The Language Teachers’ Target Language project (LTTL) aims to describe language teachers’ target language use domain (Bachman & Palmer 2010) and to develop a language test for future teachers of English. The team comprises four researchers from Moscow State University (MSU) and Southampton Solent University.
Relevance. Despite the well-studied area of Language for Specific Purposes (LSP), there is surprisingly insufficient amount of scientific papers on the special language used by teachers for conducting lessons of English. It can be stated that today the Russian scientific terminological-field lacks the term which could describe and disclose the content of the notion "English for Language Teaching Purposes". Aim of this article is to allocate and scrutinize special kind of ESP -English for Specific Purposes, in particular ELTP -English for Language Teaching Purposes. Procedure and methods. The article makes a brief review of core scientific points of view on the subject, foreign scientific definitions and conceptual features of the notion are also given. Scientific novelty and/or theoretical and/or practical significance lies in the fact that an attempt has been done for the first time to rethink and specify the name and content of the English term ELTP (English for Language Teaching Purposes), its appropriate Russian equivalent has also been introduced. Theoretical and practical significance of the research is that this work does not only contribute to the theory of English for Specific Purposes but creates prerequisites for developing and approbation the model of English for Language Teaching Purposes. Results. The term, fulfilling a nominative and descriptive function for the notion "English for Language Teaching Purposes", is introduced into the domestic scientific circulation. Conclusions. The research may help further investigate the methods for optimizing the theoretical and practical preparation of highly qualified specialists in the sphere of teaching English.
The article is devoted to the difficulties in mastering professional terminology in pre-service language teachers’ education. The aim of the article is to consider this problem in the context of professional communication. Critical analysis of research literature, monitoring and observation of the educational process, as well as diagnostic and final testing in Russian and English were used as research methods. The results of diagnostic testing showed the difficulties of graduate students in defining terms from the field of education and language pedagogy. The results of the final tests clearly indicate the effectiveness of the course described in the article in terms of mastering professional terminology. The scientific novelty in this case consists not only in singling out graduate students who are undergoing academic adaptation into a separate group, but also in considering various aspects of the formation of professionally oriented lexical competence in future language teachers. The practical significance lies both in the possibility of using the course described in the article in other universities, and in the possibility of compiling similar courses on its basis for other profiles and areas of education.
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