scholarly journals Application of theory of genres in tackling professional medical discourses

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Medical Professional ◽  
Medical Discourse ◽  
Practical Implementation ◽  
Medical Language ◽  
Information Gap ◽  
Text Organization ◽  
Language Classroom ◽  
Medical Discourses ◽  
Written Speech

The article deals with the issues of the application of the theory of genres while handling professional medical discourses. The practical implementation of the theory of genres in learning a professional medical discourse is one of the efficient techniques in current methodology of teaching English. The topicality of the research is determined, firstly, by the fact that different genres are commonly used in the practice of medical professional interaction and the domain of a foreign language teaching in a medical language classroom. Secondly, there is a need to outline grammar and lexical peculiarities of the genres of medical discourses and their functioning in oral and written speech. The authors study the problems of the theory of genres concerning medical discourses. The researchers characterize the main lexical and grammar peculiarities of the genre of an oral presentation of a patient’s medical history, the genre of a scientific text for the specialty “Technologies of Medical Diagnosing and Treatment”, the genre of a letter of referral to a medical specialist and reveal specific features of their functioning in oral and written speech. Linguistic analysis of a medical discourse which is focused on lexical, grammatical, functional and rhetoric peculiarities of a written or an oral discourse appears to be very fruitful allowing us to answer the questions how tests are structured and organized. Textual success often depends on the familiarity of text organization for readers of the discourse community, however small or large that community might be and students should be aware of the genre norms. Dealing with professional medical genres, we assume that every genre is clearly structured and has its own sets of language structures. The task of language instructors is to acquaint the learners with existing genre norms. The authors have singled out the “moves” of the three genres and developed the sequence of pre-reading, while-reading, post-reading and information gap activities which are effective while working on the discourses that have been studied.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

Some lexical translation problems

2019 ◽  
pp. 14-16
Author(s):  
Zyinathan Sydykova
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Vocabulary Problems ◽  
Problems Of Translation ◽  
Written Speech

Abstract: The article considers some vocabulary problems of translation, to understand the meaning of vocabulary correctly. To master foreign language, to speak and to comprehend oral and written speech in foreign language, it is necessary to compile stock of words, using in all style of speech widely. It is necessary to understand the main peculiarity of English vocabulary from Russian vocabulary. Key words: translation, text, verb, vocabulary, language, science, sentence, literature, form, number, foreign. Аннотация: В данной статье рассматриваются некоторые лексические проблемы перевода, значение лексики для правильного понимания текста. Для того чтобы овладеть иностранным языком, говорить и понимать устную и письменную речь на иностранном языке необходимо систематически накапливать запас слов, широко употребляющихся во всех стилях речи, необходимо понимать основные особенности английской лексики, отличающей от лексики русского языка. Ключевые слова: перевод, текст, глагол, лексика, язык, наука, литература, форма, число, иностранный. Аннотация: Бул макалада кээ бир лексикалык котормо маселелерин, тексти туура түшүнүү үчүн сөздөрдүн маанилүүлүгү талкууланат. Чет тилинде түшүнүү, сүйлөшүү жана жазуу үчүн, тынымсыз сөз байлыгын жогорулатуу зарыл. Англис тилинин лексикасынын негизги өзгөчөлүктөрүн, орус тилинин лексикалык айырмаларын анализге алдык. Түйүндүү сөздөр: котормо, текст, этиш, сөз, тил, илим, сүйлөм, адабият, форма, тур.

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

scholarly journals Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel

2015 ◽  
Vol 17 (2) ◽  
pp. 92 ◽  
Author(s):  
Rawia Hayik
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Religious Diversity ◽  
Middle Eastern ◽  
Practitioner Inquiry ◽  
Religious Groups ◽  
Reader Responses ◽  
Region I ◽  
Language Classroom ◽  
Efl Students

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.

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