, authentic texts are important for reading in ESP so the emphasis is on professional information that is in the text, and not within language structures. The vocabulary is an inevitable segment when it comes to reading, as reading is considered as an independent skill (acquiring professional vocabulary independently) and integrated skill. Listening in ESP and Listening in terms of General English are not equivalent, therefore ESP listening aims to develop active listeners who construct interpretations on the basis of input and ask for the needed information.
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Bazhutina, Marina M. "Integrated foreign languages teaching: a concept of the English language textbook for engineering majors." Perspectives of Science and Education 50, no. 2 (2021): 232–42. http://dx.doi.org/10.32744/pse.2021.2.16.
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Since 2017 new state educational standards for higher education have been introduced and contain the fourth universal competence (UC-4) which refers to the notion “business communication”. In this relation, the paper considers the issue of creating an up-to-date English language textbook for engineering majors in compliance with the requirements of the new state educational standards according to the methodology of the integrated teaching of foreign languages. The author presents such concept emphasizing the fact that engineering majors – and automobile engineering majors in particular – lack modern professionally oriented textbooks of English. Research methods include: analysis of the requirements of the state educational standards, scientific sources on integrated foreign languages and professional disciplines teaching; modelling a concept of the English language textbook. The purpose of the present paper is to introduce a concept of the textbook according to the model of integrated foreign languages teaching as part of the methodology of integrated foreign languages and professional disciplines teaching. In this relation, the author clarifies the difference between the Russian methodology of integrated foreign languages and professional disciplines teaching and the European technology of Content and Language Integrated Learning (CLIL). The author describes features of three models of integrated teaching in Russia and gives grounds for choosing the “golden mean” – integrated foreign language teaching as the basis for creating professionally oriented textbooks of English. The research results include also the author’s introducing the notion of zones of near and further integration which are characterized by a different degree of content and competence integration into students’ learning professional disciplines and acquiring professional competences. The zones of integration help to differentiate the textbook for teaching professionally oriented General English and the textbook for teaching courses of professional English. The concept contributes to disclosing the previously proposed idea of the developing of the integrated foreign language professional communicative competence because it introduces principles for creating English language textbooks and their key components. Although the concept is worked out for creating textbooks of English for students of automobile engineering, but it may as well be applied for all engineering majors. The concept will be detailed as the textbooks are being created and piloted at the same time.
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Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.
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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA) were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI - KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET- PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers’ awareness of the learners’ and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.
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O’Toole, Ciara, and Tina M. Hickey. "Diagnosing language impairment in bilinguals: Professional experience and perception." Child Language Teaching and Therapy 29, no. 1 (2012): 91–109. http://dx.doi.org/10.1177/0265659012459859.
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Diagnosing specific language impairment (SLI) in monolingual children is a complex task, with some controversy regarding criteria. Diagnosis of SLI in bilinguals is made more complex by the lack of standardized assessments and poor understanding of clinical markers in languages other than English. There is an added complexity when one of the languages being acquired is an endangered one, where the domains of use and input are restricted, and where input is affected by convergence with the majority language. This article explores the challenge facing speech and language therapists and psychologists in diagnosing SLI in bilingual children acquiring Irish and English. Six speech and language therapists and four psychologists took part in semi-structured interviews exploring the impact of the bilingual environment, the nature of bilingual language impairment, current practices and the needs of these children. Thematic analysis was carried out and here three of the main themes emerging in the areas of assessment, the bilingual environment and characteristics of language impairment in this population are discussed. For assessment, an overriding theme was the requirement of standardized testing to secure additional educational and therapy resources for these children. However, because there are no standardized tests available in Irish, both professions end up translating existing English-based language and psychological assessments, using the norms provided to achieve standard scores. Both professions expressed strong dissatisfaction with this practice but saw little choice, given the Department of Education’s approach to allocation of supports. Language impairment in Irish was characterized by lexical difficulties, particularly with verbs and prepositions, tense errors, and significant borrowing and code-switching with English. Other themes that emerged were the growing influence of English as the children became older, which affected both attitudes to the minority Irish language as well as the content and structure of the language itself. The implications for service provision for bilingual populations in general are outlined.
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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.
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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
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KOROLEVA, Nataliya G., and Anna V. VOZDVIZHENSKAYA. "FOREIGN LANGUAGE TESTING CENTRES FOR INTERNATIONALIZATION ENHANCEMENT IN MEDICAL EDUCATION IN RUSSIA." PRIMO ASPECTU, no. 3(43) (September 28, 2020): 122–27. http://dx.doi.org/10.35211/2500-2635-2020-3-43-122-127.
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The article considers a negative impact on internationalization processes in Russian medical HE that is caused by the lack of a coordinated, unified, country-wide accepted system of testing English for professional communication. Authors describe how training and taking Occupational English Test is one of the ways to solve this problem, since OET is a widely acknowledged in English-speaking countries language certificate test for professionals in medicine. Adapting OET purposes to Russian medical HE system, establishing the network of training and testing centers will increase medical students’ and professionals’ motivation in learning English and stimulate their joining academic and professional community. These factors will contribute into the enhancement of internationalization processes in Russian medical HE.
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González-Moncada, Adriana. "On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies." HOW 28, no. 3 (2021): 134–53. http://dx.doi.org/10.19183/how.28.3.679.
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The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers’ changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers’ continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers’ professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers’ professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.
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García-Sánchez, Soraya. "Debates in English Language Education." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (2020): 33–50. http://dx.doi.org/10.4018/ijcallt.2020100103.
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Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.
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Trubitsyna, Olga M., Olha Kanibolotska, Iryna Y. Zozulia, Alla S. Stadnii, and Maryna Y. Martynenko. "Professional Foreign-Language Training as a Component of Higher Vocational Education." International Journal of Higher Education 9, no. 7 (2020): 187. http://dx.doi.org/10.5430/ijhe.v9n7p187.
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Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.
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PIVEN, Viktoria. "English-language communication as a means of professional competence development of aviation specialists." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 169–73. http://dx.doi.org/10.33251/2522-1477-2022-11-169-173.
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The article concerns the need for an interdisciplinary approach in teaching English in higher aviation educational establishments, where knowledge of the English language becomes not the purpose in itself of the educational process, and a means of training, forming and developing the professional competence of a future aviation specialist. Key words: competence-based approach, English-language communication, cross-disciplinary communication, professional activity, standard task of professional training, specialized course of English
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Šveda, Pavol, and Martin Djovčoš. "The dominance of English." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 19, no. 2 (2021): 164–80. http://dx.doi.org/10.1075/forum.20031.sve.
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Abstract The unprecedented spread of English and its growing dominance in the translation and interpreting industry have implications on the market behaviour of translators and interpreters depending on the combination of their working languages. This paper investigates the extent to which market signals (e.g. average rates and workloads) can be reflected in the motivation of students to enter the translation profession in respect to the combination of their working languages and the inclusion of English within that combination. Two surveys were used to obtain data for our analysis: one focused on the market behaviour of professional translators, whereas the other assessed the plans and motivations of T&I students at the end of their studies. Respondents in both surveys were divided according to the role of English in their language combination. As this paper demonstrates, professionals working only with English (or with English and at least one other foreign language) had a better position in the market in terms of overall workload. These groups of professionals also had a more positive outlook in terms of demand for their services. On the contrary, professionals working with languages other than English had a lower workload and a more pessimistic outlook in terms of demand for their services. As our data suggest, students in the same category of working language combinations (without English) were more hesitant to pursue a career in the industry. Our findings underline a degree of sensitivity among students to market signals depending on the combination of their working languages. Importantly, they present relevant information for T&I programme administrators and university management when designing curricula and planning future study programmes.
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Mohammed, Abrar Kedir. "ENGLISH LANGUAGE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT OBSTACLES." LLT Journal: A Journal on Language and Language Teaching 26, no. 1 (2023): 255–71. http://dx.doi.org/10.24071/llt.v26i1.5912.
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The goal of this study was to investigate the needs for and barriers to the ongoing professional development of elementary school English language teachers. Data collection techniques included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys, which included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys. The data were analyzed using a Quan-qual approach. The statistical analysis of the data was primarily concerned with calculating descriptive statistics, specifically the means and percentages of the survey items. The results revealed that primary school EFL teachers need in-service professional development trainings to improve their English language proficiency skills and pedagogic knowledge. The interviews with principals and trainers supported the results found in the surveys. Moreover, the teachers encountered obstacles in engaging in a continuous professional advancement schemes.
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Orr, T. "English language education for specific professional needs." IEEE Transactions on Professional Communication 44, no. 3 (2001): 207–11. http://dx.doi.org/10.1109/47.946467.
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Deuja, Ramita. "English Language Teachers’ Professional Identity: A Review." Tejganga Darpan 3, no. 1 (2024): 66–84. http://dx.doi.org/10.3126/td.v3i1.69203.
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This paper reviews ten peer-reviewed empirical research studies on English language teachers’ identity construction from 2018 to 2022.The review study follows a systematic process of paper selection and analysis. The result of the study is presented in two major themes: contextually situated English language teachers’ identity and English language teachers’ identity formation process. Similarly, the paper also critically presents the review of the methodology adopted in identity research. The findings of the study shed light on contextual factors, which are heavily influential in language learning process. Besides, this review study presented the identity formation process of EFL teachers in five different stages. The study concludes that the identity construction process begins from pre-service learning to a career-long process.
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Oder, Tuuli. "English language teachers’ perceptions of professional teaching." Teacher Development 18, no. 4 (2014): 482–94. http://dx.doi.org/10.1080/13664530.2014.953253.
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Kabilan, Muhammad Kamarul, and Mohamed Amin Embi. "English language teachers’ professional uses of email." Teacher Development 10, no. 1 (2006): 87–103. http://dx.doi.org/10.1080/13664530600587238.
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Karpova, Lyudmila, Elena Grigorieva, Elena Ladonina, Olga Popova, and Anna Shchekoldina. "Building Professional Competences of English Language Teachers." SHS Web of Conferences 50 (2018): 01077. http://dx.doi.org/10.1051/shsconf/20185001077.
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This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.
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Чудайкина, Галина, and Galina Chudaykina. "On professional identity of English language teachers." Services in Russia and abroad 8, no. 2 (2014): 98–108. http://dx.doi.org/10.12737/3591.
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A vast majority of English language teachers in Russia are not native speakers with no or inadequately little personal experience of living in an English-speaking country. What are the specifics of teaching in view of such an authenticity-lacking professional background, and how does the personality of a teacher reveal itself and is transformed in the course of teaching? How does language teaching affect self-identification? What should a teacher focus on attaining or, by contrast, avoiding in view of the above-raised issues? A significant number of foreign language teachers who are not native speakers demonstrate a clear non-target-language-specific accent, thus, either inadvertently or purposefully, revealing and asserting their national identity. The author of the article aims at identifying the problems that the teacher’s explicit target-language-alien accent may cause to both learners and teachers, and the root causes of the accent resilience.
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Mora, Alberto, Paulina Trejo, and Ruth Roux. "English Language Teachers’ Professional Development and Identities." PROFILE Issues in Teachers' Professional Development 16, no. 1 (2014): 49–62. http://dx.doi.org/10.15446/profile.v16n1.38153.
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Bhatt, Surendra Prasad. "Exploring Professional Wellbeing of English Language Teachers." Journal of NELTA 28, no. 1 (2023): 30–47. http://dx.doi.org/10.3126/nelta.v28i1.61373.
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Teacher wellbeing concerns teachers’ satisfaction, happiness, and attraction to their profession. It is equally essential in quality education since the attraction to English language in schools is growing gradually. This study aims to discovers perceptions of English language teachers teaching secondary level on their wellbeing in an institutional setting. Using lived stories through in-depth interview and informal communication, the study explores the perception of their wellbeing. The research findings show that teachers teaching English perceive their wellbeing as having positive psychology, positive emotion, respect and achievement in the job, and healthy relations among the institutional members. This study paves the way for a more extensive debate on policy and practice surrounding teachers’ wellbeing among educators, academicians, and decision-makers.
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Urinov, Rustambek Yokubjonovich. "IMPROVING PROFESSIONAL COMPETENCES OF ENGLISH LANGUAGE TEACHERS." GOLDEN BRAIN 1, no. 13 (2023): 392–96. https://doi.org/10.5281/zenodo.7943206.
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<em>This article is devoted to the problem of building professional competences for the teaching english profession. The paper highlights four main groups of professional competences: cultural, linguistic, didactic and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students</em>
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Melnik, Alla, Katerina Ribakova, and Tetiana Tron. "Professional entrance exam in English curriculum: for Kyiv National Linguistic University applicants. Specialty: 014 secondary education Specialization: 014.021 the English language and literature Educational and professional curriculum: teaching Europ." Scientific and methodological journal "Foreign Languages", no. 3-4 (December 30, 2022): 58–65. http://dx.doi.org/10.32589/1817-8510.2022.3-4.269681.
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Professional exam in English for applicants to study in the specialty 014 Secondary education, specialization 014.021 English language and literature, educational and professional program Teaching European languages on the basis of combined technologies (English and another Western European language) (hereinafter referred to as the Professional Exam) is a form of entrance examination for admission on the basis of the obtained bachelor's degree, which provides for the verification of scientific, theoretical and practical training of applicants for admission to Kyiv National Linguistic University for the second (master's) level of higher education.The professional exam aims to determine the level of knowledge and skills of applicants in the main aspects of the practical English language course, a number of theoretical disciplines of the linguistic cycle, as well as their level of proficiency in written language of different functional styles, which determines their readiness to obtain a master's degree.
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Bezliudna, V. "NEW GOALS AND TRENDS IN TEACHING FOREIGN LANGUAGES FOR STUDENTS OF NONLINGUISTIC SPECIALTIES." Znanstvena misel journal, no. 81 (August 21, 2023): 53–55. https://doi.org/10.5281/zenodo.8266158.
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The article examines regulatory documents that determine goals and trends in teaching foreign languages for students of non-linguistic specialties in higher education institutions of Ukraine. It was found out that higher education institutions pay special attention to the study of the English language, as evidenced by normative documents that offer recommendations for the development of the English language in universities, in particular, by ensuring the quality teaching of professional disciplines in English, the teaching of English for professional purposes and English for academic purposes.
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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.
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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
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Yemelyanova, Daria, Olga Tadeush, Nataliia Dushechkina, Kateryna Masliuk, Oleh Malyshevskyi, and Iryna Demchenko. "Formation of Professional Self-Determination of Future Teachers of Non-Language Specialties when Learning the English Language." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (2022): 305–21. http://dx.doi.org/10.18662/rrem/14.1/520.
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The article reviews the formation of professional self-determination of future teachers of non-language specialties when learning the English language. The aim of the study was the formation of motivation for the study of the English language by students of pedagogical universities of non-linguistic specialties. The hypothesis of the research was that the use of the English language of the professional direction increases the motivation for learning the language, provides an awareness of the practical and theoretical significance of the knowledge gained for future professional activities and is a factor professional self-determination. Based on this goal, the following tasks were solved: studies of the professional orientation of students and the level of motivation for studying the discipline "English language of a professional direction" were carried out, measures were developed to form the professional self-determination of students. At the stage of the formative experiment, the work programs of the discipline are drawn up in such a way that each content module takes into account the urgent problems of the corresponding specialty. The use of modern information and innovative technologies in project activities contributed to the formation of professional motives for learning English, skills and abilities of communication in English in the professional sphere, an increase in the number of special terminology, the intensive development of all language skills: speaking, reading, listening and writing.
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KENJAYEVA, B. "ENGLISH LANGUAGE PROFICIENCY AMONG STUDENTS OF TOURISM AND HOSPITALITY INDUSTRY." Bulletin of the International University of Tourism and Hospitality 2, no. 2 (2023): 93–100. http://dx.doi.org/10.62867/3007-0848.2023-2.08.
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This study explores the proficiency in English language among students pursuing careers in the tourism and hospitality industry, a sector where linguistic skills are pivotal. It investigates how English language proficiency impacts their academic performance and future professional prospects. The research hinges on two key questions: What is the level of English language proficiency among these students? How does this proficiency influence their academic and professional readiness? Employing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews across several educational institutions specializing in tourism and hospitality. The survey targeted students, while interviews gathered insights from faculty and industry professionals. The findings reveal a significant correlation between high English proficiency and improved academic performance. Additionally, students with superior English skills demonstrated greater confidence and readiness for industry-specific challenges. The research highlights a notable disparity in language proficiency across different institutions, attributed to varying curriculities and exposure to practical language applications. These findings suggest a pressing need for integrating comprehensive English language training within the curriculum, emphasizing practical usage over theoretical knowledge. This study underscores the critical role of English language skills in shaping the career trajectories of future professionals in the tourism and hospitality sector, advocating for enhanced language education strategies to meet industry demands.
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Abdumalikovna, Pulatova Ziyoda. "TEACHING ENGLISH AS A PROFESSIONAL LANGUAGE: STRATEGIES AND METHODOLOGIES IN ESP EDUCATION." International Journal of Pedagogics 4, no. 10 (2024): 86–92. http://dx.doi.org/10.37547/ijp/volume04issue10-15.
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The rise of globalization has amplified the necessity for professionals across diverse fields to acquire proficiency in English, not only as a general communicative language but also as a specialized tool within their respective professions. English for Specific Purposes (ESP) has emerged as a crucial subset of English Language Teaching (ELT), focusing on the tailored needs of learners in specific fields, such as business, engineering, healthcare, and law. This paper explores effective strategies and methodologies in ESP education, highlighting best practices for teaching English as a professional language. The article discusses key theoretical approaches, pedagogical techniques, and the role of technology in enhancing ESP instruction.
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AbdAlgane, Mohammed. "Professionalism in the classroom: How online learning influences English language instructors." Contemporary Educational Technology 15, no. 4 (2023): ep476. http://dx.doi.org/10.30935/cedtech/13741.
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Due to the quick effects of the COVID-19 pandemic on the educational system, English instructors were required to retrain and build a new normal in order to prepare for an online classroom while still keeping their teaching style and professional identity. The study’s overarching goal was to look at how English teachers’ developing senses of who they are as professionals have affected their views on remote learning. 135 Middle Eastern English as a foreign language (EFL) teachers were surveyed for the research. Responses to a questionnaire based on the teacher professional identity scale and semi-structured interviews with 13 participants provided the data for this analysis. Content analysis was used to categorize the codes representing the qualitative information gleaned from the semi-structured interviews. It seems that many EFL teachers were unprepared for the pedagogical and technical problems they faced while teaching English to foreign students online, and this has had a profoundly destructive impact on the instructors’ professional identities as they migrate away from teaching in-person. The findings revealed that the participants’ long-term engagement with Edu-Tech during and after their formal education significantly influenced their perception of themselves as professionals. Possible avenues for further research include action research, increasing faculty and staff awareness, and continuous professional development.
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Ivanytsʼka, O. S., N. I. Goncharenko, I. O. Ivanytsʼkyi, K. P. Lokes, and O. P. Buhanchenko. "USE OF ENGLISH SPECIFIC INFORMATION SOURCES IN EDUCATIONAL PROCESS AS A CONDITION FOR IMPROVING OF FUTURE DENTISTS’ PROFESSIONAL COMPETENCE." Ukrainian Dental Almanac, no. 1 (March 23, 2023): 93–97. http://dx.doi.org/10.31718/2409-0255.1.2023.18.
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The need for close cooperation between different countries grows every year and necessitates the training of specialists who are fluent in languages of international communication, primarily in English, and use them in their professional activities. Today, it is difficult to imagine a competitive medical specialist who does not use knowledge of the English language in his/her activity to effectively establish professional contacts and obtain the latest information.
 The purpose of the article is to determine the possibilities of improving the quality of professional training of future dentists due to the improvement of foreign language communicative competence through the use of English-language professional information sources in educational process at clinical departments.
 Materials and methods. A search and study of publications on the specified issue was conducted in library sources and search engines.
 Research results. The change in requirements for modern student of higher medical educational institution, caused by the need to enter the world and European educational and scientific space, makes it necessary for future doctors to master the English language at a professional level. Proficiency in English gives future dentists direct access to professional literature, periodicals, websites, etc. Having a sufficient level of language skills, they will be able to expand their horizons of professional growth by attending international conferences, seminars, trainings, exhibitions, getting acquainted with the experience of leading scientists and practitioners.
 Based on this, it should be noted that turning to English-language professional sources in the training of future dentists should not be limited by professional English classes, but their use should become a necessary element of educational process at clinical departments. At the departments of Poltava State Medical University’s Stomatological Faculty the practice of including English-language publications in the lists of recommended literature, listening to reports at practical classes, and the results of individual tasks prepared in English based on the study of original scientific literature has already become a common practice. Nevertheless, the educational process at clinical departments needs more active implementation of such types of educational activities as finding and analyzing new textual, graphic and video information contained in professional materials in English. The work of student scientific groups should provide especially wide opportunities for this.
 Thus, it can be concluded that the use of the English-language professional literature, publications in periodicals, and Internet resources in educational process of future dentists should become an additional factor in students’ effective acquisition and assimilation of knowledge needed in future professional activities.
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Cunha, Ana, Anabela Mateus, Amanda Bruscato, and Inês Renda. "Professional English Language Skills for Employability in Portugal." SAGA: Journal of English Language Teaching and Applied Linguistics 4, no. 1 (2023): 1–14. http://dx.doi.org/10.21460/saga.2023.41.144.
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This paper reports on the research carried out by a Portuguese university in the scope of PESE – Professional English Language Skills for Employability Across EU project, which highlights the importance of appropriate English skills for the workplace. The present study focuses on the Portuguese labor market and identifies the English skills employers currently require from their employees based on the review of a job search website and the application of questionnaires to 22 Portuguese companies, as well as 6 experienced English trainers. The data collection is part of the project’s Handbook on the current Professional English requirements throughout partner countries, from which a framework for a curriculum can be established. The curriculum will then form the basis of an e-course on professional English skills targeted toward unemployed citizens in Europe.
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Mandić, Kaja, Magdalena Ramljak, and Josip Šimić. "A REVIEW OF TEACHING STRATEGIES FOR ENGLISH AS A FOREIGN LANGUAGE IN HEALTHCARE STUDIES." Zdravstveni glasnik 9, no. 2 (2023): 98–112. http://dx.doi.org/10.47960/2303-8616.2023.2.9.98.
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Teachers of English as a foreign language are faced with difficulties in selecting the proper teaching strategy for students learning English for academic and professional purposes. Fifteen research studies were included in the current study on teaching strategies for students with English as a foreign language in healthcare studies. The objective is to determine the most useful and effective teaching strategies for healthcare students learning English as a foreign language. The review study was conducted using Noblit and Hare methasynthesis and Dearholt and Dang’s Johns Hopkins Nursing Evidence-Based Practice Model and Guidelines for evaluation, selection and analysis. Language teaching strategies play an important role in teaching English as a foreign language especially in specific professional environments such as healthcare and medicine. The study divides language teaching strategies for English in healthcare into two perspectives; those concerned with improving students’ language learning performance and those examining specific instruction strategies and their effects on students’ knowledge. Further it gives an outline of four general English language skills and most commonly used teaching strategies. The results of the study may be used by English language teachers and content creators for developing new teaching materials and courses to help students succeed. For healthcare as a profession, a future with newly educated professional who have skills in English and other foreign languages will be beneficial in helping their target population. Key words: teaching strategies, healthcare studies, EFL, nursing, medical English
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Tulanboyeva, Dildoraxon Tulkinjon qizi. "DEVELOPING PROFESSIONAL COMMUNICATIVE COMPETENCE FOR CHEMISTRY STUDENTS IN ENGLISH CLASSES." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 94 (December 19, 2024): 19–21. https://doi.org/10.5281/zenodo.14531547.
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As the global scientific community becomes more interconnected, proficiency in foreign languages, particularly English, is critical for chemistry students. This paper examines the role of foreign language learning in facilitating global scientific communication, enhancing career opportunities, and fostering intercultural competence among chemistry students. Utilizing a mixed-methods approach, including a literature review and surveys, this study explores the benefits and challenges of integrating foreign language education into the chemistry curriculum. The findings underscore the need for language proficiency in international academic environments, providing recommendations for education systems to support language learning among non-linguist profession
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Surendra, Prasad Bhatt. "School culture: English language teachers' perceptions." i-manager’s Journal on English Language Teaching 13, no. 1 (2023): 54. http://dx.doi.org/10.26634/jelt.13.1.19166.
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Teachers, students, and the administrative body are the key components of school culture as they comprise overall school activities. If these components are not adequately channelled, teachers cannot achieve a high level of professional commitment and performance. With this mindset, this study explores Nepalese English language teachers' perceptions of school culture and its role in their professional commitment. The perceptions and practises of three English language teachers who teach English at secondary schools in the Kathmandu Valley are investigated. The findings revealed that school culture is the place for professional roles and responsibilities. Similarly, Nepalese English language teachers perceive school as a language lab and a place for changing, modifying, and correcting professional behaviours. Additionally, they perceive school culture as a system of standards, beliefs, and rules that govern how people behave in social, cultural, and religious contexts. Moreover, they believe school culture affects their wellbeing and professional growth. In the case of practice, healthy relations in school developed an excellent spirit of performance, whereas domination and discouragement by the school leaders reduced personal commitment and increased the chances of teacher burnout. A good level of teacher commitment and confidence was achieved with the family environment in school, but the unintellectual ideologies of school owners and leaders did not focus on teachers' development, resulting in teacher disappointment. Mutual understanding, supportive nature, cooperative behaviour, and a learning attitude among school staff were expected for better commitment and performance by English language teachers.
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TISHCHENKO, O. A. "РОЗВИТОК ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ СУДНОВОДІЇВ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2021): 305–12. http://dx.doi.org/10.31494/2412-9208-2021-1-2-305-312.
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English language is an integral part of a navigator’s life. And Maritime English language is one of the most important means of professional communication of seafarers because the vast majority of ships have multilingual international crews. In their work, the mariners have to communicate on various topics: professional, domestic or just to keep the conversation going in a multinational crew. Marine professionals need Maritime English at the user’s level and this fact is undisputable and undeniable. The level of English language proficiency depends on the success of the navigator, his career growth, ensuring the safety of navigation. Proficiency in Maritime English is stipulated in a separate line in convention documents (including the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers) governing the training of seafarers. The article is devoted to one of the topical problems of the foreign language cadets’ (students’) education of the maritime institutions of higher education, in particular navigators. The concepts of «competence» is briefly characterized. The author provides the definitions of «foreign language communicative competence» given by foreign and Ukrainian scientists. Also the author’s own definition is formulated. There have been presented the main conditions for mastering international communication competence, which is important for the safe and efficient operation of maritime transport, in the process of professional training of future navigators. The main types of speech activities (listening, monologue speech, dialogic speech, writing, reading), which are used for the formation of foreign language communicative competence of future navigators, are analysed. The examples of tasks used at the practical classes by the professional English language teachers of the f Navigation and Ship Handling Chair of Azov Maritime Institute of the National University «Odessa Maritime Academy» are provided in this article. Key words: competence, foreign language communicative competence, speech activity, cadets (students) of maritime institutions of higher education.
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NASTAS, Natalia. "TEACHING ENGLISH LANGUAGE IN THE HIGHER INSTITUTIONS OF PHYSICAL CULTURE AND SPORT." UNIVERSITY ARENA 2, no. 1/2018 (2018): 95–100. https://doi.org/10.62229/uaii_1_18-16.
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Background. The training of communication skills in English is necessary both for the teaching activity of each student and for his professional development, a good specialist in the field of physical culture. The formative nature of university education is the reference framework of the initial vocational training system of the future sports teachers for efficient verbal communication in English in the international area, for a better cooperation of sports specialists. Studying a professional foreign language contributes to the development of professional abilities and attitudes by exploring the fields of other disciplines with different contents. In the process of teaching / learning English to students, professional competence is developed, but by reporting individual situations and activities of learning, reception and production, typically of foreign languages, to those of the mother tongue, a unitary conception is created about the functioning of the language as an essential element of communication. In this respect, there is a need to develop a model for the communication skills in English of students in the field of physical culture. Aim of research. Optimization the professional English language skills training process for students from Physical Education and Sports Faculties. Research objectives: 1. Studying the theory and practice of the educational process in the English discipline from the State University of Physical Education and Sports (SUPES). 2. Appreciation of the level of English professional language to SUPES students. 3. Determining the content of the English language course in order to build communication skills in foreign languages. 4. Acquisition of sports terminology and ability to read foreign literature. Research methodology. Analysis and generalization of literature, study of working documentation, pedagogical observation. Results. Using this communicative approach in teaching is that: learners learn from what they hear from the communicator, “their oral production” will be greatly increased, they will develop fluency and their level of motivation will increase. Conclusions. Foreign language is necessary to the future sports specialist not only as a means of selecting scientific information but also as a means of communication (in exchange of experience, in international sports competitions and for personal contacts, etc.). The training of English professional language to SUPES students helps in the knowledge and application of sports-pedagogical language, in the formation of general and special cognitive skills, on the basis of which they will undertake the learning and evaluation activity according to the requirements of the modernized curriculum in physical education.