scholarly journals The Use of Corpora in the Teaching of ESP (the Sphere of Pedagogy and Psychology)

2021 ◽  
Vol 13 (4) ◽  
pp. 133-147
Author(s):  
Marta Lacková
Keyword(s):  
Professional Communication ◽  
Social Aspects ◽  
Fundamental Aspect ◽  
Data Modelling ◽  
Teacher Student ◽  
Compound Nouns ◽  
Specialized Language ◽  
Primary Research Interest ◽  
Memory And Recall ◽  
Modelling Methods

Specialized language from the spheres of pedagogy and psychology constitutes a fundamental aspect within the teacher – student communication. The submitted paper handles lexical and morphological features of compound nouns containing the nouns amnesia, memory and recall. The primary research interest focuses on collocations and concordances in which they appear on a regular basis; we also deal with the grammatical relations and elements of meaning that have an impact on the discourse characteristics. The studied lexical units are elaborated within English Web 2015 utilizing Sketch Engine. In the research, both quantitative (statistical methods) and qualitative (observation, comparison, generalization, data-driven research data modelling) methods were employed. To begin with, we provide the frequency list of the studied words within the text corpus, and we categorize them from the morphological perspective as the two aspects influence their lexical behaviour and employment for teaching purposes. The research outcomes indicate that the analysed lexical units exist in a broad discourse scope; moreover, they appreciably grant profitable acts of communication in the pedagogical settings. Eventually, we outline feasible pedagogical inferences of the inquiry outcomes in the teaching of English and we suggest a set of corpus-driven exercises on the professionally-oriented language from the fields of pedagogy and psychology. To sum up, the outcomes confirm that the lexical and semantic characteristics of specialized language underline social aspects of communication between experts (and public too). Further, we intend to elaborate words belonging to other spheres of professional communication (medicine, sociology, etc.) in the framework of the corpus examination.

scholarly journals An experimental tailor-made ESP course: experience of teaching English to students of Economics

2018 ◽  
Author(s):  
Anna Yurievna Shirokikh
Keyword(s):  
Writing Skills ◽  
Professional Communication ◽  
Specific Knowledge ◽  
Teacher Student ◽  
Economics Students ◽  
Subject Specific ◽  
Teachers And Students ◽  
Course Experience ◽  
Positive Results ◽  
Selection Of

The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.

OMNIBUS: a program for reduction, modelling and viewing X-ray single-crystal data from various four-circle diffractometers

2002 ◽  
Vol 35 (5) ◽  
pp. 641-643 ◽  
Author(s):  
E. Gałdecka
Keyword(s):  
Single Crystal ◽  
Data Modelling ◽  
Crystal Data ◽  
Special Report ◽  
X Ray ◽  
Modelling Method ◽  
Symmetric Profile ◽  
Modelling Methods ◽  
Selection Of ◽  
Refined Version

OMNIBUSis a new, revised, extended and refined version of theDATPROC9program [Gałdecka (1999).J. Appl. Cryst.32, 827–832]. The basic aim of the program is to process the step-scan-measured Bragg reflections recorded on a single-crystal diffractometer to obtain aname.hkl collection of intensities for crystal structure determination. The task may be realised byOMNIBUSwith various methods, from simple ones to more sophisticated ones, based on the learnt-profile idea. Another aim that may be realised with the program is the inspection of intensity plots of the measured profiles and, for the data modelling methods, their models. The novelty of the program, in relation to its former version, lies in a new `symmetric' profile modelling method, the use of a common background model, the possibility of optimization of the width of the profile range, a wider selection of options for the calculations [available to the user in the program menu(s)] and the compatibility of the program with data from various single-crystal diffractometers (KM4-Kuma Diffraction, P3 of Siemens, CAD, Nicolet and Stoe). Special attention is paid to the data modelling, which may be observed on the screen during the calculations and analysed afterwards, based on special report files, which can for some users be treated as a task in itself.

Pedagogical communication and its psychopedagogical issues

2021 ◽  
Vol 66 (05) ◽  
pp. 69-7q
Author(s):  
Nəzakət Əli qızı Quliyeva ◽  
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Educational Process ◽  
Psychological Climate ◽  
Professional Communication ◽  
Self Management ◽  
Self Awareness ◽  
Common Goal ◽  
Teacher Student ◽  
Communication Activity

Pedagogical communication is the professional communication of a teacher with students in the educational process. Such communication is aimed at creating conditions for the formation of a comprehensively developed personality, allows you to manage the socio-psychological processes in the team and create an effective psychological climate. The content of communication is determined by the purpose set by the teacher in the learning process. Communication does not work without a common goal. The effectiveness of communication depends on its purpose, content, motives, means, and adherence to norms. Younger students do not understand the purpose of communication, they are not voters. In the upper classes, on the contrary, it is perceived and selective. Not paying enough attention to the student's personality in the learning process, preferring only teaching methods, results in major pedagogical shortcomings. Therefore, the teacher should always try to establish effective pedagogical communication when working with students. In order to successfully communicate and interact with students, a teacher must first properly assess his or her own personality. Self-awareness and self-management should be a constant concern of every teacher. Key words: pedagogical process, pedagogical communication, teacher, student, communication content, communication activity

scholarly journals Motivation as the Basis for the Professional Language Competence Formation for Future Intelligence Officers of the Armed Forces of Ukraine

2021 ◽  
pp. 116-120
Author(s):  
N. Nechyporuk ◽  
Yu. Suprunchuk
Keyword(s):  
Foreign Language ◽  
Armed Forces ◽  
Professional Communication ◽  
Military Students ◽  
Language Competence ◽  
Conditions For Learning ◽  
Language Classes ◽  
Specialized Language ◽  
Pragmatic Aspects ◽  
Effective Conditions

The paper highlights the main motivation aspects of military highly specialized language training of future intelligence officers of Ukrainian Armed Forces. The motivation resources for forming the professional foreign language competence of military students of higher military educational establishments are determined. The effective conditions for studying professional terminology as the basis for the skills of a future expert are specified. The necessity of organizing an effective training process of studying professional terms is substantiated with the aim of creating the most effective conditions for learning professional terms for terminology, the latter being the basis of professional communication. The algorithm for introducing highly specialized terminology is outlined in order to better comprehend and reveal the essence of the concept and structure of the terms. The emphasis is laid on the technique of introducing highly specialized terminology. Thus the process of foreign language classes organization makes it possible to master professional texts in the original. The authors maintain that main methods of rendering contemporary English military vocabulary (single- and multi-component terminology, abbreviations and shortenings, set terminological units, neologisms) into Ukrainian are as follows: lexical equivalent translation, transformation translation borrowing (transcription / transliteration), descriptive translation, loan translation and others. The difficulties in rendering military vocabulary of the NATO publications are related to the pragmatic aspects of translation.

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