scholarly journals Aspects of using dictionaries in the process of academic English teaching and acquisition

2019 ◽  
Vol 66 (3) ◽  
pp. 108-113
Author(s):  
Iryna Kaminska
Keyword(s):  
University Students ◽  
Academic Language ◽  
Linguistically Diverse ◽  
Academic English ◽  
English Teaching ◽  
Linguistic Skills

In the article, the linguistic characteristics of academic English are considered. The vocabulary and genres of academic English are addressed. The types of dictionaries currently available to university students are defined. It is established that academic language is linguistically diverse across discourses, genres, and disciplines. The variations in academic language demand a range of linguistic skills from students. Learners therefore need access to language tools, notably dictionaries, in their studies. The analysis of the respective dictionaries demonstrates that none of them is suitable for academic English acquisition. They are too comprehensive in coverage, contain linguistically demanding definitions and offer little encoding information. A need for dictionaries that would meet the students’ demands is defined.

scholarly journals Review of developments in research into English as a lingua franca

2011 ◽  
Vol 44 (3) ◽  
pp. 281-315 ◽  
Author(s):  
Jennifer Jenkins ◽  
Alessia Cogo ◽  
Martin Dewey
Keyword(s):  
Academic English ◽  
Business English ◽  
Lingua Franca ◽  
English Teaching

We begin by considering how the recent phenomenon of English as a Lingua Franca (henceforth ELF) fits in with the older notion of lingua francas in general as well as with older versions of ELF. We then explore the beginnings of ELF in its modern manifestation, including the earliest ELF research, and tackle the thorny issue of defining ELF. After discussing the main locations and domains in which ELF research has been carried out to date, we move on to examining research into three linguistic levels, lexicogrammar, phonology and pragmatics, concluding with a discussion of very recent findings revealing ELF's linguistic fluidity. Next, we discuss research into two domains where ELF has proved especially prevalent: business English and academic English. This is followed by a consideration of ELF as a globalized and globalizing practice. We end the article by exploring the implications of ELF research for ELF-oriented English teaching and the role that attitudes are likely to play in this. We conclude that while the relaxed attitudes towards ELF of younger people are promising, strong resistance is still felt by many others, and that the major challenge remains in convincing the examination boards that they should take account of ELF.

Finnish writers' academic English

1994 ◽  
Vol 1 (2) ◽  
pp. 261-293 ◽  
Author(s):  
Eija Ventola
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Textual Analysis ◽  
Scientific Writing ◽  
Academic English ◽  
Language Courses ◽  
Linguistic Skills ◽  
Foreign Language Courses

The paper illustrates how many Finnish writers tend to have difficulties coding references to text participants appropriately in their English texts. When organising their texts thematically, Finnish writers also appear to apply thematic patterns which are not typical of English texts. In addition, Finnish writers do not seem to utilise the possibilities of the interplay between the REFERENCE and THEME systems at their textual optimum. The insights into the textual analysis of FL-scientific writing presented here may prove useful when applied linguists are facing the challenge of designing courses for academic writing in a foreign language, courses which will develop learners' consciousness and linguistic skills in organising information in texts in a way which is referentially and thematically cohesive.

scholarly journals Exploring Proper Names Online and Its Application in English Teaching in University

2021 ◽  
Vol 1 (1) ◽  
pp. 24-29
Author(s):  
Liqun Liang ◽  
Qian Yin ◽  
Chunrang Shi
Keyword(s):  
University Students ◽  
Proper Names ◽  
Literal Meaning ◽  
English Teaching ◽  
Teachers And Students ◽  
The University

Explaining the proper names on the website to students is an essential part of English teaching in university, but it is often overlooked by teachers and students. In the university, students use improper methods of exploring proper names on websites, which include exploring proper names on just a few websites, exploring proper names on inappropriate websites, and improper methods of cognizing the meanings of proper names. Students’ improper methods of cognizing the meanings of proper names consist of interpreting out of context, and interpreting by literal meaning. The teachers can guide students to explore proper names online appropriately by using the effective methods, including introducing of relevant websites to lead students to choose the appropriate websites for exploring, comparing the different explainations of proper names from different websites, and questioning students to help them to cognize the accurate understanding of proper names.

scholarly journals ENHANCING PROFESSIONAL COMPENENCE OF PHARMACEUTICAL STUDENTS IN THE ACADEMIC ENGLISH COURSE

2021 ◽  
Vol 8 (18) ◽  
pp. 84-89
Author(s):  
Oksana Kovalenko ◽  
Olga Afanasenko
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Professional Competence ◽  
Academic Language ◽  
English For Academic Purposes ◽  
Academic English ◽  
Academic Texts ◽  
Writing Course ◽  
Measurement Tools ◽  
Selection For

The paper presents the ideas on integration of English language academic writing into the training of Mater of Pharmacy students. The academic literature demonstrates a powerful didactic potential for the development of both language and professional competence of students majoring in pharmacy. This fact is evidenced by the empirical study that demonstrates the finding reflected in students’ graduation academic project performance. As a measurement tools we employed assessment rubrics of the graduate project, content analysis and questionnaire on teachers’ feedback. The participants of the study were students from the Pharmacy faculty and teachers of English for Academic Purposes in cooperation with teachers of pharmacy. Together they outlined the criteria for the texts selection. According to the results, students mastered not only academic writing skills, but also the skills of information processing and evaluation, critical thinking, presentation of information and academic integrity. The paper also presents methodological recommendations on academic texts selection for pharmaceutical students and forms of teachingacademic writing to students of non-linguistic specialties. The results of the study allow to draw the conclusion academic writing course will enhance professional competence and reduce students’ misinterpreting of academic language.

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

Deaf and Hard-of-Hearing Students and Academic Language(s)

2020 ◽  
pp. 140-155
Author(s):  
Jessica Scott ◽  
Scott Cohen
Keyword(s):  
American Sign Language ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Academic Language ◽  
Literacy Skills ◽  
Academic English ◽  
Content Areas ◽  
Basic Reading Skills ◽  
Reading To Learn ◽  
Literacy Research

Frequently, literacy research with deaf and hard-of-hearing (DHH) students focuses on the development of basic reading skills. However, for middle/secondary DHH students, academic language demands are relevant to the ability to read texts and learn new content. Academic English, which has been called the language of schooling (Schleppegrell, 2001), includes a constellation of features such as specialized vocabulary, densely packed syntax, and markers of organization (Uccelli, Phillips-Galloway, Barr, Meneses, & Dobbs, 2015). Academic English is often challenging for hearing and DHH learners alike, and proficiency with academic English may be related to reading comprehension (Chenhansa & Schleppegrell, 1998; Scott & Hoffmeister, 2017). Academic American Sign Language (ASL), though profoundly understudied, is an important tool for conveying complex concepts to DHH learners who use ASL (Harris, 2016). This chapter explores the academic language(s) that DHH students may encounter when reading to learn in content areas and what is known about their relationship with broader literacy skills for this population.

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