Identifying and teaching target vocabulary in an <scp>ESP</scp> course

Nekrasova-Beker, Tatiana; Becker, Anthony; Sharpe, Angela

doi:10.1002/tesj.365

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…For example, M. Ananyeva [1] claims that many university students do not have enough knowledge about target discourse communities and therefore forming this awareness is one of the main objectives of both content and language teaching. T. Nekrasova-Beker et al [16] focus on discipline-specific vocabulary and its contextual use, which implies working with concepts borrowed from professional disciplines. So, all the abovementioned clearly indicates that FL teaching at tertiary level should involve integration, and it actually does in many instances.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrated foreign languages teaching: development of learning outcomes for IT majors

Bazhutina¹

2023

P Sci Edu

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Introduction. Design of descriptors for achieving objectives of foreign language education in case of non-language majors at tertiary level on the basis of the existing scales of the Common European Competences in Foreign Language (CEFR) promotes the policy of cultural diversity and multilingualism implemented by the Council of Europe. The motivation for the research lies in the fact that Russian universities lack a clear and transparent system of criteria that can be used for planning and assessing foreign language competences for non-language majors. The paper presents a developed scale of descriptors for planning learning outcomes and assessing language proficiency of undergraduate students majoring in information technologies in the context of Russian education at tertiary level. With regard to federal state educational standards for higher education, foreign language competence is described as integrative foreign language professional communicative competence which combines professional and linguistic constituents. Materials and methods. The exploration adopted combined methods of analysis of previous studies, CEFR descriptors, interviews with master and bachelor students of IT majors (Togliatti State University, Russia), and foreign language communicative needs analysis in the IT industry. The obtained data were then processed in the backward design of targeted learning outcomes following the Common European Framework of Reference for Languages format. Research results. The study elicited cross-cultural communicative needs in the industry in question, and then there were selected appropriate CEFR descriptors for their subsequent modification. The choice of the CEFR format was justified by its high adaptability and the author’s previous successful experience of elaborating such scale descriptors for automotive engineering majors. The author designed a scale for A2, B1 and B2 levels, where learning outcomes are presented as descriptors of communicative language activities with CEFR level distinctions being combined with activities involved in on-the-job cross-cultural communication. Conclusion. The initiated research should be helpful to investigate ways of devising and testing adequate sets of CEFR-based descriptors to improve the quality of university syllabi. The proposed scale of descriptors has certain limitations, therefore, further exploration directions are outlined. Keywords: integrative foreign language professional communicative competence, learning outcomes, CEFR-based descriptors, assessment, IT majors

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Section: Literature Reviewmentioning

confidence: 99%

Integrated foreign languages teaching: development of learning outcomes for IT majors

Bazhutina¹

2023

P Sci Edu

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“…The interaction between theoretical and applied linguistics is conducive to enriching ESP research through building academic word lists, which will enhance the students' academic performance in various areas of specialization. Identifying and teaching target vocabulary in ESP courses was investigated by Nekrasova-Beker et al (2019), who stressed the need for establishing fieldspecific specialized vocabulary to help students understand the content and interact more effectively in academic discussions pertaining to a specific discipline. Establishing specialized corpora for teaching vocabulary is necessary for pedagogical and research purposes by using corpus-based techniques, a trend which has been adopted in different disciplines including engineering, business, language and linguistics, information technology, nursing, pharmacy, and medicine, among others.…”

Section: Review Of Literaturementioning

confidence: 99%

Establishing a COVID-19 lemmatized word list for journalists and ESP learners

Saed

Hussein

Haider

et al. 2022

Indonesian J. Appl. Linguist.

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The aim of this research is two-fold; first, to explore the most frequent COVID-19 inspired words in medical news reporting contexts, and second, to classify them into different categories. This paper adopts a corpus-based approach to build a lemmatized academic word list (AWL) inspired by the COVID-19 pandemic. Factiva was used to retrieve the pandemic-related articles published in News Rx from January 1 - October 31, 2020. A total number of 18,249,093-word corpus was compiled. The corpus linguistic software program Wordsmith (WS-6) (Scott, 2012) was used to generate a word list based on the complied corpus. Subsequent to compiling, lemmatizing, and analyzing the AWL, six categories were identified, namely, acronyms and abbreviation, diseases, COVID-19, biology, medicine, and scientific disciplines, all of which are of essential use for media workers, ESP learners of journalism, medicine, nursing, pharmacy, and allied health sciences. Building such a discipline-specific glossary will be of special pedagogical value for health journalists, textbook writers and curriculum designers, instructors, and ESP learners in the health sciences field. One of the major contributions of this research is establishing lemmas of a large set of AWL. This set can be utilized by news media workers, health communication specialists, and ESP learners. Lemmatization will ensure rapid dissemination of the word list and its integration in the linguistic system through derivation and other word-formation processes.

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“…Many researchers agree that ESP instructors often take a role of materials collector and designer to one degree or another (Marjanovikj-Apostolovski, 2019;Nekrasova-Beker et al, 2017;Xu, 2018).…”

Section: Search For Appropriate Authentic Materialsmentioning

confidence: 99%

Designing An ESP Course For Metallurgy Students

Rogova¹

2020

European Proceedings of Social and Behavioural Sciences

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Identifying and teaching target vocabulary in an ESP course

Cited by 6 publications

References 20 publications

Integrated foreign languages teaching: development of learning outcomes for IT majors

Integrated foreign languages teaching: development of learning outcomes for IT majors

Establishing a COVID-19 lemmatized word list for journalists and ESP learners

Designing An ESP Course For Metallurgy Students

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