scholarly journals Teaching English to Law Students by Means of Discourse Analysis on the Basis of C. Hoffman’s Comprehensive Approach

2020 ◽  
pp. 784-791
Author(s):  
Ekaterina Romanovna Novikova ◽  
◽  
Oleg Gennadiyevich Polyakov ◽  
Nadezhda Vasil’yevna Hausmann-Ushkova ◽  
◽  
...  
Keyword(s):  
Discourse Analysis ◽  
Law Students ◽  
Comprehensive Approach ◽  
Teaching English

Commentary on the Article “How Gentle Must Violence Against Women Be in Order to Not Be Violent? Rethinking the Word ‘Violence’ in Obstetric Settings,” Reframed Within a Critical Discourse Orientation

2021 ◽  
pp. 107780122199647
Author(s):  
Camille Burnett
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Violence Against Women ◽  
Identity Work ◽  
Comprehensive Approach ◽  
Critical Discourse ◽  
Definition Of

This commentary discusses the Swartz and Lappeman article asking us to rethink the word violence and its potential to “disempower the women that it is meant to empower.” The commentary examines the term violence through a critical lens that underscores the need for critical discourse analysis as a driver to deepening a widely somewhat antiquated definition of violence. It explores the enabling and constraining complexity of identity work associated with using the label of victim and suggests a more comprehensive approach that considers the linkages between intention, practices, structures, and context to foster a more transformative understanding of violence.

scholarly journals COMPUTER ASSISTED LANGUAGE LEARNING (CALL): Konsep Pembelajaran Bahasa Inggris Berbantuan Komputer

2016 ◽  
Vol 10 (2) ◽  
pp. 281-298
Author(s):  
Risma Amin
Keyword(s):  
Language Learning ◽  
Computer Technology ◽  
Comprehensive Approach ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching English ◽  
Modern Education ◽  
Interaction System ◽  
The World

The world has entered the era of globalization, where the role of language especially English and the role of technology especially Instructional Computer Technology (ICT) are very dominant. These two elements are evolving so intense and must be consumed in all areas of modern education. So required proper interaction system to unify the two components, which is the actualization of language and the computer sophistication. In this case the most suitable and comprehensive approach is Computer Assisted Language Learning (CALL) as a systemic interaction in teaching English process

From the Editor

2016 ◽  
Vol 6 (2) ◽  
pp. 63
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Second Language Teaching

Message from Editor Dear Readers,It is a great honor for us to publish the sixth issue of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://sproc.org/ojs/index.php/GJFLTGlobal Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Linguistic clichés, teaching English as a foreign language, corpus-based language teaching, TESOL, language acquisition and elementary literacy teaching topics have been included in this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge through which different kinds of topics are discussed in 2016 Volume.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Assoc. Prof. Dr. Ali Rahimi,Editor – in Chief, Bangkok University

scholarly journals Holding a mock trial in teaching foreign language professional communication to law students

2020 ◽  
pp. 85-89
Author(s):  
E. A. Degtyaryova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Law Students ◽  
Professional Communication ◽  
Teaching English ◽  
Mock Trial ◽  
Different Types

The article focuses on the steps of holding a mock trial in teaching English to law students and the importance of a simulated court for professionally oriented language teaching. The paper details different types of tasks in terms of court language and etiquette that can be used while preparing for a mock trial.

scholarly journals TEACHING ENGLISH MONOLOGIC ORAL PRODUCTION TO LAW STUDENTS: DIFFERENTIATED APPROACH

2018 ◽  
pp. 71-75
Author(s):  
Tetiana Druzhchenko
Keyword(s):  
Foreign Language ◽  
Law Students ◽  
Psychological Characteristics ◽  
Professional Activity ◽  
Teaching English ◽  
Planning Stage ◽  
Training Groups ◽  
Oral Production ◽  
Three Phase ◽  
Communicative Abilities

Background: Among numerous issues of differentiated teaching, the problem of building competence in oral monologic production in Law students – considering the level of independence and knowledge of students – has not been studied in depth yet. This causes difficulties for providing qualitative foreign language (FL) education to Law majors who have not attained the appropriate level in FL communicative competence in conditions of homogenous training groups. Purpose. The article aims to prove the effectiveness of the system of exercises and tasks designed to enhance English monologic production skills in Law students based on differentiated approach with regard to individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset and professional activity. Results. The system of exercises and tasks for building the competence under discussion requires specification of phases in the teaching process. Therefore, the author presents a three-phase process for teaching English oral monologic production to law students. The phases involve pre-text, text-reproductive and productive stages of developing monologic skills. Discussion. The process of teaching is organized in four stages: diagnostic, planning, teaching and final. The diagnostic stage is designed to measure the level of students’ knowledge and independence with a view of differentiating the groups of learners. The planning stage aims at developing educational content and materials as well as correlating them with the level of students’ knowledge and independence. The teaching stage involves instruction based on implementation of the system of exercises and tasks which were designed to purposefully address oral monologic production skills in the classroom. The final stage focuses on observing the dynamics in students’ monologic performance and independence as well as on rearranging training groups based on students’ performance level.

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