The Study of Professionalization Levels in ESAP Learning: Cognitive Metaphor Model Analysis
This research studies professional and non-professional levels of academic discourse by analyzing cognitive metaphor models in the English written texts produced by Russian students with different competence in economics. The results of comparative analysis of specific features in metaphor models in two types of academic discourses – professional and non-professional – reveal the difference how students at different levels of study develop their professional competence in their core curriculum disciplines. At an early stage students predominantly use external associations in metaphors, and at a later stage – internal/personal verbal associations. The research results might be significant for more targeted identification of ESAP content.