Аутентичность в контексте преподавания языка специальности
Based on a survey of 150 students at several universities, the paper analyses the authenticity of materials and authenticity of their use in ESP classes.
The article focuses on the role of teaching reading skills in foreign language and presents certain requirements which texts for professional use should meet to help law students achieve practical command of English and master the particular language of their profession in order to be able to read key literature on their subject areas.
The main objective of this article is to raise teachers’ awareness of what is happening in the field of EAP and ESP. The idea came from the necessity of collaboration of EAP and ESP courses and was extended to a mixture of theory and practice with particular focus on the learners. There seemed to be a general lack of knowledge about ESAP.
ESAP is thus an important area of ELT, accounting for a large amount of EAP and ESP activity worldwide. In the case of ESAP the ability to produce good quality teaching materials that fit the needs of the learners is essential.
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.
The report is devoted to a particular aspect of ESP, namely teaching public speaking skills to students of non-linguistic humanities. It is argued that such skills can and must be taught for the sake of students' future success in their professionally oriented public speaking, and that such teaching must rely on and proceed from the phonetics of the language. The key issue under consideration here is how, while teaching the English language, to teach the English speech in its broadest sense, relying on the concepts of the pronunciation standard and articulation basis. Special emphasis is put on some cutting-edge practical teaching techniques as well as on the purposeful rhetorical use of phonetic properties of the language.