The present article looks at the professional and communicative competence of language teachers as integral part of their communicative competence which comprises the discourse both inside and outside of the classroom. The survey of 700 ESL-teachers in Russia and Great Britain shows that assessing L2 written works and commenting on them are amongst the most important communicative tasks in their professional life. Therefore, a set of exercises has been designed to prepare pre-service language teachers to respond to their students’ writing, and use written corrective feedback as a tool to facilitate and enhance students’ learning.
This article is devoted to a problem of development of modern German discourse of advertising. Properly selected linguistic means allow for success of the advertising texts. Today it is more important to put emphasis on the creation of the ideal image of the consumer rather than demonstrate the value of the product to the customer. So the structure and components of modern advertising texts differ from the text of the end of the twenties century. Presently the slogan is the most important and long-term part of the modern advertisement. It transfers the essential meaning of the whole message. Consequently, the creation of a slogan requires specific linguistic methods.
This article represents the application of Case-studies for the English language teaching at Business Schools (students of World Economy and International Affairs Departments). The author shows the sequence of stages that provide for the learners the effective development of professional communication skills.