Учебный вебсайт как необходимый инструмент оптимизации обучения иностранному (английскому) языку в неязыковом вузе
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 article describes the use of a number of alternative blended learning models based on a mixture of traditional face-to-face classes with some elements of e-learning in the course of “English for Academic Purposes” (EAP) and “English for Specific Academic Purposes” (ESAP) taught to junior and senior undergraduate students of computer sciences in the undergraduate program of Business Informatics and Software Engineering over a period of time from 2009 to 2012 at the National Research University Higher School of Economics (NRU HSE), Moscow, Russia
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 addresses the issue of student autonomy in an EAP context. Learner autonomy is looked upon as one of the purposes and prerequisites of tertiary education. Ways of realizing learner autonomy through classroom practice are offered.
The workshop series on NLP for Computer-Assisted Language Learning (NLP4CALL) is a meeting place for researchers working on the integration of Natural Language Processing and Speech technologies in CALL systems and exploring the theoretical and methodological issues arising in this connection. The papers in the proceedings volume from the third NLP4CALL workshop cover three main topic areas: resources for development of ICALL applications (e.g., learner corpora and coursebook corpora), tools and algorithms for the analysis of learner language (e.g., focusing on collocations, reading tasks, cloze items, pronunciation, spelling, level classification of learner production), and the generation of learning materials (e.g., exercise generators).
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 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.
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 paper describes the learner corpus composed of English essays written by native Russian speakers. REALEC (Russian Error-Annotated Learner English Corpus) is an error-annotated, available online corpus, now containing more than 200 thousand word tokens in almost 800 essays. It is one of the first Russian ESL corpora, dynamically developing and striving to improve both in size and in features offered to users. We describe our perspective on the corpus, data sources and tools used in compiling it. Elaborate self-made classification of learners’ errors types is thoroughly described. The paper also presents a pilot experiment on creating test sets for particular learners’ problems using corpus data.