This paper is concerned with some issues of English for Occupational Purposes and English for Academic Purposes. The main objective of the paper is to describe possible approaches to integrating EOP and EAP on the basis of the pilot English for Specific Academic Purposes course introduced at National Research University – Higher School of Economics, Saint-Petersburg, Russia.
This paper is concerned with some issues of English for Specific Purposes and English for Academic Purposes. The paper argues that a project-based English for Specific Academic Purposes course needs to integrate some features of Content-Based Instruction, English for Specific Purposes and English for Academic Purposes approaches. This paper attempts to highlight the benefits and challenges of such a course introduced at National Research University – Higher School of Economics, Saint-Petersburg, Russia.
Key words: EAP, ESP, CBI, EFL, project-based learning, reading and writing strategies
The article reports on the experience of course design in Practical Phonetics, one-year experience of teaching and assessment of students throughout the academic year. It also gives results of students’ survey in which they were asked to give their opinion about the present course and to suggest amendments to it for future. The author, summarised their ideas about certain modifications to the course in order to help students better fit in the world linguistic community and look upon the subject of Practical Phonetics as a necessary integral part of the overall discipline – the Practical Course of English.
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.
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.