Pub Date : 2023-04-25DOI: 10.22190/jtesap221221013t
Anna Tenieshvili
English for Specific Purposes (ESP) being separate branch of the English Language requires specific approach during the process of teaching. Application of right methodology of teaching is very important for successful ESP teaching, therefore correct selection and combination of different foreign language teaching methods are crucial to ensure that the required results are achieved in the ESP classroom. When working in the ESP classroom ESP teachers base their teaching approach on the principle: “English for Specialty” rather than on the principle: “Specialty in English” the approach characteristic of Content and Language Integrated Learning (CLIL). In our paper we are going to discuss the ways of efficient combination of Grammar-Translation method and Audio-Lingual method using ESP textbooks and materials and also development of listening and speaking skills of ESP learners through different subject videos selected on the basis of linguistic abilities and knowledge of specific terminology by ESP learners. Some of these videos are available on YouTube and other internet platforms. Elements of CLIL approach that imply complete immersion into language and subject matter can be applied in ESP classroom. Their combination with the above-mentioned foreign language teaching methods is possible, especially in those groups of ESP learners whose level of General English is B2 and higher. The parallel can be made between CLIL in ESP teaching environment and Direct method of foreign language teaching in General English teaching environment. In this way we compare partial application of CLIL approach in the ESP classroom to the Direct method of foreign language teaching when it refers to teaching of General English. The main aim of our paper is to consider combination of the following foreign language teaching methods and the methodology of CLIL as the most suitable and efficient way of teaching English for Specific Purposes in the classroom:1) Grammar-Translation method;2) Audio-Lingual method;3) Direct method with elements of CLIL approach when applied in the ESP classroom.
{"title":"APPLICATION AND COMBINATION OF DIFFERENT FOREIGN LANGUAGE TEACHING METHODS IN ESP CLASSROOM","authors":"Anna Tenieshvili","doi":"10.22190/jtesap221221013t","DOIUrl":"https://doi.org/10.22190/jtesap221221013t","url":null,"abstract":"English for Specific Purposes (ESP) being separate branch of the English Language requires specific approach during the process of teaching. Application of right methodology of teaching is very important for successful ESP teaching, therefore correct selection and combination of different foreign language teaching methods are crucial to ensure that the required results are achieved in the ESP classroom. When working in the ESP classroom ESP teachers base their teaching approach on the principle: “English for Specialty” rather than on the principle: “Specialty in English” the approach characteristic of Content and Language Integrated Learning (CLIL). In our paper we are going to discuss the ways of efficient combination of Grammar-Translation method and Audio-Lingual method using ESP textbooks and materials and also development of listening and speaking skills of ESP learners through different subject videos selected on the basis of linguistic abilities and knowledge of specific terminology by ESP learners. Some of these videos are available on YouTube and other internet platforms. Elements of CLIL approach that imply complete immersion into language and subject matter can be applied in ESP classroom. Their combination with the above-mentioned foreign language teaching methods is possible, especially in those groups of ESP learners whose level of General English is B2 and higher. The parallel can be made between CLIL in ESP teaching environment and Direct method of foreign language teaching in General English teaching environment. In this way we compare partial application of CLIL approach in the ESP classroom to the Direct method of foreign language teaching when it refers to teaching of General English. The main aim of our paper is to consider combination of the following foreign language teaching methods and the methodology of CLIL as the most suitable and efficient way of teaching English for Specific Purposes in the classroom:1) Grammar-Translation method;2) Audio-Lingual method;3) Direct method with elements of CLIL approach when applied in the ESP classroom.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap221221012e
Yana Emelyanova
Nowadays, translation into a foreign language (L2) has become a widespread practice. However, this type of translation is known to be more challenging than translation into the mother tongue (L1). This suggests that translation-oriented foreign language teaching should be geared towards equipping learners with the necessary knowledge, skills and abilities for performing L2 translation. One such aspect is creating a meaningful link between L1 and L2 equivalents and ensuring better retention, recall and retrieval of L2 vocabulary in response to L1 equivalents. The aim of this study was to test whether using L1 to L2 learning in combination with the ‘notice-the-gap’ principle in teaching vocabulary to trainee translators can facilitate the achievement of this result. The participants were thirty 3rd-year full-time translation students enrolled on a 5-year translation training programme at the Linguistics University of Nizhny Novgorod, Russia. The proposed approach was used in teaching vocabulary to an experimental group of students whose results before and after the treatment were compared with those of a control group using statistical tests. The results testify to the effectiveness of the proposed approach. The experimental group demonstrated a significant reduction in the performance time in L2 translation accompanied by improved accuracy of L2 use, i.e., retrieval of appropriate and adequate L2 vocabulary in response to their L1 equivalents. The findings have significant implications for translation-oriented foreign language teaching in terms of highlighting the importance of strengthening the L1 to L2 lexical link. On a practical level, the study provides specific recommendations and a learning procedure for achieving this aim.
{"title":"USING THE ‘NOTICE-THE-GAP’ PRINCIPLE IN L1 TO L2 LEARNING IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING","authors":"Yana Emelyanova","doi":"10.22190/jtesap221221012e","DOIUrl":"https://doi.org/10.22190/jtesap221221012e","url":null,"abstract":"Nowadays, translation into a foreign language (L2) has become a widespread practice. However, this type of translation is known to be more challenging than translation into the mother tongue (L1). This suggests that translation-oriented foreign language teaching should be geared towards equipping learners with the necessary knowledge, skills and abilities for performing L2 translation. One such aspect is creating a meaningful link between L1 and L2 equivalents and ensuring better retention, recall and retrieval of L2 vocabulary in response to L1 equivalents. The aim of this study was to test whether using L1 to L2 learning in combination with the ‘notice-the-gap’ principle in teaching vocabulary to trainee translators can facilitate the achievement of this result. The participants were thirty 3rd-year full-time translation students enrolled on a 5-year translation training programme at the Linguistics University of Nizhny Novgorod, Russia. The proposed approach was used in teaching vocabulary to an experimental group of students whose results before and after the treatment were compared with those of a control group using statistical tests. The results testify to the effectiveness of the proposed approach. The experimental group demonstrated a significant reduction in the performance time in L2 translation accompanied by improved accuracy of L2 use, i.e., retrieval of appropriate and adequate L2 vocabulary in response to their L1 equivalents. The findings have significant implications for translation-oriented foreign language teaching in terms of highlighting the importance of strengthening the L1 to L2 lexical link. On a practical level, the study provides specific recommendations and a learning procedure for achieving this aim.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap230120002s
Ana Lígia Barbosa de Carvalho e Silva
Despite the growing number of studies devoted to Aeronautical English, the role of language assessment to military pilots seems to be largely overlooked. To narrow this gap, this study aims at putting forward some findings of a broader study (Silva 2022)) which comprises a test design for a group of pilots from the Air Demonstration Squadron (EDA) of the Brazilian Air Force (FAB). Test design refers to the definition of crucial aspects of a test, prior to its development, such as: i) the criterion, or the communicative behavior expected in the target situation; ii) the construct, i.e., what the test is intended to assess; and iii) the purpose, which is mainly related to the reason why the test is designed and the interpretation and uses of its results. Language Assessment for Professional Purposes (LAPP) (Knoch and Macqueen 2020) is the main theoretical framework that guided this “Mixed Methods Case Study Design” work (Creswell and Clark 2018). Results indicate that the design of an English test for EDA pilots, based on a needs analysis, should be wide enough to encompass the use of Aeronautical English (phraseology and plain English for radiotelephony communications) and a more general language. As for the test purpose, data analyses indicate that test results could be useful in the selection of pilots who would be more suited to fly together as crew members. The expected contribution of the study is to provoke reflections on the main characteristics of an English proficiency test for military pilots, without losing sight of the commonalities it may have with language needs for other pilots around the world.
尽管越来越多的研究致力于航空英语，语言评估对军事飞行员的作用似乎很大程度上被忽视了。为了缩小这一差距，本研究旨在提出一项更广泛的研究(Silva 2022)的一些发现，其中包括巴西空军(FAB)空中演示中队(EDA)的一组飞行员的测试设计。测试设计是指在测试开发之前对测试的关键方面进行定义，例如:i)标准，或目标情境中预期的交际行为;Ii)结构，即测试要评估的内容;iii)目的，这主要与设计测试的原因以及测试结果的解释和使用有关。专业目的语言评估(LAPP) (Knoch and Macqueen 2020)是指导这种“混合方法案例研究设计”工作的主要理论框架(Creswell and Clark 2018)。结果表明，根据需求分析为EDA飞行员设计的英语考试应足够广泛，以包括航空英语(用于无线电话通信的用语和普通英语)和更一般的语言的使用。至于测试目的，数据分析表明，测试结果可能有助于选择更适合作为机组成员一起飞行的飞行员。这项研究的预期贡献是引发人们对军事飞行员英语水平测试的主要特点的反思，同时又不忽视它与世界各地其他飞行员的语言需求可能存在的共性。
{"title":"LANGUAGE PROFICIENCY TEST DESIGN FOR A GROUP OF MILITARY PILOTS: CRITERIA, CONSTRUCT AND PURPOSE","authors":"Ana Lígia Barbosa de Carvalho e Silva","doi":"10.22190/jtesap230120002s","DOIUrl":"https://doi.org/10.22190/jtesap230120002s","url":null,"abstract":"Despite the growing number of studies devoted to Aeronautical English, the role of language assessment to military pilots seems to be largely overlooked. To narrow this gap, this study aims at putting forward some findings of a broader study (Silva 2022)) which comprises a test design for a group of pilots from the Air Demonstration Squadron (EDA) of the Brazilian Air Force (FAB). Test design refers to the definition of crucial aspects of a test, prior to its development, such as: i) the criterion, or the communicative behavior expected in the target situation; ii) the construct, i.e., what the test is intended to assess; and iii) the purpose, which is mainly related to the reason why the test is designed and the interpretation and uses of its results. Language Assessment for Professional Purposes (LAPP) (Knoch and Macqueen 2020) is the main theoretical framework that guided this “Mixed Methods Case Study Design” work (Creswell and Clark 2018). Results indicate that the design of an English test for EDA pilots, based on a needs analysis, should be wide enough to encompass the use of Aeronautical English (phraseology and plain English for radiotelephony communications) and a more general language. As for the test purpose, data analyses indicate that test results could be useful in the selection of pilots who would be more suited to fly together as crew members. The expected contribution of the study is to provoke reflections on the main characteristics of an English proficiency test for military pilots, without losing sight of the commonalities it may have with language needs for other pilots around the world.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap221229014d
Tanju Deveci, Nader Ayish, Jessica Midraj
While an abundance of fossil fuels has helped Gulf Arab countries develop rapidly over the past several decades, governments in the region have invested heavily in education, science, and technology relatively recently as a means to diversify their economies in order to ensure their continued growth. In the process, English, as the perceived language of science and technology, has been adopted as the medium of instruction (EMI) in most tertiary institutions. This paper describes how EMI has developed in these countries and the achievements and challenges to date. Recommendations to address these challenges are also given.
{"title":"A SURVEY OF EMI AT THE TERTIARY LEVEL IN THE ARAB GULF: ACHIEVEMENTS AND CHALLENGES","authors":"Tanju Deveci, Nader Ayish, Jessica Midraj","doi":"10.22190/jtesap221229014d","DOIUrl":"https://doi.org/10.22190/jtesap221229014d","url":null,"abstract":"While an abundance of fossil fuels has helped Gulf Arab countries develop rapidly over the past several decades, governments in the region have invested heavily in education, science, and technology relatively recently as a means to diversify their economies in order to ensure their continued growth. In the process, English, as the perceived language of science and technology, has been adopted as the medium of instruction (EMI) in most tertiary institutions. This paper describes how EMI has developed in these countries and the achievements and challenges to date. Recommendations to address these challenges are also given.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growing interests in metadiscursive noun make it a heated topic for scholars to conduct various intradisciplinary and interdisciplinary researches in this field. However, the research about academic writing in the discipline of music still remains blank. This article makes a comparative study to explore the use of all categories of metadiscursive nouns in a corpus of 40 English abstracts of music students’ doctoral dissertations in China and the US. The research results have indicated: 1) L1 students of English tend to use more metadiscursive nouns to express their stance and promote their research; 2) They also employ diverse lexico-syntactic structures to encapsulate these metadiscursive nouns, thus making the abstracts coherently link together; 3) Students from China and the US both prefer to use entity nouns in “Determiner+N” sentence pattern. This comparative study has pedagogical implications for EFL teaching in China and raises Chinese music students’ awareness to improve their academic writing skills.
{"title":"METADISCURSIVE NOUNS IN ACADEMIC ABSTRACTS: A CORPUS-BASED COMPARATIVE STUDY OF MUSIC STUDENTS’ DOCTORAL DISSERTATIONS IN CHINA AND THE US","authors":"Yun Liu, J. Chen","doi":"10.22190/jtesap2202245l","DOIUrl":"https://doi.org/10.22190/jtesap2202245l","url":null,"abstract":"The growing interests in metadiscursive noun make it a heated topic for scholars to conduct various intradisciplinary and interdisciplinary researches in this field. However, the research about academic writing in the discipline of music still remains blank. This article makes a comparative study to explore the use of all categories of metadiscursive nouns in a corpus of 40 English abstracts of music students’ doctoral dissertations in China and the US. The research results have indicated: 1) L1 students of English tend to use more metadiscursive nouns to express their stance and promote their research; 2) They also employ diverse lexico-syntactic structures to encapsulate these metadiscursive nouns, thus making the abstracts coherently link together; 3) Students from China and the US both prefer to use entity nouns in “Determiner+N” sentence pattern. This comparative study has pedagogical implications for EFL teaching in China and raises Chinese music students’ awareness to improve their academic writing skills.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42483255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to the ever-increasing expansion of English language integration into content courses within higher educational institutions (HEIs), this study seeks to gain insights into how domestic students, as well as content and language lecturers perceive integrating English for Specific Academic Purposes (ESAP) in an academic/vocational military university using Content and Language Integrated Learning (CLIL). We investigate firstly on how mostly domestic, non-native English speaking students perceive learning academic military content in an English Educational Environment (EEE), and secondly, how content and ESAP lecturers perceive collaborating within CLIL at the Swedish Defense University. Using a mixed-methods approach with data gathered from students and lecturers, the results are useful for HEIs looking to increase their English integration. Our results indicate that NNES students indeed learn content and language knowledge simultaneously using CLIL because communicative ESAP tasks enable them to process, and increase content knowledge. However, as this article will show, students prefer drastically different CLIL methods for reasons that we argue can be traced to varying L2 proficiencies. Meanwhile, lecturers had different expectations of, and perceived, interdisciplinary collaboration differently. This study concludes by suggesting that CLIL step 3 is inherently flawed due to a mismatch of implicit methods and explicit expectations of language proficiency, which consequently complicate lecturer roles and interdisciplinary collaboration.
{"title":"IDENTIFYING WEAKNESSES OF CLIL IN THE MILITARY HIGHER EDUCATION CLASSROOM","authors":"Diana Nilsson, Stefan Lundqvist","doi":"10.22190/jtesap2202217n","DOIUrl":"https://doi.org/10.22190/jtesap2202217n","url":null,"abstract":"Due to the ever-increasing expansion of English language integration into content courses within higher educational institutions (HEIs), this study seeks to gain insights into how domestic students, as well as content and language lecturers perceive integrating English for Specific Academic Purposes (ESAP) in an academic/vocational military university using Content and Language Integrated Learning (CLIL). We investigate firstly on how mostly domestic, non-native English speaking students perceive learning academic military content in an English Educational Environment (EEE), and secondly, how content and ESAP lecturers perceive collaborating within CLIL at the Swedish Defense University. Using a mixed-methods approach with data gathered from students and lecturers, the results are useful for HEIs looking to increase their English integration. Our results indicate that NNES students indeed learn content and language knowledge simultaneously using CLIL because communicative ESAP tasks enable them to process, and increase content knowledge. However, as this article will show, students prefer drastically different CLIL methods for reasons that we argue can be traced to varying L2 proficiencies. Meanwhile, lecturers had different expectations of, and perceived, interdisciplinary collaboration differently. This study concludes by suggesting that CLIL step 3 is inherently flawed due to a mismatch of implicit methods and explicit expectations of language proficiency, which consequently complicate lecturer roles and interdisciplinary collaboration.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44846589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The provision of high-quality courses and the utilization of effective behaviours, methodologies, and approaches are essential targets that educators should aim for. In order to achieve these goals, it is imperative that teachers reflect on their practices and regularly update their curricula. Drawing on students’ perceptions and feedback are also of key importance when developing courses and adapting teaching practices. This paper reports on two case studies situated in Japan in which teachers engaged in self-reflection, sought and analyzed student feedback, and revised courses as a result of those processes. The article’s primary purpose is to examine how student feedback and teacher reflections can be utilized to improve the quality of courses and teaching practices, enabling a more engaging and fulfilling learning experience to be provided. Consistent with previous research, the case studies outlined in this article demonstrated that proactive instructor responses to ongoing feedback and reflections could improve class content, student/teacher engagement, and students’ overall learning experience. Thus, despite the many factors that may discourage educators from implementing changes to their courses and approaches, this article has shown that if constructive student feedback is acted on and sufficient effort is made to implement changes, then courses can be successfully adapted to the benefit of both students and teachers.
{"title":"USING STUDENT FEEDBACK AND TEACHER REFLECTIONS TO DEVELOP COURSES: CASE STUDIES IN BUSINESS ENGLISH AND TOURISM AND HOSPITALITY ENGLISH COURSES","authors":"James Bury, Iain Hair","doi":"10.22190/jtesap2202351b","DOIUrl":"https://doi.org/10.22190/jtesap2202351b","url":null,"abstract":"The provision of high-quality courses and the utilization of effective behaviours, methodologies, and approaches are essential targets that educators should aim for. In order to achieve these goals, it is imperative that teachers reflect on their practices and regularly update their curricula. Drawing on students’ perceptions and feedback are also of key importance when developing courses and adapting teaching practices. This paper reports on two case studies situated in Japan in which teachers engaged in self-reflection, sought and analyzed student feedback, and revised courses as a result of those processes. The article’s primary purpose is to examine how student feedback and teacher reflections can be utilized to improve the quality of courses and teaching practices, enabling a more engaging and fulfilling learning experience to be provided. Consistent with previous research, the case studies outlined in this article demonstrated that proactive instructor responses to ongoing feedback and reflections could improve class content, student/teacher engagement, and students’ overall learning experience. Thus, despite the many factors that may discourage educators from implementing changes to their courses and approaches, this article has shown that if constructive student feedback is acted on and sufficient effort is made to implement changes, then courses can be successfully adapted to the benefit of both students and teachers.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47259917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Smirnova, Sigita Rackevičienė, Liudmila Mockienė
The article attempts to show how the theory of Frame Semantics and the resources of the lexical database FrameNet can be used for teaching/learning terminology of specialised domains. The article discusses the principles of Frame Semantics and presents a use case of application of the frame-based methodology for developing classification of terminology of the selected financial subdomain for learning/teaching purposes. The use case focuses on terms denoting concepts that compose ‘CAUSE-RISK’ frame which was developed on the basis of several related frames in the FrameNet database. The stages of the use case and its outcomes are described in detail and the benefits of application of the methodology for learning/teaching specialised vocabulary are provided. Hopefully, the provided insights will give ideas to teachers of foreign languages for specific purposes and help to develop effective terminology teaching/learning techniques.
{"title":"FRAME SEMANTICS METHODOLOGY FOR TEACHING TERMINOLOGY OF SPECIALISED DOMAINS","authors":"O. Smirnova, Sigita Rackevičienė, Liudmila Mockienė","doi":"10.22190/jtesap2104765s","DOIUrl":"https://doi.org/10.22190/jtesap2104765s","url":null,"abstract":"The article attempts to show how the theory of Frame Semantics and the resources of the lexical database FrameNet can be used for teaching/learning terminology of specialised domains. The article discusses the principles of Frame Semantics and presents a use case of application of the frame-based methodology for developing classification of terminology of the selected financial subdomain for learning/teaching purposes. The use case focuses on terms denoting concepts that compose ‘CAUSE-RISK’ frame which was developed on the basis of several related frames in the FrameNet database. The stages of the use case and its outcomes are described in detail and the benefits of application of the methodology for learning/teaching specialised vocabulary are provided. Hopefully, the provided insights will give ideas to teachers of foreign languages for specific purposes and help to develop effective terminology teaching/learning techniques.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43391624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyses the opportunities of digital feedback delivery, its use in the translation classroom, and its application as the tool of active instruction and formative assessment at university level. A mixed research design involved 33 third-year students of Poltava University of Economics and Trade majoring in Translation. They participated in the study voluntarily in the spring term of 2019/2020 academic year. The effectiveness of the digital teacher feedback of different modality was estimated with the help of a questionnaire from two perspectives: students’ behavioral engagement associated with feedback convenience in use for translation revisions and their affective engagement concerning emotional saturation of the suggested type of digital feedback. Students’ preferences were collated with their results in leading sensory channel test and acquired translation competency level. According to the received data, overwhelming 69.7% of undergraduate translators appeared to be digitals as per their leading sensory channel, which had no statistically significant impact on the preferred feedback modality inversely to students’ translation competency level. The observed correlation proved the viability of both suggested digital feedback modalities at different stages of the training process. It was concluded that digital teacher feedback promotes the development of the students’ translation skills in particular and leverages formative assessment practices in the translation classroom in general.
{"title":"DIGITAL TEACHER FEEDBACK AS A TRANSLATION ASSESSMENT TOOL","authors":"T. Korol","doi":"10.22190/jtesap2104575k","DOIUrl":"https://doi.org/10.22190/jtesap2104575k","url":null,"abstract":"This paper analyses the opportunities of digital feedback delivery, its use in the translation classroom, and its application as the tool of active instruction and formative assessment at university level. A mixed research design involved 33 third-year students of Poltava University of Economics and Trade majoring in Translation. They participated in the study voluntarily in the spring term of 2019/2020 academic year. The effectiveness of the digital teacher feedback of different modality was estimated with the help of a questionnaire from two perspectives: students’ behavioral engagement associated with feedback convenience in use for translation revisions and their affective engagement concerning emotional saturation of the suggested type of digital feedback. Students’ preferences were collated with their results in leading sensory channel test and acquired translation competency level. According to the received data, overwhelming 69.7% of undergraduate translators appeared to be digitals as per their leading sensory channel, which had no statistically significant impact on the preferred feedback modality inversely to students’ translation competency level. The observed correlation proved the viability of both suggested digital feedback modalities at different stages of the training process. It was concluded that digital teacher feedback promotes the development of the students’ translation skills in particular and leverages formative assessment practices in the translation classroom in general.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43735987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pandemic was a serious test for higher education institutions, as key institutions of higher education, that showed the extent to which professors and students have adopted and used all the advantages of new technology in teaching. This is exactly what this research aims for; assessment and comparison of the performance of students who attended traditional classes before the pandemic, and online and combined during the pandemic. In addition to success, this research will show whether the way of teaching affects the presence and activity of students. Data were collected from traditional classes (March - July 2019), online classes (March - July 2020) and combined classes (March - July 2021). The main research question in this study is whether there was a difference in the success of students who attended classes in the traditional way, online or by combining these two models. To obtain the results, a t-test of independent samples was performed with the calculation of the mean and standard deviation. This relevant research shows which approaches and methods of teaching English for students gives the best results, given the specifics of its implementation and the need for interactivity during teaching.
{"title":"IMPACT OF THE COVID-19 PANDEMIC ON HIGHER EDUCATION: THE CASE OF REPUBLIC OF SRPSKA","authors":"Slavica Išaretović, Vesna Đurović, Zorana Agić","doi":"10.22190/jtesap2104703i","DOIUrl":"https://doi.org/10.22190/jtesap2104703i","url":null,"abstract":"Pandemic was a serious test for higher education institutions, as key institutions of higher education, that showed the extent to which professors and students have adopted and used all the advantages of new technology in teaching. This is exactly what this research aims for; assessment and comparison of the performance of students who attended traditional classes before the pandemic, and online and combined during the pandemic. In addition to success, this research will show whether the way of teaching affects the presence and activity of students. Data were collected from traditional classes (March - July 2019), online classes (March - July 2020) and combined classes (March - July 2021). The main research question in this study is whether there was a difference in the success of students who attended classes in the traditional way, online or by combining these two models. To obtain the results, a t-test of independent samples was performed with the calculation of the mean and standard deviation. This relevant research shows which approaches and methods of teaching English for students gives the best results, given the specifics of its implementation and the need for interactivity during teaching.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46160314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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