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Books on the topic 'Professionally oriented foreign language'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

Avilova, Irina, Vyacheslav Norlusenyan, and Evgeniya Kazanskaya. English for Doctors = English for doctors. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1837050.

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This textbook is based on the communicative methodology of teaching English and contains all the necessary materials for the development of professional communication skills in a foreign language. The purpose of the manual is to improve the professionally—oriented foreign language competence of students. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of medical universities, residency students, postgraduates, as well as for doctors and medical specialists who plan to undergo an international internship or work in a specialty abroad.

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2

Al-Qattan, Futuh. Proposal for establishing a market-oriented training course in professional translation in Kuwait University throughinvestigating some problems of text production facing Arab native students in translation and foreign language classes. University of Salford, 1991.

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3

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

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4

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

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5

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

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6

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

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7

Lambert, Richard D. A national plan for a use-oriented foreign language system. National Foreign language Center at the Johns Hopkins University, 1991.

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8

Clausing, Gerhard. Deutsch natürlich!: A communication-oriented first course. Houghton Mifflin, 1986.

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9

Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20856-0.

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10

Hussein, Lutfi. Levantine Arabic for non-natives: A proficiency-oriented approach. Yale University Press, 1993.

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11

Miyahara, Masuko. Emerging self-identities and emotion in foreign language learning: A narrative-oriented approach. Multilingual Matters, 2015.

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12

Voroncova, Yuliya, and Elena Horoshko. Russian language and speech culture for police officers. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2137809.

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The textbook includes theoretical and practical professionally oriented material aimed at deepening and systematizing knowledge of the norms of the modern Russian literary language. It is supplemented with illustrative material necessary for mastering the basics of business speech, and is intended for the formation and improvement of communicative competence. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for students, cadets and trainees of educational institutions of secondary vocational education, studying in the specialties 40.02.02 "Law enforcement", 40.02.04 "Jurisprudence".

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13

Elizabeth, Napper, and Hopkins Jeffrey, eds. Fluent Tibetan: A proficiency oriented learning system, novice and intermediate levels. Snow Lion Publications, 1993.

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14

You, Zeshun. Foreign-oriented political discourse in contemporary China: Construction model and social change = Zhongguo dang dai dui wai zheng zhi hua yu : jian gou mo shi yu she hui bian qian. Ke xue chu ban she, 2011.

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15

Ratnikova, Al'bertina, Vera Boguslavskaya, Aleksandr Mamontov, et al. FUNDAMENTALS OF THE THEORY AND PRACTICE OF TEACHING LANGUAGE AS A MEANS OF INTERCULTURAL COMMUNICATION, CONSIDERING THE NATIONAL CULTURE OF THE ADDRESSEE. Publishing Center RIOR, 2023. http://dx.doi.org/10.29039/02121-7.

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The collective monograph is devoted to the problems of the theory and practice of nationally-oriented language teaching as a means of intercultural communication, taking into account the native culture of the adressee. The presented work - in synchronous and diachronic plans - sets out the basic principles of learning and teaching language in the aspect of culture laid down by the scientific school of Pushkin state Russian language institute. Addressed to researchers, graduate students and students of philology, teachers of foreign languages and all those who are interested in the problems of linguoculturology and intercultural communication.

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16

Kuznetsova, L. V. A textbook on professionally oriented foreign (English) language for students of non-linguistic areas of study. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-5-907208-56-8.

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Учебное пособие составлено в соответствии с программой дисциплины «Иностранный язык» и содержит теоретический материал по вопросам грамматики английского языка, необходимого для изучения в высшем учебном заведении и практические задания по отработке и закреплению изученного теоретического материала. Учебное издание предназначено для обучающихся по направлению подготовки 38.03.01 Экономика, 38.03.02 Менеджмент, 02.03.02 Фундаментальная информатика и информационные технологии. Будет полезно обучающимся других направлений подготовки: 40.03.01 Юриспруденция и 44.03.01 Педагогическое образование, преподавателям вузов.

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17

Vasylyshyna, Nataliia, ed. CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052.

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The collective monograph "Current Theory and Practice Aspects of Linguistics, Sociolinguistics and Methodology of Foreign Languages at Universities in Modern Global Higher Educational Space" incorporates five sections developed on the results of the author's research. The main scientific and methodological developments of the foreign languages university teaching community are presented in the foreign mutual monograph, which are included in this collection. The manuscript, in particular, is devoted to the problems of language training of students of nonphilological specialties of the classical state university, which make up the vast majority of educational learners studying in Ukraine. Papers of the edition raise the issue of organizing effective foreign language learning realm in the realities of the modern world, which faced the need to introduce a digital tool in the frame of the educational process. Possibilities of using information computer technologies, social networks in the formation of written and oral speech skills, professionally oriented language learning, socio-cultural aspects of language, development of linguistic and cultural skills as well as local lore competences are studied for further advancements. This collection is aimed at scientific and pedagogical staff of higher education institutions, practical workers of the educational branch, scientists, students.

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18

Smakotina, Natalia A., Anna A. Teleguz, Lyudmila I. Tolstobrova, and Marina V. Gordienko. English for Food Production Technologists. English for Food Industry Technologists. Novosibirsk State Technical University, 2022. http://dx.doi.org/10.17212/978-5-7782-4780-2.

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The textbook "English for Food Production Technologists" English for food technologists is intended for second-year students specializing in the field of training "Product technology and catering organization (19.03.04 ): Profile: Technology and Organization of Restaurant Service", "Management: Profile: Management in the food industry" (38.03.02). The purpose of the textbook is to form a foreign language communicative competence based on a given situational professionally – oriented context. The structure of the textbook. The textbook consists of four modules with three sections, blocks of control and measurement and additional materials, and a grammar reference. The content of the modules: Module 1. Fundamentals of Nutrition Science; Module 2. Food Industry; Module 3. Introduction to Food Engineering; Module 4. Food of the Future. Each section of the textbook modules contains specialized text materials devoted to the basics of nutrition science, food processing, automation of food processing and production processes, and focused on the development of language, speech and communication skills. The study of the specialized material is completed by performing tasks of a creative nature in oral or written form. The textbook materials are intended for classroom activity, distance learning, as well as for independent work of students.

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19

Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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20

Muñoz-Basols, Javier, and Joe Barcroft. Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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21

Muñoz-Basols, Javier, and Joe Barcroft. Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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22

Muñoz-Basols, Javier, and Joe Barcroft. Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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23

Hermans, Theo. Translation in Systems: Descriptive and System-Oriented Approaches Explained. Taylor & Francis Group, 2014.

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24

Pawlak, Mirosław, and Anna Mystkowska-Wiertelak. Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom. Springer, 2012.

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25

Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. Production-Oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom. Springer London, Limited, 2012.

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26

Pawlak, Mirosaw, and Anna Mystkowska-Wiertelak. Production-Oriented and Comprehension-Based Grammar Teaching in the Foreign Language Classroom. Springer Berlin / Heidelberg, 2014.

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27

Battenburg, John D. English Monolingual Learners' Dictionaries: A User-Oriented Study. de Gruyter GmbH, Walter, 2017.

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28

Miyahara, Masuko. Emerging Self-Identities and Emotion in Foreign Language Learning: A Narrative-Oriented Approach. Multilingual Matters, 2015.

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29

Miyahara, Masuko. Emerging Self-Identities and Emotion in Foreign Language Learning: A Narrative-Oriented Approach. Multilingual Matters, 2015.

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30

Building Capacity: Using TEFL and African Languages as Development-oriented Literacy Tools. Langaa RPCIG, 2008.

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31

Magee, William A. Fluent Tibetan: A Proficiency-Oriented Learning System. Snow Lion Publications, 1999.

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32

Kocharyan, Susanna, and Emma Sagoyan. Russian Language: Special Texts and Assignments. YSU press, 2023. http://dx.doi.org/10.46991/ysuph/9785808426214.

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This manual is intended for students of the faculties of history of the Armenian universities and, along with the main textbook, it forms an integral part of the Russian language course curriculum. It is professionally oriented and designed to facilitate the acquisition, comprehension and reproduction of specialized vocabulary and texts, as well as development of fluency in the process of discussing specialized topics. The manual can also be used as a supplementary material for other faculties of humanities and chairs at the Armenian universities.

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33

English monolingual learners dictionaries: A user-oriented study / John D. Battenburg. Niemeyer, 1991.

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34

Arskaya, M. A. English Grammar in Vocational Education oriented teaching of a foreign language in a law school. Federal State Public Educational Institute of Higher Education "Siberian Law Institute of the Ministry of Internal Affairs of the Russian Federation", 2022. http://dx.doi.org/10.51980/2022_13_23_103.

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35

Wu, Jen-Yi. EFL students go mooing: A case study of project-based technology supported language learning. 2001.

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36

Bräuer, Gerd. Body and Language. Praeger, 2002. http://dx.doi.org/10.5040/9798400620294.

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Highlights the bridging character of drama-based foreign and second language teaching for intercultural learning. Drama here is not limited to theater-related work, but means the interplay between body and language in general, to include, for example, sports, dancing, singing, and storytelling. The major techniques and curricular structures of educational drama and its application in the foreign and second language classroom are introduced. What are the techniques, methods, strategies, and curricular structures that engage language learners in continuing dialogue between one's own culture and the one yet to be discovered? What comprises the language we speak in order to understand and be understood? Which body is it we communicate through and to? This volume answers these and other questions of the pedagogy of drama-based teaching across the foreign/second language curriculum and on all levels of the educational pyramid. There are two major issues currently discussed in drama-based foreign and second language methodology. The first is goal-oriented, asking whether the acquisition of accuracy or fluency is more important, and whether a controlled (learning through imitation) or an open (through improvisation) learning environment is more efficient. The second issue concerns using drama in language teaching: either its use is process-oriented, where drama becomes an immediate medium for language learning, or product-oriented, where it becomes primarily the reason for language learning. The book outlines the theoretical frameworks of both issues and introduces personal narrative, comparative observation, and analytical reflection, illuminating opportunities for learning at both ends of the seemingly contradictory poles of both issues.

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37

Baaij, C. J. W. The Implementation and Its Challenges. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190680787.003.0006.

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The final step in making the case for an English-based, source-oriented EU Translation is demonstrating its implementation. The case study of contract law integration helps illustrate how language versions of EU legislation may best preserve syntactic correspondence and use neologisms for EU legal terminology. This exercise includes addressing the challenging intricacies that a source-oriented approach brings. For one, syntactic correspondence is harder to achieve between languages with dissimilar grammatical rules. Second, a particular general language might not offer neologisms that are sufficiently yet not overly “foreign” to the national legal language. However, the underlying philosophical concepts of language and of translation demonstrate that these complexities do not therefore render source-oriented EU Translation “imperfect.” In fact, they show that 24 language versions are indeed capable of expressing a single EU legal language in a uniform manner.

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38

Grein, Marion, Ann-Katrin Fierus, Nina Jehle, Virginia Sánchez Anguix, Joshua Ziegler, and Miriam Riedinger. Evaluieren und Prüfen in DaF / DaZ. Edited by Christina Maria Ersch. Frank & Timme, 2020. http://dx.doi.org/10.26530/20.500.12657/43132.

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Consistent evaluation is an important prerequisite for quality assurance and continuous further development in the area of DaF/DaZ. With a focus on virtual learning, this volume deals with the evaluation of the Inverted Classroom Model for the training of teachers of German as a foreign language and specifically with language learning apps. A second focus is on the evaluation of exams and tests. In addition to the medical language examination and the qualification tests of future teachers, the focus here is on examiner qualifications. The critical discussion will present suggestions for solutions as well as new research approaches. This volume does justice to the claim that theory and practice are closely intertwined. Christina Maria Ersch studied German and Scandinavian Studies in Göttingen and German as a foreign language in Mainz, where she is a research assistant. She has been teaching German as a foreign language for several years, is a certified telc examiner and conducts advanced training courses in neurodidactics and action-oriented learning. Her research interests are, among other things, in general didactics with a focus on competence-oriented, digital learning and in intercultural communication.

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39

Preston, Katherine K. Emma Abbott, the “People’s Prima Donna”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199371655.003.0006.

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The focus of this chapter is the most successful grand opera company of the decade, the troupe of Emma Abbott. This prima donna was thoroughly trained in the Italian school and performed primarily translated versions of the same continental repertory mounted by companies like James Mapleson’s. A self-made woman who thoroughly understood marketing, Abbott created a new audience of middle-class American opera lovers by providing an entertainment-oriented middlebrow style of opera that was located on the operatic continuum somewhere between comic or light opera and the socially or culturally elite foreign-language styles performed in Italian or German. Her goals, however, were antithetical to some establishment critics who wanted to remove opera from the world of popular entertainment; they dismissed her as a charlatan who enjoyed “popular” rather than “artistic” success. Despite their efforts, Abbott was extremely popular, financially successful, and tremendously influential on American musical culture during the 1880s.

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40

Walker, Vanessa. Principles in Power. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501713682.001.0001.

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This book explores the relationship between policy makers and nongovernment advocates in Latin America and the U.S. government in order to explain the rise of anti-interventionist human rights policies uniquely critical of U.S. power during the Cold War. The book shows that the new human rights policies of the 1970s were based on a complex dynamic of domestic and foreign considerations that was rife with tensions between the seats of power in the United States and Latin America, and the growing activist movement that sought to reform them. By addressing the development of U.S. diplomacy and politics alongside that of activist networks, especially in Chile and Argentina, the book shows that Latin America was central to the policy assumptions that shaped the Carter administration's foreign policy agenda. The coup that ousted the socialist president of Chile, Salvador Allende, sparked new human rights advocacy as a direct result of U.S. policies that supported authoritarian regimes in the name of Cold War security interests. From 1973 onward, the attention of Washington and capitals around the globe turned to Latin America as the testing ground for the viability of a new paradigm for U.S. power. This approach, oriented around human rights, required collaboration among activists and state officials in diverse places. The book tells the complicated story of the potentials and limits of partnership between government and nongovernment actors. Analyzing how different groups deployed human rights language to reform domestic and international power, it explores the multiple and often conflicting purposes of U.S. human rights policy.

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41

Martin, Jeanette S., and Lillian H. Chaney. Passport to Success. www.praeger.com, 2008. http://dx.doi.org/10.5040/9798400695483.

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Like it or not, every business—even one conducted from the kitchen table—is global. No matter the industry, employees now routinely travel to other countries or interact with foreign customers, vendors, or fellow employees. Or they conduct business over the phone, via e-mail, or through video links. As a result, they have to understand international customs and etiquette or risk losing customers or botching business relations. And understanding business customs in other cultures isn't merely playing good defense—it often leads to new products or service enhancements that help an enterprise grow. In Passport to Success, Jeanette Martin and Lillian Chaney apply their expertise in business etiquette, training, and intercultural communications to present a practical guide to conducting business successfully around the world. Each chapter in this book presents in-depth information on the business environment and culture in the top twenty trading partners of the United States: Canada, Mexico, Japan, China, United Kingdom, Germany, South Korea, Netherlands, France, Singapore, Taiwan, Belgium, Australia, Brazil, Hong Kong, Switzerland, Malaysia, Italy, India, and Israel. Chapters contain both practical tips and illustrative examples, and the book concludes with a listing of resources (books, magazines, organizations, and Web sites) for additional information. In addition, Passport to Success contains useful overview material that will help business people plan a trip abroad or a campaign to win customers in another country. Besides trade statistics and information on global trade agreements, readers will find information on using the Internet productively to conduct or seek business, how women can succeed in countries with traditional, male-oriented business cultures, how to build cross-cultural relationships, and ways language can enhance—or obstruct—business dealings. Every businessperson is now a player in the global market for goods and services. This book provides valuable tips that will help people avoid missteps and increase their sales and personal success when dealing with counterparts in other countries.

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