Thematische Bibliographien / English language

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Auswahl der wissenschaftlichen Literatur zum Thema „English language“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "English language"

Kirkpatrick, Andy. „‘Chinese English or English Chinese?’“. Global Chinese 1, Nr. 1 (01.04.2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.

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Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.

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Tambile, Rajendra K. „Language Laboratory and English Language Learning“. Indian Journal of Applied Research 3, Nr. 6 (01.10.2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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Eneremadu, Queen Easther Chioma, Ndubuaku Rosita und Chuwuezi Eziku. „Language Planning in Nigeria: Clash Between English Language and Indigenous Languages“. Indonesian Journal of Applied and Industrial Sciences (ESA) 3, Nr. 2 (16.03.2024): 189–202. http://dx.doi.org/10.55927/esa.v3i2.8363.

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In Nigeria almost 500 indigenous language that has assumed the status of a global linguistic code. The contact in different domains between English language an contact languages in the country continues to effect the performance in English and contact languages thereby making communication in either English or any other indigenous languages unattainable. This research work studied the gap between the use of English language and the indigenous languages in multilingual country, Nigeria which exists as a result of the non-implementation of language policies as stipulated by the Government. The sampling research method was adopted and questionnaires were employed to test the research hypothesis which proved positive. The major conclusion deduced from the findings reflect that if there must exist a linguistic balance between the use of English language in the country, the Government must endeavour through the Ministries of Education that both public owned and private owned schools adhere to a new language policy as the research work suggests. Offering indigenous languages in schools must be made compulsory and not optional as well as a compulsory subject to gain admission into Nigerian Universities like the English language.

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HOGG, R. M., und R. COATES. „English Language“. Year's Work in English Studies 63, Nr. 1 (01.01.1985): 24–43. http://dx.doi.org/10.1093/ywes/63.1.24.

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COATES, R., D. DENISON, V. SALMON und K. WALES. „English Language“. Year's Work in English Studies 64, Nr. 1 (01.01.1986): 31–73. http://dx.doi.org/10.1093/ywes/64.1.31.

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COATES, R., D. DENISON, V. SALMON und K. WALES. „English Language“. Year's Work in English Studies 66, Nr. 1 (01.01.1988): 57–111. http://dx.doi.org/10.1093/ywes/66.1.57.

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Coates, R., K. C. M. MacMahon, K. Turner, F. Colman, D. Denison und P. Simpson. „English Language“. Year's Work in English Studies 67, Nr. 1 (01.01.1989): 63–117. http://dx.doi.org/10.1093/ywes/67.1.63.

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BURNLEY, D., M. K. C. MACMAHON, K. TURNER, F. COLMAN, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 68, Nr. 1 (01.01.1990): 59–120. http://dx.doi.org/10.1093/ywes/68.1.59.

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TURNER, K., M. K. C. MacMAHON, F. COLMAN, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 69, Nr. 1 (01.01.1991): 52–114. http://dx.doi.org/10.1093/ywes/69.1.52.

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TURNER, K., M. MACMAHON, F. V. D. LEEK, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 70, Nr. 1 (01.01.1992): 78–150. http://dx.doi.org/10.1093/ywes/70.1.78.

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Dissertationen zum Thema "English language"

Koc, Serdar Engin. „English Language Teachers“. Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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Rioux, Robyn. „English language learners and the development of the English language learner curriculum“. [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Hart-Rawung, Pornpimon, und n/a. „Internationalising English language education in Thailand: English language program for Thai engineers“. RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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Estrada, Karla Vanessa. „Examining English Language Development among English Language Learners with Specific Learning Disability“. Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Estrada, Karla V. „Examining English Language Development among English Language Learners with Specific Learning Disability“. Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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Padrin, Rita <1993&gt. „English language in globalising Japan - 'Attitude transfer' from Japanese to English language“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12573.

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The purpose of this thesis is to understand the role of language ideology in Japan in the rivalry between Japanese language and English language. Japan versus the West has been a mainstream theme in twenty-century literature about Japan, and beliefs bounding national identity to the language remain widespread. From the entry of English language in Japan, and due to the fact that English is said to be the global language, many scholars investigated the role it assumed in the country. The present work is articulated as follows. Chapter one includes the theoretical premises about language planning, language ideology and Japanese context, while chapter two explores the globalization of English language. In Chapter three, reflecting on the connection between beliefs about one’s own language and those about other languages, the value of native-speakersism is traced back to the idea that the monolithic conceptualization of languages, affecting either Japanese and English language, sustains the vested interests hided in a monolingual social structure. Finally, in chapter four, the attainability of this idea will be verified through reasoning about the ideas behind English language teaching for 2020 Tokyo Olympics, to conclude with some answer about what needs to be improved and what remains to be studied.

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Warner, Richard G. „Discourse connectives in English“. New York : Garland Pub, 1985. http://books.google.com/books?id=LtFZAAAAMAAJ.

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Проняєва, Вікторія Едуардівна, Виктория Эдуардовна Проняева, Viktoriia Eduardivna Proniaieva und M. Osjukhina. „English language and journalism“. Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16785.

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Kreyer, Rolf. „Inversion in modern written English syntactic complexity, information status and the creative writer“. Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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Wong, Shiu-yu Winnie. „Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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Bücher zum Thema "English language"

Culpeper, Jonathan, Paul Kerswill, Ruth Wodak, Anthony McEnery und Francis Katamba. English Language. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4.

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Culpeper, Jonathan, Francis Katamba, Paul Kerswill, Ruth Wodak und Tony McEnery, Hrsg. English Language. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9.

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Association, Research and Education, Hrsg. English language. Piscataway, N.J: Research & Education Association, 2000.

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de Oliveira, Luciana, und Melanie Shoffner, Hrsg. Teaching English Language Arts to English Language Learners. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5.

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McCallum, Lee, Hrsg. English Language Teaching. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2152-0.

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Gorlewski, Julie. English Language Arts. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315194691.

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Bolton, W. F. The English language. New York: P. Bedrick Books, 1987.

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1930-, Bolton W. F., und Crystal David 1941-, Hrsg. The English language. New York: P. Bedrick Books, 1987.

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M, Rankin Estelle, Hrsg. AP English language. New York: McGraw-Hill, 2002.

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Burchfield, R. W. The English language. Oxford: Oxford University Press, 2002.

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Buchteile zum Thema "English language"

Sebba, Mark, und Luke Harding. „World Englishes and English as a Lingua Franca“. In English Language, 334–50. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_21.

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Maynard, Diana, Joanna Wright, Mark A. Greenwood und Kalina Bontcheva. „Language Report English“. In European Language Equality, 127–30. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28819-7_13.

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AbstractThis chapter focuses on the status of the English language, primarily acting as a benchmark for the level of technological support that other European languages could receive (see Maynard et al. 2022; Ananiadou et al. 2012). While it is rather unlikely that any other European language will ever reach this level, due to the continuing development of support for English, and thus serves as a moving goalpost, nevertheless it provides a good criterion for relative assessment. While the inequalities in the amount of technological support available for English compared with other European languages may act as a deterrent for working on the latter, nevertheless it serves as a useful mechanism for applying cross-lingual transfer methods in order to build language models and generate labelled data for lower resource languages.

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Lotherington, Heather, Deanna Neville-Verardi und Natalia Sinitskaya Ronda. „English in cyberspace“. In Language Learning & Language Teaching, 11–42. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.04lot.

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Berns, Margie, Marie-Thérèse Claes, Kees de Bot, Riet Evers, Uwe Hasebrink, Ineke Huibregtse, Claude Truchot und Per van der Wijst. „English in Europe“. In Language Policy, 15–42. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-36894-8_2.

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Horobin, Simon. „Writing in English“. In Chaucer’s Language, 13–27. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27457-1_2.

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İnci Kavak, Vildan, und Yasemin Kırkgöz. „English-Medium Instruction“. In Language Policy, 173–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_11.

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Gass, Susan M., und Daniel Reed. „English language testing“. In AILA Applied Linguistics Series, 31–50. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/aals.8.04gas.

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Gramley, Stephan, Vivian Gramley und Kurt-Michael Pätzold. „The English language“. In A Survey of Modern English, 1–16. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429300356-1.

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Bozoğlan, Hilal, und Derya Yılmaz. „English Language Teaching“. In Instructional Process and Concepts in Theory and Practice, 283–304. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_7.

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Solano-Flores, Guillermo. „English Language Learners“. In Encyclopedia of Cross-Cultural School Psychology, 427–28. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_161.

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Konferenzberichte zum Thema "English language"

„World Englishes in English Language Classes“. In 2nd International Conference on Recent Academic Studies ICRAS 2023. All Sciences Academy, 2023. http://dx.doi.org/10.59287/as-proceedings.85.

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Saiful, Jepri Ali, und Pratomo Widodo. „Indonesian English Teachersr Language Attitude towards the English Language“. In International Conference of Communication Science Research (ICCSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.10.

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Hüttner, Julia. „Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)“. In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.

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Karapetjana, Indra, und Gunta Rozina. „Latvian-English Code-Switching on Social Media“. In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.03.

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People draw on the languages in their linguistic repertoire, depending on the speech participants’ needs and the conversational setting. The English language has gained salience replacing the Russian language as the foreign language most often studied at schools after Latvia regained independence in 1990. Since then, it has been used widely as a lingua franca in various fields, for instance, international diplomacy, science, and education. This has been a fruitful environment for code-switching, as it is claimed that many young people alternate effortlessly between the Latvian language and the English language, which they often use as a means of communication, especially on social media. In order to ascertain the linguistic manifestation of code-switching, a study was conducted by using a qualitative descriptive research design. Extra-sentential, inter-sentential, and intra-sentential code-switching was explored on social media. Extra-sentential switching or inserting tag elements from English into Latvian, inter-sentential switching characterized by a switch from Latvian to English outside the sentence or the clause level, and intra-sentential switching or switching from Latvian to English at the clause, phrase, or word level were observed. It was found out that the most frequent linguistic manifestation of code-switching was the insertion of single words. It may be assumed that code switching between the Latvian language and the English language may point at the social status of English among young people in Latvia.

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida und Afif Suaidi. „Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Abilova, Zulfiyya. „INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE“. In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.

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Gak, Dragana. „Business English or Survival English?“ In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.10.

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Wirza, Yanty. „Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.

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Rui, Liu. „Language Attrition Theory on English Language Teaching“. In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Шапкин, Денис Вячеславович, Мария Альбертовна Елинсон und Василя Анатольевна Шарипова. „LANGUAGE CARDS: ENGLISH LANGUAGE PROFICIENCY OF POPULATION“. In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/srp302.2022.57.30.006.

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В статье были рассмотрены лингвистические карты и рассмотрены вопросы о том, из какой информации они составлены, где их можно использовать, и как их можно использовать. The article reviewed Linguistic maps, and addressed questions about what information they are compiled with, where they can be used, and how they can be used.

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Berichte der Organisationen zum Thema "English language"

Louro, Celeste Rodriguez. English language bias goes beyond words. Herausgegeben von Tasha Wibawa. Monash University, August 2022. http://dx.doi.org/10.54377/630a-dc35.

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Braslavskaya, E. A., und E. V. Nikitina. English language (PRE-INTERMEDIATE B1 level). SIB-Expertise, März 2023. http://dx.doi.org/10.12731/er0681.13032023.

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Электронный учебный курс "Английский язык (уровень Pre-Intermediate B1)" разработан для организации самостоятельной работы студентов всех направлений подготовки Севастопольского государственного университета. Цель курса: формирование языковой компетенции на уровне Pre-intermediate (предпороговый уровень).

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Chen, Aitao, Hailing Jiang und Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, Januar 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher und José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1621.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.

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Braslavskaya, Elena, und Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, Juni 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2022.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5489.

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LaFlair, Geoffrey. Duolingo English Test: Subscores. Duolingo, Oktober 2020. http://dx.doi.org/10.46999/wbqi4443.

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The Duolingo English Test is a computer adaptive test that provides an overall score that represents test taker English language proficiency. However, stakeholders, such as university admissions officers, often want to make decisions based on test taker ability in one or more components of language ability, such as speaking. Similar to overall scores, subscores should meet standards of reliability when used for decision making. In addition, subscores should provide distinct information about the test takers’ abilities above and beyond the overall score. In this paper, we report on the research behind four subscores reported by the Duolingo English Test (Literacy, Conversation, Comprehension, and Production) that can be used by stakeholders to make decisions about test takers.

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