Английский язык для юристов: Учебник и практикум для академического бакалавриата. 2-е изд., перераб. и доп.
The coursebook encompasses the most common law areas and provides extensive communicative practice of legal vocabulary, as well as of reading, speaking and writing skills. It can be used as a supplementary material to prepare students for the International Legal English Certificate (ILEC) exam.
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 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.
The book contains the proceedings of the 2d International Conference on Teaching English for Specific Purposes and New Language Learning Technologies, organized by the faculty of electronic engineering, University of Nis, Serbia. The book covers a range of topics within the area of ESP teaching.
The book’s main objective is developing academic writing and speaking skills, namely teaching students to write an academic paper and to prepare an oral presentation on its basis. The book is mainly intended for undergraduate and graduate students of the faculty of law of Higher School of Economics. However, it can be also used by students of other specializations due to the fact that basic principles of academic writing and presenting are universal.
“Academic English for Legal Research” is divided into two parts. The first part “Writing a paper” contains seven units, each devoted to a particular part of an academic paper (abstract, introduction, literature review etc.). The second part “Transforming a paper to an oral presentation” consists of two units devoted to PowerPoint and poster presentations, correspondingly. The book is also provided with additional materials: information about annual conference for law students organised by the department of foreign languages of Higher School of Economics, questionnaire, project title page and contents templates, and samples of projects’ chapters.
Each unit contains both theoretical information and practical exercises. The theory is presented in a concise form, so that students can use the book as a manual for paper writing and presenting. For more information students are encouraged to use additional resources, to which links are provided in every topic. The theoretical part of the book aims at dethroning traditional stereotypes and prejudices of Russian students considering academic writing in English as well as making them aware of typical mistakes that were identified during several years of teaching a variety of Academic English courses in Higher School of Economics. Such a focus on Russian students makes the book different from those published by British and American authors and helps to bridge the gap between Russian and English academic writing conventions.
Practical exercises are based on the material of academic articles from legal journals and fourth year students’ projects that were completed by law students of Higher School of Economics as a part of their final state examination in English in 2015. The tasks are aimed at recognizing and using both the academic vocabulary and structural principles of academic paper creation and presentation. The exercises comprise such tasks as identifying strong and weak sides of given samples, correcting mistakes, different matching activities, creative tasks. The last task of each unit suggests students to write a part of their own research and provides a checklist of points to consider while writing, thus, after studying the book students should be able to present a draft of their research work.
The book can be used both in class and individually. It can be suggested as an additional course book for fourth year students to help them prepare for their English examination.
The article considers the main principles underpinning course design with regard to teaching Legal English. Among the issues discussed are the syllabus design, types of interaction activities, as well as preparation of ESP teachers. Much attention is paid to needs analysis issues and the genre approach in teaching Legal English.
The article describes an effective method of automatic generation of word-formation exercises in the format similar to Cambridge certificate exams and Russian state exam. The input for the generation of exercises is English texts of arbitrary size and contents, which is especially relevant within the framework of teaching English for special or academic purposes. To generate the exercises, we use a dictionary of 11977 units: 2466 stem words and 9511 derivatives. The dictionary was compiled based on the most frequent word families from the British National Corpus. Exercises generated with the presented method can be used in preparation for taking the above exams, as well as in teaching / learning English, namely for developing lexico-grammatical and reading skills.
A teacher’s capacity to act and to shape critical responses to educational reforms and practices is a quality developed through knowledge and experience. Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. In this volume, contributors share their personal narratives, research and scholarly work that highlight how English teachers can transform their own processes and practices to ensure the best educational experiences for their students in the context of policy implementation.
This article presents an approach to the automatic generation of open cloze exercises that are based on real-life English texts. The exercise format is similar to the open cloze test used in Cambridge certificate exams (FCE, CAE, CPE). Two experiments were conducted to evaluate the usefulness on the machine-generated exercises and compare them with authentic Cambridge tests. The experiments showed that the generation method used was quite effective. With some customization, the presented method can be applied to generating similar exercises based on texts written in other languages.