English for Academics: принципы разработки учебного курса
The article analyses the up-to-date principles of materials design in English language teaching. It is described how each principle comes to work in a new course for university researchers and PhD students. The conclusion is drawn that current methodological approaches have to be taken into account in order to create a course book able to meet the requirements of the new educational paradigm.
This research studies the influence of professional competence of EFL learners on their metaphor production. The task was approached through analyzing metaphors in the English written texts produced by Russian students with different competence in economics – the non-professional and professional competence level. Findings highlight similarities and divergence of metaphor use in L2 writing in terms of learners’ professional competence. The results of comparative analysis of specific features in metaphors produced at different professional competence levels reveal the quantitative and qualitative differences of what functions metaphors are used to perform and to what extent they are used accurately. With the shift from the non-professional to the professional competence level learners are able to use metaphors that combine a function of presenting abstract concepts with a discourse organising function in a more balanced way and make much more use of creative metaphors, and their metaphor production tends to be less influenced by L1 background. Practical recommendations suggest an improved research methodology for studying metaphor production in ESAP as well as a deeper understanding of ESP content and its structure.
The paper describes a pilot project investigating the use of a teacher-made website for enhancing learner autonomy and the overall English language proficiency of second-year students in Psychology programs.
The paper focuses on the pilot project investigating the use of a teacher-made website to enhance learner autonomy and improve the overall English language proficiency of first-year undergraduate students in Psychology programs.
The article reports on new approaches to teaching ESP at tertiary level. It, first, looks at the existing syllabus of teaching ESP course to students of Economics, then it analyses students’ needs and, finally, it examines possible changes in the English language programme and assessment procedures in order to ensure a better quality of students’ education and their chances of obtaining a better job in future. The suggested amendments include: new materials development, optional courses and case studies. The criteria for assessment specifically developed for the ESP course will be given in this article, too.
The article looks into how the SWOT analysis can be used for educational purposes - namely for Academic writing course and course materials design. The introduction into the teaching process a specifically designed for the course textbook which has been tailored to the needs of a particular group of teachers and students can raise the level of attractiveness of a difficult course and facilitate the attainment of the course goal saving time and effort both for teachers and students.