The paper points to some possible advantages of translation as a language activity in the ESP/ESAP classroom as well as to its role in bringing to the fore some aspects of language use that may not be always explicitly addressed by the commonly used tasks in communicative language teaching. Attention is thus drawn to the role of translation in diagnosing students’ language competences with the aim of improving them and eventually developing their overall reading comprehension. Most conclusions have been reached on the basis of the authors’ extensive experience in teaching students of different disciplines and with varied L2 proficiency levels at the Faculty of Philosophy of the University of Belgrade, and, more specifically, on the basis of the results obtained through the analysis of a large corpus of students’ translations in the fields of pedagogy, anthropology and history, tentatively representing the social sciences–humanities spectrum. As well as being an indication of the aspects of L2 that need to be additionally focused on, the common errors serve to substantiate the rationale behind the use of translation in an ESP/ESAP course.
{"title":"FROM ‘LIBERAL TRANSLATORS’ TO ‘COMPETENT TRANSLATERS’ – TRANSLATION AS AN OVERARCHING DIAGNOSTIC ACTIVITY IN AN ESP/ESAP COURSE","authors":"A. Pecić, Nina Vlahović","doi":"10.22190/JTESAP2103377P","DOIUrl":"https://doi.org/10.22190/JTESAP2103377P","url":null,"abstract":"The paper points to some possible advantages of translation as a language activity in the ESP/ESAP classroom as well as to its role in bringing to the fore some aspects of language use that may not be always explicitly addressed by the commonly used tasks in communicative language teaching. Attention is thus drawn to the role of translation in diagnosing students’ language competences with the aim of improving them and eventually developing their overall reading comprehension. Most conclusions have been reached on the basis of the authors’ extensive experience in teaching students of different disciplines and with varied L2 proficiency levels at the Faculty of Philosophy of the University of Belgrade, and, more specifically, on the basis of the results obtained through the analysis of a large corpus of students’ translations in the fields of pedagogy, anthropology and history, tentatively representing the social sciences–humanities spectrum. As well as being an indication of the aspects of L2 that need to be additionally focused on, the common errors serve to substantiate the rationale behind the use of translation in an ESP/ESAP course.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48801120","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}
Pre-sessional English for Academic Purposes (EAP) courses are meant to prepare international students for their undergraduate and postgraduate programmes in an English-speaking academic environment. Prospective university candidates for whom English is not the first language are required to complete a pre-sessional EAP course if their IELTS score is lower than the admissions requirements. Even though, in terms of the language requirement, the lack of language proficiency is the only reason preventing international students from entering their degree programmes directly, the course they are required to take is an EAP course rather than a General English one, hence, not directly addressing their lack of general language proficiency. In this essay I question the need to impose such a course on international students: is EAP in its current shape necessary for their success at university or is it merely a product of neoliberalism in higher education?
{"title":"QUESTIONING EAP: A CRITIQUE OF THE ENGLISH FOR ACADEMIC PURPOSES COURSES AT UNIVERSITY","authors":"N. Fedorova","doi":"10.22190/JTESAP2103401F","DOIUrl":"https://doi.org/10.22190/JTESAP2103401F","url":null,"abstract":"Pre-sessional English for Academic Purposes (EAP) courses are meant to prepare international students for their undergraduate and postgraduate programmes in an English-speaking academic environment. Prospective university candidates for whom English is not the first language are required to complete a pre-sessional EAP course if their IELTS score is lower than the admissions requirements. Even though, in terms of the language requirement, the lack of language proficiency is the only reason preventing international students from entering their degree programmes directly, the course they are required to take is an EAP course rather than a General English one, hence, not directly addressing their lack of general language proficiency. In this essay I question the need to impose such a course on international students: is EAP in its current shape necessary for their success at university or is it merely a product of neoliberalism in higher education?","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42137718","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 use of literary texts in teaching language has varied from the strict focus on translation and essential grammar and vocabulary lists derived from the text to the more creative uses like acting, writing and debating. Nowadays, communicative language approach prevails in most classrooms and insists on immersing students into both the target language and culture. In this paper, the author argues that to accomplish this, one can use literary texts in a number of ways and help the students learn, practice and master various language skills, while at the same time relating the texts to the students' interests, goals and lived experiences and help them relate to the society whose language they are learning. Literature is presented as a great source of authentic material that can contribute to students' language enrichment and cultural awareness. According to the data obtained from the research conducted for the purpose of this paper, students learning the Norwegian language by extensive use of literature reported better understanding of the target culture, raised awareness of the different cultural patterns and improved language skills. The pedagogical implications of the research are that more authentic literary texts should be used in language classroom to boost successful language acquisition.
{"title":"USING LITERARY TEXTS IN NORWEGIAN LANGUAGE TEACHING","authors":"D. Piršl, Tea Piršl","doi":"10.22190/JTESAP2103505P","DOIUrl":"https://doi.org/10.22190/JTESAP2103505P","url":null,"abstract":"The use of literary texts in teaching language has varied from the strict focus on translation and essential grammar and vocabulary lists derived from the text to the more creative uses like acting, writing and debating. Nowadays, communicative language approach prevails in most classrooms and insists on immersing students into both the target language and culture. In this paper, the author argues that to accomplish this, one can use literary texts in a number of ways and help the students learn, practice and master various language skills, while at the same time relating the texts to the students' interests, goals and lived experiences and help them relate to the society whose language they are learning. Literature is presented as a great source of authentic material that can contribute to students' language enrichment and cultural awareness. According to the data obtained from the research conducted for the purpose of this paper, students learning the Norwegian language by extensive use of literature reported better understanding of the target culture, raised awareness of the different cultural patterns and improved language skills. The pedagogical implications of the research are that more authentic literary texts should be used in language classroom to boost successful language acquisition.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48405846","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}
N. Dmitrenko, A. Petrova, O. Podzygun, S. Nikolaeva
The article presents learning strategies that affect the process of students’ autonomous learning of professionally oriented English communication. The article provides various definitions and main characteristics of learning strategies used in the process of mastering English as a foreign language, and a number of factors that influence the students’ choice of learning strategies as well. The learning strategy of autonomous learning is defined as a course of a goal-seeking and controlled behavior, which is organized in a certain way and is chosen by students to perform the tasks that they set for themselves. The study describes an explicit model of mastering strategies based on instructions, Oxford’s Strategy Training Model (STL), which was introduced in autonomous learning of professionally oriented English communication. The main steps for the model implementation are presented and conditions, which are to be followed in its application, are identified. Experimental training with the use of the mentioned model of mastering strategies based on instructions was conducted among first-year students of the Pedagogical University, who are autonomously learning English as a foreign language. The analysis of the research results confirmed the effectiveness of the chosen model of mastering strategies based on instructions in the process of autonomous learning of professionally oriented English communication. The use of this model makes the learning process more efficient as it increases the student’s motivation and self-confidence, forms autonomy and independence, shows the interaction of foreign language learning strategies with other disciplines, makes the learning process open and clear, forms responsibility, and teaches introspection and task modification.
{"title":"STRATEGIES IN AUTONOMOUS LEARNING OF PROFESSIONALLY ORIENTED ENGLISH COMMUNICATION","authors":"N. Dmitrenko, A. Petrova, O. Podzygun, S. Nikolaeva","doi":"10.22190/JTESAP2103527D","DOIUrl":"https://doi.org/10.22190/JTESAP2103527D","url":null,"abstract":"The article presents learning strategies that affect the process of students’ autonomous learning of professionally oriented English communication. The article provides various definitions and main characteristics of learning strategies used in the process of mastering English as a foreign language, and a number of factors that influence the students’ choice of learning strategies as well. The learning strategy of autonomous learning is defined as a course of a goal-seeking and controlled behavior, which is organized in a certain way and is chosen by students to perform the tasks that they set for themselves. The study describes an explicit model of mastering strategies based on instructions, Oxford’s Strategy Training Model (STL), which was introduced in autonomous learning of professionally oriented English communication. The main steps for the model implementation are presented and conditions, which are to be followed in its application, are identified. Experimental training with the use of the mentioned model of mastering strategies based on instructions was conducted among first-year students of the Pedagogical University, who are autonomously learning English as a foreign language. The analysis of the research results confirmed the effectiveness of the chosen model of mastering strategies based on instructions in the process of autonomous learning of professionally oriented English communication. The use of this model makes the learning process more efficient as it increases the student’s motivation and self-confidence, forms autonomy and independence, shows the interaction of foreign language learning strategies with other disciplines, makes the learning process open and clear, forms responsibility, and teaches introspection and task modification.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43100558","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}
Post Brexit European scenario has triggered speculative thoughts to linguists concerned with language policy in the European Union. Contrary to the belief that no Brits, no further ascendancy of English in the EU territory, there is indisputable and abundant evidence demonstrating that English will retain its status as the dominant formal and informal language among EU (and prospective) members. In our study, we argue that the sustainable and irreplaceable supremacy of English is precisely linked to its effective usage for specific purposes. We examine mainly the case of the English Medium Instruction (EMI) in higher education in EU countries shedding light on the crucial role of the ESP within EMI to further internationalization and standardization of university teaching and research within the EU zone, and its future acceding members. We also analyze indispensable role of the ESP in conducting Erasmus+ Staff and Student Mobility Exchange programs of specific majors of study as a catalyst to equal promotion and dissemination of technological and scientific innovation. We believe that the ESP is being the tool to guaranteeing economic and scientific synergy and socio-educational coherence among all EU countries.
{"title":"POST BREXIT DYNAMICS IN EU: A POLITICAL BODY NURTURED AND RETAINED ALIVE BY THE ESP CAPILLARIES IN EDUCATION","authors":"M. Alhasani, N. Stojković","doi":"10.22190/JTESAP2103429A","DOIUrl":"https://doi.org/10.22190/JTESAP2103429A","url":null,"abstract":"Post Brexit European scenario has triggered speculative thoughts to linguists concerned with language policy in the European Union. Contrary to the belief that no Brits, no further ascendancy of English in the EU territory, there is indisputable and abundant evidence demonstrating that English will retain its status as the dominant formal and informal language among EU (and prospective) members. In our study, we argue that the sustainable and irreplaceable supremacy of English is precisely linked to its effective usage for specific purposes. We examine mainly the case of the English Medium Instruction (EMI) in higher education in EU countries shedding light on the crucial role of the ESP within EMI to further internationalization and standardization of university teaching and research within the EU zone, and its future acceding members. We also analyze indispensable role of the ESP in conducting Erasmus+ Staff and Student Mobility Exchange programs of specific majors of study as a catalyst to equal promotion and dissemination of technological and scientific innovation. We believe that the ESP is being the tool to guaranteeing economic and scientific synergy and socio-educational coherence among all EU countries.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42462651","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 novel coronavirus communicative modalities are ever-emergent and infinitely adaptable systems of the new normal state of mind and play. By focusing on specificities found in the corpus extracted from three leading Bosnian and Herzegovinian (B&H) newspapers, the paper attempts to merge the predominant theoretical insight into a mixture of conceptual and critical theories of language. The focus of the paper is two-fold. The first one is targeted at testing the extracted theoretical posits on the linguistic corpora. The second aims at challenging the notions of togetherness and separateness in the B&H society by mirroring them through the prism of Covid-19 newspaper reports. The results of the corpus analysis suggest that it is still possible to draw a line between the notions in accordance with the specific geographical regions from which the data are drawn.
{"title":"CORONAVIRUS DISCOURSE OF UNCERTAINTY IN THE GUISE OF REASSURANCE: WE STAND TOGETHER ONLY WHEN WE DO NOT STAND APART","authors":"Željka Babić, Emir Z. Muhić, D. Tica","doi":"10.22190/JTESAP2103409B","DOIUrl":"https://doi.org/10.22190/JTESAP2103409B","url":null,"abstract":"The novel coronavirus communicative modalities are ever-emergent and infinitely adaptable systems of the new normal state of mind and play. By focusing on specificities found in the corpus extracted from three leading Bosnian and Herzegovinian (B&H) newspapers, the paper attempts to merge the predominant theoretical insight into a mixture of conceptual and critical theories of language. The focus of the paper is two-fold. The first one is targeted at testing the extracted theoretical posits on the linguistic corpora. The second aims at challenging the notions of togetherness and separateness in the B&H society by mirroring them through the prism of Covid-19 newspaper reports. The results of the corpus analysis suggest that it is still possible to draw a line between the notions in accordance with the specific geographical regions from which the data are drawn.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874737","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 paper deals with the problem of argumentation literacy in the field of university ESP teaching. It presents the analysis of arguments that university students put forward while writing argumentative essays as part of their final English tests. The analysis concerns essays written by students at various levels of command of English, namely B2 and C1 levels. The analysis is aimed at showing connection between students’ language ability and their argumentative ability. The findings obtained stress the necessity to develop in ESP students argumentative literacy, that can be considered as one of the main soft skills needed in all spheres of professional and academic life.
{"title":"DEVELOPING ARGUMENTATIVE LITERACY AND SKILLS IN ESP STUDENTS","authors":"K. V. Gudkova","doi":"10.22190/JTESAP2102229G","DOIUrl":"https://doi.org/10.22190/JTESAP2102229G","url":null,"abstract":"The paper deals with the problem of argumentation literacy in the field of university ESP teaching. It presents the analysis of arguments that university students put forward while writing argumentative essays as part of their final English tests. The analysis concerns essays written by students at various levels of command of English, namely B2 and C1 levels. The analysis is aimed at showing connection between students’ language ability and their argumentative ability. The findings obtained stress the necessity to develop in ESP students argumentative literacy, that can be considered as one of the main soft skills needed in all spheres of professional and academic life.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548752","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 need to train a large number of translators necessitates the training of professional translation teachers. At present, translation is taught either by translators having no pedagogical education or by teachers of foreign languages with no degree and often no practical experience in translation. Both categories need additional training that would supplement their education. The existing system of short-time professional development courses is not adequate to the task of filling in the gaps in professional education of translation teachers. The article discusses a conceptually new approach to retraining and training translation teachers that presupposes developing and introducing several type programs. They are extensive retraining programs for those who currently teach translation and two types of master’s degree programs for students having a bachelor’s degree either in translation or in teaching foreign languages. In both types of programs, the pedagogical and translation components of education will supplement each other, so that graduates will acquire competences necessary for being good translation teacher. Special emphasis should be laid on translation didactics which so far has not been taught either in translator training programs or in teacher training programs of any type or level. The authors discuss principles of designing and developing such programs.
{"title":"HOW CAN AND SHOULD TRANSLATION TEACHERS BE TRAINED?","authors":"O. Petrova, V. Sdobnikov","doi":"10.22190/JTESAP2102267P","DOIUrl":"https://doi.org/10.22190/JTESAP2102267P","url":null,"abstract":"The need to train a large number of translators necessitates the training of professional translation teachers. At present, translation is taught either by translators having no pedagogical education or by teachers of foreign languages with no degree and often no practical experience in translation. Both categories need additional training that would supplement their education. The existing system of short-time professional development courses is not adequate to the task of filling in the gaps in professional education of translation teachers. The article discusses a conceptually new approach to retraining and training translation teachers that presupposes developing and introducing several type programs. They are extensive retraining programs for those who currently teach translation and two types of master’s degree programs for students having a bachelor’s degree either in translation or in teaching foreign languages. In both types of programs, the pedagogical and translation components of education will supplement each other, so that graduates will acquire competences necessary for being good translation teacher. Special emphasis should be laid on translation didactics which so far has not been taught either in translator training programs or in teacher training programs of any type or level. The authors discuss principles of designing and developing such programs.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44268167","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}
Maria L. Malakhovskaya, L. Beliaeva, O. Kamshilova
Attributive noun phrases, namely noun + noun constructions (NNCs), is an essential typological characteristic of academic style. However, errors in their production and use are not uncommon even in the writing of advanced Russian users of academic English. As such errors slow down reading and, in some cases, lead to misinterpretations, they may be a hindrance to the publication of research results in international journals. Aiming at facilitating NNC instruction, the study focuses on linguistic and didactic aspects of this construction. It highlights NNC complexity and a lack of consensus among researchers as to their linguistic status and semantic nature. The research demonstrates that NNCs do not find proper interpretation in EAP/ESP teaching literature, which results in their misuse by non-native English contributors to international scientific journals. Based on some published practice and personal experience in teaching academic skills, the research lays down a corpus-assisted approach to teaching students to master the grammar and use of NNCs in their own discipline texts. The principal advantage of this approach is that it provides students with patterns of NNP expert use and aids EAP/ESP instructors to develop discipline-specific didactic materials based on reliable and up-to-date facts on generating NNCs.
{"title":"TEACHING NOUN-PHRASE COMPOSITION IN EAP/ESP CONTEXT: A CORPUS-ASSISTED APPROACH TO OVERCOME A DIDACTIC GAP","authors":"Maria L. Malakhovskaya, L. Beliaeva, O. Kamshilova","doi":"10.22190/JTESAP2102257M","DOIUrl":"https://doi.org/10.22190/JTESAP2102257M","url":null,"abstract":"Attributive noun phrases, namely noun + noun constructions (NNCs), is an essential typological characteristic of academic style. However, errors in their production and use are not uncommon even in the writing of advanced Russian users of academic English. As such errors slow down reading and, in some cases, lead to misinterpretations, they may be a hindrance to the publication of research results in international journals. Aiming at facilitating NNC instruction, the study focuses on linguistic and didactic aspects of this construction. It highlights NNC complexity and a lack of consensus among researchers as to their linguistic status and semantic nature. The research demonstrates that NNCs do not find proper interpretation in EAP/ESP teaching literature, which results in their misuse by non-native English contributors to international scientific journals. Based on some published practice and personal experience in teaching academic skills, the research lays down a corpus-assisted approach to teaching students to master the grammar and use of NNCs in their own discipline texts. The principal advantage of this approach is that it provides students with patterns of NNP expert use and aids EAP/ESP instructors to develop discipline-specific didactic materials based on reliable and up-to-date facts on generating NNCs.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47617921","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 era of digitization and post-literacy has changed many aspects of our life. This paper investigates into edutainment and infotainment as an approach to the instructional design of an English course for university students or adult learners, including distance learning. Apart from a brief history of edutainment and infotainment, the research attempts to realize the nature of edutainment, specify the concept, and point out its advantages and disadvantages. The article describes some instruments of edutainment and infotainment that can improve e-learning English. The findings may be interesting for the faculty engaged in synchronous and asynchronous e-learning and instructional designers creating online courses.
{"title":"EDUTAINMENT AND INFOTAINMENT IN DISTANCE LEARNING AND TEACHING ENGLISH TO UNIVERSITY STUDENTS AND ADULT LEARNERS","authors":"E. Bugreeva","doi":"10.22190/JTESAP2102169B","DOIUrl":"https://doi.org/10.22190/JTESAP2102169B","url":null,"abstract":"The era of digitization and post-literacy has changed many aspects of our life. This paper investigates into edutainment and infotainment as an approach to the instructional design of an English course for university students or adult learners, including distance learning. Apart from a brief history of edutainment and infotainment, the research attempts to realize the nature of edutainment, specify the concept, and point out its advantages and disadvantages. The article describes some instruments of edutainment and infotainment that can improve e-learning English. The findings may be interesting for the faculty engaged in synchronous and asynchronous e-learning and instructional designers creating online courses.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44465241","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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