Application of cognitive and metacognitive learning strategies in teaching of economic discourse in the target english language

The article surveys cognition and metacognition as a strain of language learning strategies and illustrates the significance of comprising them in the teaching of economic discourse. The research's relevance is that metacognitive and cognitive strategies have not been thoroughly researched and analyzed in the economic discourse teaching process. The paper aims to identify techniques that apply metacognitive and cognitive strategies to make the economic discourse learning process more accessible and enthralling. The work identifies the percentage of favorable results of involvement language learning strategies into the economic discourse learning process. We recognize the importance and necessity of using metacognition and cognition in knowledge obtaining procedure using traditional and nontraditional teaching methods. Evaluating the economic faculty students' English studies in the character of the target language, we denote the significant factors that the use of the learning strategies helps them find the most objective formula for comprehension of any phenomenon individually. The survey analysis shows that the classes retraining metacognitive and cognitive language learning strategies are more captivating for the students and evoke an eloquent comprehension of any issue. The use of metacognitive and cognitive teaching techniques makes a complete cognition of the phenomenon that can even be unclear in the native language.

Toward an Understanding of Public Health Entrepreneurship and Intrapreneurship

This paper describes a framework used to understand public health entrepreneurship and intrapreneurship for the purpose of pedagogy and practice. To ground this framework in the academic literature, a scoping review of the literature was conducted with application of a snowball method to identify further articles from the bibliographies of the search results. Recurring themes were identified to characterize common patterns of public health entrepreneurship and intrapreneurship. These themes were design thinking, resource mobilization, financial viability, cross-disciplinary collaboration, and systems strengthening. Case examples are provided to illustrate key themes in both intrapreneurship and entrepreneurship. This framework is a starting point to further the discourse, teaching, and practice of entrepreneurship and intrapreneurship in public health. More research is needed to understand implications for power and privilege, capacity building, financing, scaling, and policy making related to entrepreneurship and intrapreneurship in public health.

Ethnic nationalism and gendered morality in the semiotic construction of the Moro language of Sudan

This paper brings together discussions on language and nationalism, with gender and nationalism. Drawing from ‘language ideology’ and ‘indexical gender’ from a linguistic anthropological approach, it traces the emergence of the “Moro language”, in the context of a Moro ethnic national movement, originating in the Nuba Mountains of Sudan, and how it became indexically linked with masculine authority. Moro identify as Nuba and Christian, as opposed to Arab and Muslim, the dominant identities. Christian literacy, spearheaded by patriarchal leadership became the frame through which Moro organized ethnic identity and unity. The constructed language, as the object of metapragmatic evaluation, is also tightly woven into norms of morality and gender within the community. Two registers are identified: textuality is normatively masculine and orality is normatively feminine. The Moro community draws on gendered ideologies to produce a new writing and speaking style, the “Moro Bible Language” (MBL). MBL results from the interweaving of the two registers in language standardization practices. Negotiating the ideologies that bring MBL to life occurs in metalinguistic discourse, teaching, learning and speaking styles. Since the politics of standardization are foregrounded, even seeming apolitical projects are laden with moral worth in the turbulent context of rapid cultural change.

Language and Discourse: Teaching Methods for Modern Discourse

Discourse is a phenomenon that reflects the unique features of the recipient’s cultural and geopolitical affiliation. The purpose of the study is to reveal and identify the linguistic representation of critical discourse. The language tools used as the evaluative category of journalistic discourse are examined and highlighted. The teaching methods chosen to view the tools targeted at influencing the recipient are described. The relevance of the study is connected with the importance to learn the requirements of the modern discourse construction and the growing interest in the language communication impact on the assessment of the world events. The diversity of political discourse expressions is analyzed. The elements of the discourse comparative study are included, which allows us to trace the principles of discourse design by representatives of different cultures. The methods of discourse teaching aimed at critical thinking development and the proper argumentation choice are emphasized and examined.

Developing the EFL Learners' Interdisciplinary Thinking Through Teaching Literature

It is a popularized consensus that literature develops the learners' linguistic competence as well as cultural competence. Accordingly, the teaching practices of literature have been tailored to adapt to the requirement of the EFL context. However, in this process, a digression occurred from the core of engaging the students in literary analysis; instead, the literary text is taught in banking model replica. The discursivity of a literary discourse requires the learners to use their interdisciplinary thinking to perform a transdisciplinary dialogue to decode and interpret a discourse. Teaching literature as a discursive discourse contributes to developing the learners' criticality through the use of interdisciplinary thinking. The recourse to an interdisciplinary teaching of literature would contribute to developing criticality by being exposed to a language of possibilities. The students will be actively involved in decoding the endophoric and the exophoric elements of the literary discourse. This interdisciplinary approach to teaching literature would foster criticality.

Cognitive Aspects of Foreign Language Professional Discourse Teaching While Realizing Projects

This chapter deals with implementation of cognitive-communicative approach to foreign language education of non-linguistic students. In this connection, we should take into consideration the speaker's speech strategy in the attempt to achieve maximum communication efficiency. The recognition of the role of context in a foreign professional discourse emphasizes the great importance of pragmatic procedures for its analysis and its cognitive aspects. This fact should be taken into account in the process of teaching foreign language professional discourse. The criteria for its formation are defined as proficiency in the mental professional lexicon; the comprehensive choice and use of communication tools that correspond to the context of the communication situation and help to achieve the communicative goal; the ability to extract the necessary information when working with authentic materials. Successful teaching of non-linguistic students while realizing professionally oriented projects confirmed the effectiveness of the proposed model of education.

Strategy Analysis of Listening Discourse Acquisition: Based on the Special Dictation Text Type

The dictation text has always been a weak point for our students in Test for English Majors-4. Discourse teaching is an indispensable part of listening teaching. This paper mainly discusses the pattern analysis and strategy methods in the four dictation text listening discourse. The content includes TEM-4 listening examination requirements, dictation text discourse analysis, the answer steps and strategy methods in dictation text. The research of this subject is designed to help students perform better in their listening exam.