Journal articles on the topic 'Degree Discipline: English'
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1
Kyrykylytsia, Valentyna, Aida Trotsiuk, and Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
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The article justifies the importance of studying the academic discipline “Scientific Communication in aForeign Language” according to the Master’s degree educational program. The research aims atfinding the ways of the formation of scientific communication knowledge in English. To achieve thisgoal, such methods of pedagogical research as analysis, synthesis, comparison, generalization oftheoretical scientific literature and advanced practical pedagogical experience were used. It has beennoted that the main didactic purpose of this discipline is to develop students’ knowledge of the scientificresearch methodology and the ability to present their own research results. The basic knowledge thatstudents gain in the process of studying the course has been indicated: awareness of the main featuresof scientific style and elements of academic texts; understanding of the rhetoric, stylistics and genreorganization of modern scientific discourse; skills formation of writing the scientific texts of differentgenres (summary, scientific article, abstract, review); awareness of the requirements for writing andpresenting conference abstracts. The conclusion about the effectiveness of the suggested methods ofstudying the scientific aspect in English by Master’s degree program students of natural sciences andmathematics has been made. It has been proposed to conduct further research in the direction of findingthe new effective ways to study the scientific aspect of a foreign language, in particular with the use ofthe latest information and advanced communication technologies.
Keywords: scientific communication; Master’s degree program; English; academic discipline;scientific aspect; educational-scientific program; Master’s degree program students; academic text;research.
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Murillo, Silvia. "The use of reformulation markers in Business Management research articles." International Journal of Corpus Linguistics 17, no. 1 (March 16, 2012): 64–90. http://dx.doi.org/10.1075/ijcl.17.1.03mur.
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This paper investigates the use of reformulation markers as a common metadiscourse device in L1 English and Spanish and in L2 English research articles of a particular discipline, namely Business Management. These markers are considered procedural items, i.e. they encode information on how to process lexical meaning. The general frequency of use of the markers, the types of markers used, the functions most commonly performed and their (non-)parenthetical uses are compared in order to explore the degree of transference in their use by the L1 Spanish academics writing L2 English articles. The results are compared to similar studies on reformulation markers in general English and Spanish and also to studies in other disciplines. The results lead us to conclude that some general rhetorical L1 features are more likely to be adapted in the L2 English texts written by L1 Spanish academics than other more specific grammatical features.
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Gromov, Yevhen, Alla Kolomiiets, Dmytro Kolomiiets, Iryna Mazaikina, and Olga Nalyvaiko. "EUROPEANIZATION OF THE UKRAINIAN SYSTEM OF HIGHER PEDAGOGICAL EDUCATION THROUGH THE IMPROVEMENT OF UNDERGRADUATES’ FOREIGN LANGUAGE COMMUNICATIVE SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 443. http://dx.doi.org/10.17770/sie2019vol3.3985.
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The article is devoted to the problem of improvement of the foreign language communicative skills of future Masters of Pedagogical Science. Special attention has been given to the issue of gradual introduction into the educational process the practice of teaching undergraduate students some academic disciplines in the English language. The authors share their successful experience of teaching undergraduates of the Physical-Mathematical and the Informational-Technological specialties general-academic disciplines in English. This practice is considered one of the effective ways to increase the students’ foreign language competence. On the example of a general-academic discipline «Methodology and Principles of Scientific Research» the authors prove the urgency and expediency of teaching certain subjects in the foreign languages to the applicants of the Master's Degree in Pedagogical Science. The purpose of this article is to demonstrate the importance of such practice and to show that teaching some general subjects in English can become a significant factor of improvement of the students’ foreign competence, which in turn contributes to the integration of the Ukrainian scientific-pedagogical community into the European academic community.
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Yiu, Nicole, and Ibukun Oluwadara Famakin. "Comparative assessment of senior year student’s confidence in discipline-specific English bridging course." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 61–70. http://dx.doi.org/10.33495/jerr_v9i3.19.135.
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Senior year students of BSc (Hons) in Environmental and Occupational Safety and Health (EOSH) are trained to be future environmental and safety practitioners. However, they usually show relatively weak English ability when proceeding with their study in articulation degree programmes. Their ability to communicate fluently in English is pivotal to the advancement of their career, particularly for numerous international opportunities. All the EOSH students are Chinese and are expected to communicate in English at work, which indicates the importance of English proficiency. Therefore, a trial course perfectly tailored to meet the professional needs of senior year students with job-related examples was developed to improve their confidence level in communication, particularly the syntax, semantics and lexis of English language. The intended objectives were assessed by reviewing students’ performance and feedback. A pre-test and a post-test were conducted to ascertain the English language proficiencies of the students before and after the English bridging course respectively. Further, a pre-designed questionnaire survey was distributed to the senior year students before and after the English bridging course to collect information about their confidence level with four identified areas, including overall language proficiency, specific writing skills, specific listening skills and specific speaking skills. The results showed that the confidence level of senior year students was low before the English bridging course, while the confidence level was moderate after the English bridging course. There was also significant improvement in their confidence level after the English course for all the identified areas. The results suggest that an English bridging course should be conducted in English by native speakers and supplemented with Cantonese from non-native speakers to enhance the understanding and confidence level of the senior year students.
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Shykhnenko, K., H. Haiovych, M. Prokopchuk, and L. Vinnikova. "ENGLISH FOR SPECIFIC PURPOSES DISCIPLINE FOR MASTERS IN PUBLIC ADMINISTRATION LEGAL FRAMEWORK ANALYSIS." Collected Scientific Papers of the Institute of Public Administration in the Sphere of Civil Protection 7 (December 22, 2019): 154–72. http://dx.doi.org/10.35577/iducz.2019.07.12.
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Responding to the modern challenges in the educational domain and an increase interest of the appropriate level of English among the public servants of SESU, the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection initiated the research work aimed to improve the training content and methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ in April 2019.
A significant contribution to the development of the theory, methodology and the certain methodological issue developing were made by a number of scientist such as O. Bykonia, V. Chernysh, Z. Korneeva, G. Dyvnych, R. Makarova, Ya. Mandryk, M. Dyachenko, T. Dudley-Evans, T. Hutchinson, A. Waters, P. Strevens and others.
At the same time, some thorough research of the legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ has not been done under the condition of modern reforms in the education domain.
The legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for the second (Master) level in field of expertize 281 ‘Public Administration’ is under consideration.
The article outlines the main peculiarities of the current legal framework related to the teaching English for Specific Purpose which is used as the premise for further analysis of the current curriculums used in the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. The list of legal framework includes the Law on Education, The Law on Higher Education, The law on State Service, National ESP Curriculum of English.
Clarifying the terminology used in the current regulatory environment in the sphere of professional activities of future public leaders and managers (individual learning curve, competence, learning outcomes, language proficiency, universal design in the sphere of education, curricula) has given the authors an opportunity to reveal the methodological value of the National ESP Curriculum of English and clarify the appropriate language level for Master’s degree students, evaluate the current curriculum used by the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection.
Foreign language professional competence is a multi-component, hierarchically organized and multi-level phenomenon based on professional skills, knowledge and awareness.
English for Specific Purposes as a discipline can be considered as the tool for developing special professional skills that create the premises to deal efficiently with challenges concerning public management, political-legislation, social-economic issues.
The further analysis of the universal design in the educational sphere also let the authors clarify the teaching materials peculiarities; correlate the international current testing system with NATO STANAG 6001 used within SESU and explain the necessity to implement В1 (CEF) /СМР1+(NATO STANAG 6001) for Master’s degree students in in the field of expertize 281 ‘Public Administration’.
The analysis of the current legal framework related to the second (Master) educational level in field of expertize 281 ‘Public Administration has revealed the fact that, on the one hand, the current curricula structural elements and content as the elements of educational design comply with the legislation norms, on the other hand, the issues of looking for improving the training content and efficient teaching techniques to obtain the desirable language level for Master’s degree students have to be under further consideration.
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Zhen, Zeng. "On Academic Identification of College English Teacher in Terms of Discipline in Chinese Higher Education." Higher Education Studies 9, no. 4 (October 10, 2019): 120. http://dx.doi.org/10.5539/hes.v9n4p120.
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The paper looked into faculty of Chinese College English (CE)(or CE faculty on the paper) , a great proportion of teachers teaching English for all non-English majors in higher education institutions, through analysis of CE faculty recruitment process, symbiosis of researching and teaching in their performances, as well as their restrained professional development in China higher education. It’s demonstrated that disciplinary identity on campus is the premise of being successfully fulfillment of the function of teaching and learning in higher education; CE faculty are supposed to effectively perform their duty in line with their professionals defined and developed by the discipline they are trained by. It’s discussed that for securing and protecting the efficiency and academic status of CE and CE faculty, there should be a accrediting process for CE the course accreditation and for CE faculty with academically educational program awarding degree, which is guaranteed for CE being recognized a important and legalized academic activity serving Chinese higher education as its very first design.
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Ai, Bin, Lifei Wang, and Alexander Kostogriz. "Becoming a Teacher of Business English in China: A Critical Narrative." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 182–98. http://dx.doi.org/10.1515/cjal-2019-0011.
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Abstract In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.
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Khan, Shahzeb, and Amra Raza. "Influencing the ‘Plastic Mind’ Catechetics of Imperialism in Instituting English Literary Studies in British Punjab." Academic Journal of Social Sciences (AJSS ) 4, no. 4 (February 4, 2021): 1013–25. http://dx.doi.org/10.54692/ajss.2020.04041361.
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This paper pivots on catechetics of imperialism which were identified in an archival study of question papers of MA English examinations which were conducted by Punjab University, Lahore, between 1882 and 1918. This catechetical strategy, the study reveals, was needed due to pedagogically imperial needs of the discipline and rested on the double-helical foundation of imperial literature and history. The double-helical foundation, the paper argues, was necessitated because of the exclusive and imperial conception of the discipline which was resistant to any initiatives which might disturb this arrangement. A couple of aberrations in this formulation, a book of translated poems from local literature which was made part of the poetry curriculum in 1884, and the subject of Comparative Grammar were thus quickly dispensed with. The exclusive focus on English writers, culture, literature, and history created a metanarrative of English cultural prowess and enabled the creation of pliant subjectivities suitable for the fulfillment of colonial operations. The study relies on a tranche of question papers for the masters in English degree. The paper is thus an attempt to reveal clandestine, grand narratives of cultural imperialism that lurk beneath the innocuous texts that are stockpiled in a curriculum which are disseminated through a catechetical strategy.
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Alsop, Sian, and Hilary Nesi. "Issues in the development of the British Academic Written English (BAWE) corpus." Corpora 4, no. 1 (May 2009): 71–83. http://dx.doi.org/10.3366/e1749503209000227.
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The British Academic Written English (BAWE) corpus is a collection of texts produced by undergraduate and Master's students in a wide range of disciplines, for assessment as part of taught degree programmes undertaken in the UK. The majority of the contributors to the corpus are mother tongue speakers of English, but, in order to be included in the corpus, each assignment had to be judged proficient by assessors in the contributor's discipline, regardless of the writer's mother tongue. The corpus contains, therefore, only texts that have met departmental requirements for the given level of study. University writing programmes are typically aimed at undergraduate and Master's students, and it would be useful for writing tutors to know more about student assignment genres and the linguistic features of successful writing at undergraduate and Master's level. However, most large-scale descriptive studies of academic writing focus on published or publicly accessible texts, or learner essays on general academic topics, probably because there are practical difficulties associated with collecting large amounts of well-documented student output. This paper charts the experience of collecting data for the BAWE corpus, highlighting the problems we encountered and the solutions we chose, with a view to facilitating the task of future developers of academic student writing corpora.
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Nabok, А. І., and І. V. Borysenko. "CONTENT PECULIARITIES OF THE ACADEMIC DISCIPLINE «FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES» (ON THE BASIS OF MA SPECIALITY «PSYCHOLOGY»)." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 1 (June 22, 2022): 131–40. http://dx.doi.org/10.32755/sjeducation.2022.01.131.
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Recent sociological surveys reflect direct dependence of economic growth in European countries on the level of their citizens’ skills of English as the Language of International Communication. Taking this fact into consideration there is an increasing need for capacity building in the sphere of the English language in the learning process of higher educational establishments in general and on the MA level in particular, which will enable all-round growth of every citizen. The relevance of learning English to broaden educational and professional horizons and capacities encourages Ukraine to develop state initiatives aimed at providing labour market with competitive graduates; to promote integration of educational and academic components into international and European communities; to support in-depth and systematic English language learning as a high-priority state policy area. A state educational vision as a predictable result in the sphere of developing English language learning strategy by 2025 is considered the basis for implementing specific recommendations and steps. According to recent projections a concessive adoption of the strategy will likely result in the increase of the English language skills among students and teachers, more attention to and better reputation of English due to high quality methods, free access to educational resources, professional growth of the academic personnel, relevant content of the disciplines taught. The last of the listed actions is of great interest to the developers of the Master courses “Foreign Language for Specific Purposes”. It stems from the fact that Master’s Degree is obtained according to the academic and professional components of educational programmes. Specifically professinal components as a system of essential constituents within the scope of a chosen profession define the anticipated competences an individual must acquire, which results in the content peculiarities of the academic discipline “Foreign Language for Specific Purposes”. Key words: the second educational level, “Foreign Language for Specific Purposes”, psychologists, interdisciplinary approach, competence approach, knowledge, competences, skills.
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Boginskaya, Olga A. "Cross-disciplinary variation in metadiscourse: A corpus-based analysis of Russian-authored research article abstracts." Training, Language and Culture 6, no. 3 (September 22, 2022): 55–66. http://dx.doi.org/10.22363/2521-442x-2022-6-3-55-66.
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The article deals with metadiscourse variation in academic texts across disciplinary boundaries. Its main focus is on the distribution of metadiscourse markers in Russian-authored academic prose in the field of applied linguistics and engineering. The study assumes that the distribution of metadiscourse devices is determined by disciplinary norms. The theoretical basis of the study is Hyland’s taxonomy of metadiscourse markers. With the aim of investigating metadiscourse in English-medium research article (RA) abstracts by Russian authors, the present study adopted a combination of quantitative and qualitative methods. The results revealed that RA abstracts feature four types of metadiscourse markers whose distribution varies across two disciplines representing the humanities and hard sciences. The study also investigated the degree of familiarity of linguistics and engineering scholars from leading Russian universities with metadiscourse devices and their awareness of the need to use them in research articles. To achieve this goal, a survey was conducted to obtain data on knowledge of metadiscourse as a discursive strategy. The findings carry therefore pedagogical implications for academic writing course designers and instructors and can enhance non-native English writers’ knowledge of academic writing conventions in the discipline.
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Ren, Hongwei, and Yuying Li. "A Comparison Study on the Rhetorical Moves of Abstracts in Published Research Articles and Master’s Foreign-language Theses." English Language Teaching 4, no. 1 (February 28, 2011): 162. http://dx.doi.org/10.5539/elt.v4n1p162.
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The abstract of research papers is one of the first things that a reader will read to determine the value of the research. A well-written abstract will surely promote the text attached to it more effectively. By examining the rhetorical moves in the abstracts of Chinese Master’s English theses and published research articles in applied linguistics, this study compares the practices of student writers and expert writers in fulfilling the rhetorical goal of abstracts to shed light on the degree to which students appropriate to the practices of their own discipline and to provide relevant ESP materials for both teachers and student writers of applied linguistics, especially those who write in English as a foreign language.
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Bahadofar, Raheleh, and Javad Gholami. "TYPES AND FUNCTIONS OF CITATIONS IN MASTER’S THESES ACROSS DISCIPLINES AND LANGUAGES." Discourse and Interaction 10, no. 2 (December 15, 2017): 27–45. http://dx.doi.org/10.5817/di2017-2-27.
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Citation is an essential and common feature of academic writing and is used by academicwriters to achieve different purposes. This study investigated disciplinary variationsin terms of citation practices in the genre of Master’s theses with a specific focus ondiscussions. To this end, sixty discussions produced by MA/MS students of two keyuniversities in Iran from both hard and soft disciplines were analyzed in terms of citationtypes and functions. The medium of writing whether English or Persian was also takeninto account for its probable influence on the employed citation practices. The resultsrevealed that integral citations were used more frequently by writers in soft knowledgefields, allowing them to make evaluations, whereas non-integral citations were mostlyused by hard discipline writers. As for rhetorical functions, Support and Comparison werethe dominant functions in these text types. However, there existed subtle differences bothin the degree and the way these writers draw intertextual links to their disciplines. Thefindings can be of considerable help to EAP instructors and thesis supervisors to raise theirstudents’ awareness and refine their understanding of citation strategies in thesis writing.
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Lazić, Katarina O., and Danijela D. Đorđević. "Učestali leksički spojevi u oblasti biotehnike u apstraktima studenata poljoprivrede na engleskom jeziku." УЗДАНИЦА XIX, no. 1 (June 2022): 125–40. http://dx.doi.org/10.46793/uzdanica19.1.125l.
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This paper deals with the identification and classification of lexical bundles that are commonly used in biotechnical texts in abstracts written by master’s degree students of the Faculty of Agriculture in Belgrade in English as a foreign language, more precisely English for Specific Purposes. Although in previous research lexical bundles of native Serbian speak- ers have been observed in the English texts of several biotechnical disciplines, this paper is the first research on the example of agriculture. The corpus researched within this paper consists of abstracts written by students of the Master’s degree programme of Agriculture (Modules: Field and Vegetable Crop Sciences, Horticulture, Soil and Water Management, Animal Science, Bio- technical and Information Engineering and Organic Agriculture) at the Faculty of Agriculture, University of Belgrade, as part of pre-examination assignments in the course English language (compulsory subject, 5 lessons per week) in the first term of the academic year 2020/2021. The analyzed sample is a corpus of abstracts written by master’s degree students consisting of 10,667 words. The corpus was searched with the LancsBox software to find the lexical bundles of native English speakers that are commonly found in biotechnical texts. Previous research (Lazić 2017) identified the most commonly used lexical bundles in the texts of four biotechnical disciplines including forestry, wood processing, ecological engineering and landscape architecture, and identified the bundles with potentials for application in teaching. Once the lexical bundles were singled out in the texts of student abstracts from the field of agriculture, the use of the most common lexical bundles of biotechnical articles was analyzed. In addition, it was investigated to which groups of lexical bundles with the potential for application in foreign language teaching of biotechnical English they belong, which also indicated the insufficiently used groups of lexical bundles in the student abstracts. The results show that the priority groups for use in teaching are lexical bundles for hedging, the ones with the adverb likely, those that refer to tables and graphs, lexical bundles in the passive voice, as well as the group of functional taxonomy called lexical bundles oriented towards the participant. The limitation of this research is that it investigated a relatively small corpus of 10.667 words. It is concluded that the use of lexical bundles by agricul- tural students was influenced by the specifics of their discipline, the fact that the texts are written by students and not by affirmed authors, as well as by the fact that we investigated the writing of abstracts and not complete scientific articles. The pedagogical significance of this research can be seen in improving the teaching of English as a foreign language in the field of agriculture. In a broader sense, this study can be a possible contribution to the affirmation of researchers and scientists who write and publish papers in the English language in the field of agriculture.
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Murray, Neil, and Jonathan Crichton. "What’s in a name?" Australian Review of Applied Linguistics 33, no. 2 (January 1, 2010): 15.1–15.16. http://dx.doi.org/10.2104/aral1015.
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In this paper we explore the provision of applied linguistics within Australian universities. We focus on how the ‘what’ of applied linguistics, as captured in scholarly definitions of the discipline, accords with the ‘where’, as captured in potential contexts of application as these are manifested in provision. In doing so, we examine the extent of any congruence or divergence between how applied linguistics is understood in the abstract and how it is realised in degree programs. Our findings, based an analysis of data collected via a survey of university websites, suggest that while the rhetoric around course offerings may suggest a wider view of the discipline, the content of applied linguistics programs generally reflects a narrower interpretation which aligns closely with observations often made as caveats to scholarly definitions and sees English language teaching as predominant
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Murray, Neil, and Jonathan Crichton. "What’s in a name?" Australian Review of Applied Linguistics 33, no. 2 (2010): 15.1–15.16. http://dx.doi.org/10.1075/aral.33.2.02mur.
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In this paper we explore the provision of applied linguistics within Australian universities. We focus on how the ‘what’ of applied linguistics, as captured in scholarly definitions of the discipline, accords with the ‘where’, as captured in potential contexts of application as these are manifested in provision. In doing so, we examine the extent of any congruence or divergence between how applied linguistics is understood in the abstract and how it is realised in degree programs. Our findings, based an analysis of data collected via a survey of university websites, suggest that while the rhetoric around course offerings may suggest a wider view of the discipline, the content of applied linguistics programs generally reflects a narrower interpretation which aligns closely with observations often made as caveats to scholarly definitions and sees English language teaching as predominant
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Innocent, Sibomana, and Dr Hesbon Opiyo Andala. "Relationship between students’ discipline and academic performance in secondary schools in Rwanda." Journal of Education 4, no. 7 (October 19, 2021): 20–37. http://dx.doi.org/10.53819/810181025021.
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The students’ discipline plays a significant role in the improvement of academic performance. However, any lack of students’ discipline, significantly affect negatively the level of students’ discipline. The purpose of this study therefore was to establish the relationship between students’ discipline and academic performance in secondary schools in Rwanda for advanced level studying-French-English Kinyarwanda in Rusizi district. The study adopted correlation research design while structured questionnaires, interview guide and desk review were used as data collection instruments. The target population was 283 respondents. The sample size was 166 obtained by the use of Yamane formula. The sample was obtained by the use of simple random and stratified sampling techniques. Questionnaire, interview guide and desk review were used to collect the data. The findings revealed that there is a statistical significant high degree of positive relationship between students’ discipline and academic performance. It was revealed that regular class attendance, respect of school rules and regulation and being given punishment among students create a positive change in students’ academic performance. The study recommended that the government should design effective policies and discipline guidelines. The head teachers should ensure the suitability of a set of rules and regulations in the least performing schools and there is a need to ensure students punishment management and adequate administration of school rules and regulations. Students should respect and comply with school rules and regulations through punctuality, demand of permission, constant attendance, doing homework at time, respect to teaching staff and school management personnel. Keywords: Students’ performance, students’ discipline, secondary schools, Rwanda
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Pope, Randolph D. "Why Major in Literature—What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 503–6. http://dx.doi.org/10.1632/003081202x61278.
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The progression from language instruction or composition to the higher discipline of literature is no longer the only or even preferred path everywhere. For example, MIT stresses that its literature program goes beyond the traditional:The program in Literature leading to the degree of Bachelor of Science in Literature is equivalent to the curricula in English (or literary studies) of the major liberal arts universities. The Literature curriculum is notable also for its inclusion, along with traditional literary themes and topics, of materials drawn from film and media, from popular culture, and from minority and ethnic culture. (“Major”)
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Atabekova, Anastasia. "Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education." Sustainability 13, no. 7 (April 2, 2021): 3966. http://dx.doi.org/10.3390/su13073966.
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This article explores the hypothesis that the concept of heritage is relevant for a university-based degree course in legal translators and interpreters’ training. The research rests on the legal and academic understanding of cultural heritage. The study explores its specifics regarding the English-taught discipline on Legal Translation and Interpreting Studies within the above-mentioned graduate program. The research integrates qualitative tools and statistical instruments, starts with the theoretical consideration of legislative and academic sources, proceeds to the empirical studies of heritage samples, and considers their relevance for the heritage module design within the specified discipline. The experimental design of such a module and its use for the training of students are also part of the present investigation that further explores students’ perceptions of the heritage module under study, with reference to their future career tracks. The study reveals the specifics and components of the heritage framework for the discipline under study and identifies those areas of professional activities for which students consider the heritage module as most useful and relevant. These issues have not been a subject for academic research so far, which contributes to the research relevance and novelty.
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Wilson, Virginia. "A Content Analysis of Google Scholar: Coverage Varies by Discipline and by Database." Evidence Based Library and Information Practice 2, no. 1 (March 14, 2007): 134. http://dx.doi.org/10.18438/b8dw26.
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Objective – To ascertain the coverage by discipline, publication date, publication language, and upload frequency of the scholarly articles found in Google Scholar.
Design – Comparative content analyses.
Setting – Electronic information resources accessible via the internet (both freely accessible and for-fee databases).
Subjects – Forty-seven online databases and Google Scholar.
Methods – The study compared the content of 47 databases (21 Internet resources freely available to the general public; 26 restricted-access databases) covering a variety of subjects with the content of Google Scholar. Each database was assigned to one of the following discipline categories: business, education, humanities, science and medicine, social science, and multidisciplinary. From April through July 2005, researchers generated random samples of 50 article titles from each of the 47 databases and searched the titles on Google Scholar to determine inclusion.
Related studies were conducted for publication date and publication language analysis, and for the Google Scholar upload frequency study. For the publication date study, random samples from one database (PsycINFO) with a high degree of variability in Google Scholar coverage were searched for 1990, 2000, and 2004. For the publication language study, Google Scholar coverage of PsycINFO articles in English was compared to coverage of PsycINFO articles published in non-English languages. For the upload frequency study, two databases chosen for their high degree of coverage (BioMed Central and PubMed) were monitored to determine how often the new content was uploaded to Google Scholar.
Main Results – This study revealed that content covered by Google Scholar varies greatly from database to database and from discipline to discipline. Of the 47 databases studied, coverage ranged from 6% to 100%. Mean and median values of coverage for all databases were both 60%. The mean discipline category scores varied from the humanities databases at 10% coverage, to the social sciences and education at 39% and 41% respectively, to science and medicine databases at 76% coverage. Mean coverage was 77% for the multidisciplinary databases. Mean coverage of open access journal databases was 95%, freely accessible databases had 84% mean coverage, and single publisher databases had 83% mean coverage.
The publication language study found a bias towards English language publications. As well, a publication date bias was found – coverage of earlier dates was not as thorough as coverage of more recent publications. In the upload frequency study, for BioMed Central and PubMed there appears to be an approximately 15-week delay in the uploading of new material to Google Scholar.
Conclusions – The results of this study serve to alert researchers and information professionals that Google Scholar (in beta test mode at the time of the study) has poor coverage in certain areas. To those with access to commercial databases, this serves as a cautionary tale. To those with a dearth of commercial databases, Google Scholar is a welcome site and can provide at least some information. The researchers state that the search engine itself could make future content studies unnecessary if it decides to make its content collection methodology transparent to users. Upload frequency, Google Scholar’s linking services, the advanced search option, and the “cited by” feature could all be subjects of future studies. For its first year in operation, Google Scholar offers a broad range of discipline coverage with substantial depth in some areas. At the time of the study, Google Scholar was working with libraries and vendors to connect search results to library-licensed full text.
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Abdulwahab, Abdulmajid Mohammed, Ainol Madziah Zubairi, Tunku Badariah Tunku Ahmad, and Mohamad Sahari Nordin. "The State of Internet-Assisted Language Learning (IALL) Knowledge among English Major Students in a Yemeni Public University." IIUM Journal of Educational Studies 8, no. 1 (October 7, 2020): 18–31. http://dx.doi.org/10.31436/ijes.v8i1.261.
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The research aimed to examine the state of Yemeni English major students’ knowledge of Internet-assisted language learning (IALL). Two types of knowledge were assessed, i.e. subjective knowledge and objective knowledge. The study also sought to examine differences in these two types of knowledge among students by gender and discipline of study, and whether subjective knowledge and objective knowledge were significantly correlated. Simple random sampling was used to select a sample of 598 English language students from education- and non-education study programs of a Yemeni public university during the 2017 academic year. Data were collected using two separate instruments: a self-developed IALL questionnaire for objective knowledge, and an adapted subjective knowledge scale. Descriptive statistics, independent-samples t-tests and bivariate correlation were carried out with SPSS software Version 24. The results show a moderate level of perceived IALL knowledge, but lower levels of actual knowledge on various aspects of IALL, particularly with respect to tools mostly used for oral language practices, such as Skype, Busuu.com, Live Mocha and SharedLingo. Gender influenced perceived knowledge – with female students reporting significantly higher knowledge levels – but not objective knowledge, while discipline of study influenced both knowledge types in favor of students pursuing non-education degree programs. A significant but inverse relationship was discovered between subjective and objective knowledge. The results emphasize the need to start focusing on adopting IALL tools by English learners in universities across Yemen. Keywords: Internet-assisted language learning, IALL tools and resources, perceived knowledge, objective knowledge, Yemeni university students
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Saunders, Bernadette J. "Ending the Physical Punishment of Children by Parents in the English-speaking World: The Impact of Language, Tradition and Law." International Journal of Children’s Rights 21, no. 2 (2013): 278–304. http://dx.doi.org/10.1163/15718182-02102001.
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Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
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Guo, Wei, and Xin Zhang. "Regional Tourism Performance Research: Knowledge Foundation, Discipline Structure, and Academic Frontier." SAGE Open 12, no. 1 (January 2022): 215824402210880. http://dx.doi.org/10.1177/21582440221088013.
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In order to promote the prosperity and development of the research on “regional tourism performance” and better guide the practice of regional tourism development, this paper gives a basic and comprehensive review of the research activities on “regional tourism performance.” Data were collected from 418 English papers (2004–2020) collected from the Web of Science database. This study uses CiteSpace and Gephi to analyze the development of the thematic research from four dimensions: research overview, knowledge base, discipline structure, and research frontier. The study found that “regional tourism performance” is still a hot spot of the future. The existing literature on “regional tourism performance” mainly focuses on constructing models, exploring influencing factors, and innovating management models to improve tourist satisfaction, enhance regional tourism competitiveness, and promote regional economic growth. Panel data, entropy index, data envelopment analysis, bootstrap truncated regression models, coupling coordination degree, and spatial variation are the main research methods. Since 2016, cultural tourism, heritage tourism, rural tourism, tourism destinations competitiveness, and regional tourism governance have become hot topics in the thematic research. This paper is helpful to improve the research efficiency of the thematic research, promote the theoretical results to better guide the practice, and improve the level of regional tourism performance. However, this paper has limitations in terms of concept differentiation and data accuracy.
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Arnó-Macià, Elisabet. "A Qualitative Approach to Educational Research: Language Courses in English Studies." HERMES - Journal of Language and Communication in Business 23, no. 45 (October 24, 2017): 143. http://dx.doi.org/10.7146/hjlcb.v23i45.97354.
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This paper reports on a qualitative study focusing on the role of language awareness in university language courses that form part of English Studies (ES). Language constitutes the subject matter of students’ discipline and the ES degree is the initial training for future language teachers and other language-related professionals. Therefore, the models and views of language presented at university will influence graduates’ future professional practice. This study focuses on how language awareness is approached in language classes and on lecturers’ and students’ views of language and learning. This article will discuss how a qualitative methodology was used to find out about participants’ practices and views on language and learning, through immersion in a university language course over a term. Using a descriptive-interpretive paradigm, data were gathered from classroom observations and interviews, and analysed through the combination of ethnography and discourse analysis. This paper presents the methodological underpinnings of this research, decisions on the selection of data, interaction with participants, researcher’s stance, and warranting. Through the understanding of participants’ practices and views, this study provides a picture of how language awareness is approached in a university language course.
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Sokolova, V. A., and I. V. Titova. "Integrative Approach in Teaching English for Professional Purposes." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 10 (October 8, 2021): 78–86. http://dx.doi.org/10.31992/0869-3617-2021-30-10-78-86.
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The article discusses the need for an integrative approach in teaching Business English, aimed at forming and developing professional competencies of a future graduate in the field of management. The applied aspect of the integrative approach means implementing the principle of integration in all parts of the educational process. In this study, it concerns the formation of professional competencies during the process of learning a foreign language. The basis of the successful implementation of an integrative approach at all levels is adding a reflective component, forming of reflective position of a student. It helps analyze and order all the elements and stages of the studying activity from goal setting to result achieving; it also helps students realize themselves as active participants of the studying process. Today, due to various factors and reasons, the potential of the discipline “Business Foreign Language” in forming professional competencies often remains unrealized. The course developed allows to fully reveal its opportunities of forming professional competencies for a future manager. The course is focused on developing skills in a foreign language and professional training of students in such field of study as “Management”. This contributes to the students’ personal and professional growth. This is achieved due to the course’s content and structure, when the general concept of management and its functions being considered sequentially and logically. Including the reflective component into the studying process allows not only the teacher but also the students themselves follow the level of progress and the degree of achieving the goals set by them.
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Komlosi-Ferdinand, Flora. "The Students, the Local and the Foreign: Drama of Identity and Language in Mongolian-English Bilingual Schools." Journal of Language and Education 6, no. 3 (September 30, 2020): 153–66. http://dx.doi.org/10.17323/jle.2020.10297.
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Education in bilingual schools aims to equip learners with balanced bilingualism, increased (bi)cultural capital and a global mindset. Nevertheless, in a growing number of countries only local children attend such institutions, where foreign teachers are the almost exclusive manifestations of ‘globalness’. Dynamics among foreign and local teachers and students shape learners’ attitudes, their learning outcome and identity formation to an unexpected degree. This often produces unhealthy perceptions and behaviour towards among the groups and the taught languages as well, eventually students not benefiting from bilingual education to the expected extent, if at all. One of the oldest and one of the newest bilingual schools in Ulaanbaatar, Mongolia, were observed for this study. Local and foreign teachers of these schools contributed with their experiences in the form of unstructured interviews, while classroom observations shed light on students’ attitudes. The findings reveal that students respect local educators more and display more respect and discipline with them. However, pupils are usually more emotionally attached to foreign teachers, confiding in them and seeking their company on a daily basis, yet refusing to be disciplined and to study for their classes. Students’ unbalanced attitudes towards the two groups of teachers generated unease between the educators as well. This paradox created an unhealthy milieu in the schools and discouraged the development of a healthy perspective on (foreign) languages and identity. Teachers’ attitudes further compromised learners’ behaviour, as local educators stressed nationalism, while foreigners pressed towards the development of a more global mentality. Unfortunately, as none of the institutions had any policies to address this dilemma, eventually students developed behaviours contrary to the intended by the schools.
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Elsweiler, Christine. "Gender variation in the requestive behaviour of Early Modern Scottish and English letter-writers? A study of private correspondence." Journal of Historical Sociolinguistics 8, no. 1 (April 1, 2022): 55–88. http://dx.doi.org/10.1515/jhsl-2020-0040.
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Abstract This study applies the methods of variational pragmatics, a discipline situated at the intersection of pragmatics and variationist sociolinguistics, to historical data to explore the effect of the macro-social factors gender and region on request choices in Scottish and English private letters written between 1570 and 1700. It specifically examines gender variation regarding the choice of request strategies and of internal downgrading modification, e.g. the use of modal auxiliaries or hedges. Overall, the analysis only finds limited evidence for gender differences in the private correspondence data. The requestive behaviour of Scottish and English female and male letter-writers displays similar directness levels and both genders also employ mitigating modifiers to a similar degree. It is shown that the requestive style of women and men is determined by the situational circumstances of a letter rather than by gender. Moreover, when zooming in on the level of direct realisation strategies, the analysis provides evidence that the macro-social factor region has a greater impact on the choice of realisation strategies than gender.
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Keating, Heather. "Protecting or punishing children: physical punishment, human rights and English law reform." Legal Studies 26, no. 3 (September 2006): 394–413. http://dx.doi.org/10.1111/j.1748-121x.2006.00022.x.
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This paper assesses the current state of English criminal law in relation to the use of physical force by parents as a means of disciplining their children. It does so in the light of the Children Act 2004, the European Convention for the Protection of Human Rights and Fundamental Freedoms 1950, Art 3, pressure from bodies such as the United Nations Committee on the Rights of the Child and the law in other parts of Europe. It acknowledges that parents should have a large degree of autonomy in relation to parenting. However, the defence of ‘discipline’ or ‘reasonable chastisement’ is outdated, vague and potentially dangerous to children. It is argued that the response of the British Government to criticism of our law has been far from satisfactory. The reform which was incorporated into the Children Act 2004 as a result of pressure upon the government aims to avoid criminalising ‘ordinary families’ for minor smacks. However, the statement of principle is so diluted that parents might understandably be confused and enforcement may be difficult. Moreover, the pressure for reform has continued unabated. The paper concludes that what is needed is an outright ban, combined with an educational campaign, which can lead the way in changing the cultural tradition of physical punishment.
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Muhammad, Faqir, Professor Dr Matloob Ahmed, and Dr Jameel Ahmad Shahzad. "The Role of Jamia Rizvia Faisalabad in Contribution of Islamic Teachings." Al Khadim Research journal of Islamic culture and Civilization 2, no. 3 (December 31, 2021): 25–41. http://dx.doi.org/10.53575/arjicc.v2.03(21)u3.25-41.
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JamiaRizvia “Mezher-ul-Islam” is located in Jhang Bazar Faisalabad. This great Islamic Institute was founded by HazratAllamaSardar Ahmad Chishti Qadri who was great Islamic Scholar, Researcher and Learned personality in the discipline of Quran, Hadith, Islamic Jurisprudence and Arabic Language.TheJamiaRizvia has produced many Ulamas, Orators, Debaters and Authorswhich are serving as Islamic Preachers, CivilGovernmental servants in different official Institution. This Islamic Institute is not only delivering the Islamic and Arabic studies but also current educational courses like as: English, Urdu, Mathematics, Sociology, and Computer Science Pak Studies. So, it can be said that the scholar qualified from this Institution has full command over the Islamic and Modern knowledges. Dueto great effective and appreciable way of Teaching, the last degree of Dars-i- Nizami(Al.Shahadat-ul-Alimyya)is considered equivalent to M.A Islamiat and Arabic.
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Hanafi, Sari, and Rigas Arvanitis. "The marginalization of the Arab language in social science: Structural constraints and dependency by choice." Current Sociology 62, no. 5 (May 27, 2014): 723–42. http://dx.doi.org/10.1177/0011392114531504.
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This article aims at questioning the relationship between Arab social research and language by arguing that many factors including the political economy of publication, globalization, internationalization and commodification of higher education have marginalized peripheral languages such as Arabic. The authors demonstrate, on the one hand, that this marginalization is not necessarily structurally inevitable but indicates dependency by choice, and, on the other hand, how globalization has reinforced the English language hegemony. This article uses the results of a questionnaire survey about the use of references in PhD and Master’s theses. The survey, which was answered by 165 persons, targeted those who hold a Master’s or PhD degree from any university in the Arab world or who have dealt with a topic related to the Arab world, no matter in which discipline.
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Kochetkova, Svetlana Y., and Elena A. Kurchenkova. "INTEGRATIVE SEMANTIC MAP AS AN ILLUSTRATIVE AND SCHEMATIC BASIS FOR THE DEVELOPMENT OF A PROFESSIONALLY SIGNIFICANT ENGLISH-LANGUAGE THESAURUS OF THE THEMATIC FIELD “LAW”." Russian Journal of Education and Psychology 13, no. 5 (October 31, 2022): 20–35. http://dx.doi.org/10.12731/2658-4034-2022-13-5-20-35.
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The authors of the article consider integrative semantic mapping as an illustrative and schematic basis for the law students’ development of a professionally oriented English-language thesaurus of the topical field “Law”. The aim of the research is to study further development of professional and communicative English-language competence which allows ensuring the implementation of pragmatic and professional communicative tasks in simulated situations of entering into legal relationship by the students.
Methodology. The methodological framework for the research is the cognitive and generalizing methods, such as the theoretical analysis of research works in linguodidactics, pedagogy, cognitive linguistics, and the prognostic methods. The research material was an educational and methodological complex on the discipline “Legal English”, used as part of the Bachelor’s degree program 40.03.01 “Jurisprudence”.
Results. The paper analyzes an algorithm for the development of abilities and skills of linguo-cognitive processing of professionally significative highly legal English texts of a static nature (for intermediate and upper-intermediate students), and English-language videos of a dynamic nature of the genre “courtroom drama” (for advanced and proficient students) using integrative semantic maps. Analyzing their application features allows us to emphasize their main function, which consists in optimizing the development of information about the law enforcement and legal proceedings in English-speaking countries, necessary for the effective intercultural communication of future practitioners in various branches of law.
Conclusion. Forming and developing the English-language thesaurus of a professional lawyer is one of important areas of modern linguodidactics. It has been proved that the optimization of this process has become possible thanks to the use of new learning technologies, in particular, integrative semantic mapping as a tool for verbalization of acquired knowledge, which allows consciously applying cognitively mastered information, competently verbalizing it in intercultural professional communication, preventing and eliminating possible communication failures.
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Peter Storey and Nigel Bruce. "Using Discipline-specific Corpora Data-driven Learning in an EFL-medium University Setting: The Case of Apprehend and Apprehension in Legal Pleading." International Journal of Law, Language & Discourse 10, no. 1 (May 24, 2022): 38–68. http://dx.doi.org/10.56498/1012022338.
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Undergraduate law students need to develop competence in the construction of legal arguments. Attainment of this competence is commonly assessed in their ability to construct arguments which follow the written conventions of the genre, prior to rehearsing those arguments orally in a simulation of a court case. In the law degree programme, which is the context for the pedagogical practices described in this paper, these assessments are built into each successive year of the law major in the form of mooting exercises for which students construct arguments for prosecution or defence and present them in a full-scale legal case simulation in a real courtroom in front of an invited judge.
In preparing their legal arguments, students are supported in the production of written submissions by feedback from language consultants which includes directing them to an online corpus-based writing assistant. This 26-million word, single-genre corpus of judicial case reports is accompanied by a search engine designed to present students with concordances which are transparent and intuitive in guiding them to the appropriate usage of the key patterns of legal English they are expected to use in their arguments.
The paper describes the linguistic challenges posed by legal English, how those challenges can be met with the help of the corpus-based writing assistant and how the program addresses known problems with direct DDL. A case study is presented demonstrating the scaffolding provided to first- and second-year students in learning to use the program and students’ evaluations of the corpus-based approach are summarised.
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Hailwood, Mark. "Time and Work in Rural England, 1500–1700*." Past & Present 248, no. 1 (July 22, 2020): 87–121. http://dx.doi.org/10.1093/pastj/gtz065.
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Abstract ‘Free of haste, careless of exactitude, unconcerned by productivity.’ This is how Jacques Le Goff characterized the temporality of pre-industrial rural working life. In E. P. Thompson’s famous argument, it was only with the arrival of the factory and the industrial age that the erratic rhythms of English working people were abruptly swept away by a new imperative for long and regular working hours controlled by the clock. It is a thesis that has been much debated in relation to pre- and non-industrial cities, and with regard to the impact of industrialization when it arrived. There has, however, been very little scrutiny of its account of the relationship between time and work in rural England before industrialization. This article therefore offers the first extensive empirical study of both time consciousness and work-related time-use in sixteenth- and seventeenth-century rural England. It does so by drawing on the testimony that ordinary women and men gave before the courts, testimony that often divulged both how those people told the time of day, and how they used it. What emerges is that English rural society in this period had a relatively high degree of clock-time awareness, and that everyday patterns of work followed more consistent and regular rhythms than Thompson’s thesis allows. As a consequence, the article argues that we need to question the assumption that the long hours and work discipline of ‘modernity’ had no roots in ‘traditional’ English rural life.
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Larcombe, W., A. McCosker, and K. O'Loughlin. "Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles." Journal of University Teaching and Learning Practice 4, no. 1 (January 1, 2007): 61–71. http://dx.doi.org/10.53761/1.4.1.6.
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This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
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Lobachova, Iryna. "“SCIENTIFIC COMMUNICATION” IN CREATING THE LANGUAGE PERSONALITY OF THE FUTURE PRIMARY SCHOOL TEACHER OF NEW UKRAINIAN SCHOOL." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 174–77. http://dx.doi.org/10.24144/2524-0609.2022.50.174-177.
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The article deals with the functioning of the course “Scientific Communication” in the educational process of students of the second (master’s) degree of higher education in specialty 013 Primary education as a scientific basis for various types of research, discussion of complex problems based on scientific controversy, discussions of urgent problems in the field of primary education. The purpose of the article is to determine the functional point of the course “Scientific Communication” in the formation of the language personality of the future primary school teacher of NUSH. The article describes the structural components of the discipline and outlines their quintessence in the formation of the language personality of the future primary school teacher of NUSH. To achieve this goal, the following research methods are used: analysis, synthesis, generalization, descriptive method, which made it possible to consider the problem in detail and draw conclusions about the feasibility of the discipline “Scientific Communication” in the educational process of students of the second (master’s) degree of higher education in specialty 013 Primary education for the development of language personality of the future primary school teacher of NUSH. It is found out that the purpose of studying the course “Scientific Communication” is to form a system of theoretical and methodological knowledge about scientific communication, its main components, latest trends and technologies and skills to apply them in information retrieval and dissemination of research results; providing training for a highly qualified specialist capable of demonstrating stable professional knowledge of the Ukrainian/English languages and professionalism during the exchange of scientific information in the field of primary education. The article outlines the objectives of the discipline “Scientific Communication”, general and special competencies in accordance with the educational program “Primary Education”; program results of studying; innovative approaches and methods (heuristic approach, practice-oriented approach, method of analysis of specific situations, method of project-based learning, method of educational discussion, methods of developing critical thinking, etc.). It is stressed that the acquired knowledge, skills, abilities and professional competence will contribute to the development of the language personality of the future primary school teacher of NUSH both while higher education and in further professional activities during self-education, self-development and self-improvement.
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Caballero Aceituno, Yolanda, and Aroa Orrequia-Barea. "English Studies and Literary Education in the Era of Media Manipulation: Context, Perceptions, Feelings and Challenges." Revista Alicantina de Estudios Ingleses, no. 33 (December 23, 2020): 119. http://dx.doi.org/10.14198/raei.2020.33.02.
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This article analyses the components of a method of literary education aimed at strengthening critical awareness. It discusses whether the current academic context is hospitable to a literary education that fights against the over-simplification of our epistemological horizons. The popularisation of a utilitarian version of university study, the neglect of reflective practices and the marginalisation of the usefulness of the discipline of literature within the field of English Studies are some of the realities that we currently face. Within this context, a literary education involving activism can play an important role in promoting resistance against the pandemic of media manipulation we are in the midst of. After having examined the views of a group of students at the University of Jaén (Spain) concerning the importance of studying an English Studies degree in contemporary society, it is clear that such an education needs to be based on emotional aspects, paying special attention to the students’ feelings and perceptions. The results of our corpus-based study using Sentiment Analysis techniques evidence the emotional disaffection of students from certain subjects, namely literature, which are specifically aimed at encouraging critical thinking. Thus, one of the future challenges that must be faced is to foster positive emotions in our literature lessons, as they are essential to promote the students’ critical awareness and activism.
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Cíbiková, Ingrid, and Katarína Chromčíková. "LATIN IN ENGLISH/SLOVAK NEUROLOGY TERMINOLOGY." KNOWLEDGE - International Journal 54, no. 3 (September 30, 2022): 557–62. http://dx.doi.org/10.35120/kij5403557c.
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The paper studies the use of Latin in Neurology terminology. Specialised communication in medicine isimpossible without recognizing the unique role of Latin being the language of scientific progress in the processes ofaccumulation, preservation, documentation, and transfer of knowledge and expertise. The comparative terminologyresearch deals with the identification, analysis, and assessment of Latin terms used in the English and Slovakneurological environment in the modern era. Latin presents the foundation of medical terminology and has beenused since the beginning of the formation of medicine as a scientific discipline. The theoretical part of the paperdefines basic terminological concepts and focuses on the field of neurology, English/Slovak neurology specialty,research methods, and methods of terminology work. To achieve the objective of the paper the following methodshave been used: observation, excerption, conceptual analysis, term analysis, comparative analysis, classification ofterms, and synthesis of data. It also describes the historical development of Latin, and medicine including medicalterminology. Specialised medical language and terminology performs at international and national levels. Besidesthat, the paper describes the Greek influence on medical terminology and the importance of terminology literacy andterminology culture. The empirical part deals with the terminology work consisting of excerption, harmonization,and terminography. Many bilingual terminology records have been compiled with equivalents and terminologycontexts and prepared for multiple uses as a terminology product: glossary, dictionary, database…). Neurologicalterms of Latin origin are excerpted from highly specialised neurology papers (100 terms from English papers, 155terms from Slovak ones, 255 excerpted terms with their equivalents in total). As a result of partial comparativeterminology, analysis terms have been classified according to their degree of assimilation and latinity. 100neurological terms excerpted from the English written papers are divided into 3 categories: 46 multiple-assimilatedterms, 45 Latin assimilated terms, and 9 semi-assimilated terms. 155 neurological terms excerpted from the Slovakwritten papers are assigned into 4 categories: 75 multiple-assimilated terms, 63 Latin assimilated terms, 15 nonassimilatedterms, and 2 semi-assimilated terms. As a conclusion of comparative terminological research there aresome findings and recommendations for practice pointing out that firstly, neurology specialists from both countriesprefer use of Latin terms in communication with professionals, secondly, Latin terms are more dominant in theSlovak professional environment using the origin unchanged pronunciation, thirdly, studying the Latin language andterminology is essential for comprehending and defining the medical (neurological) concepts even in contemporaryage, thoroughly, there are non-assimilated Latin terms in English written neurology papers, the English languageprefers its own pronunciation rules, fifthly, findings help to model concept structures based on specialisedknowledge of the field and clarify the relations between concepts, sixthly, preference for native language isrecommended in national terminology, seventhly, the conceptual system facilitate the comparative analysis ofconcepts and designations across languages, and finally, the terminology literacy and competence is important forlanguage users in every subject field.
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Van Viegen, Saskia, and Bruce Russell. "More than Language—Evaluating a Canadian University EAP Bridging Program." TESL Canada Journal 36, no. 1 (October 1, 2019): 97–120. http://dx.doi.org/10.18806/tesl.v36i1.1304.
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This article highlights findings from evaluation of a bridging program for international students at a large Canadian university. Designed specifically for the postsecondary context, the program moved along the continuum from a general, skills-based approach to English for Academic Purposes (EAP) teaching and learning, in which the focus may be on developing linguistic and communicative strategies common across academic subject areas, toward an approach that emphasizes context-specific, disciplinary uses of language. This shift from general to specific reflects the program’s interest in cultivating a more embedded, discipline-specific model for language teaching and learning in higher education, toward an English for Specific Purposes (ESAP) framework. Understanding this approach from a disciplinary literacy lens, the article describes the program model and examines relations among students’ language proficiency assessments, performance in the program, and subsequent performance in degree programs.
Le présent article illustre les conclusions de l’évaluation d’un programme de transition pour les étudiants internationaux d’une grande université canadienne. Conçu spécifiquement pour le contexte postsecondaire, le programme progressait le long du continuum à partir d’une approche générale fondée sur les compétences de l’enseignement et de l’apprentissage de l’anglais académique (EAP), démarche pouvant mettre l’accent sur le développement de stratégies linguistiques et communicatives communes à toutes les matières académiques, pour passer ensuite à une approche qui met en relief un niveau de langue adapté à certains contextes et certaines disciplines. Ce passage du général au spécifique reflète l’intérêt du programme à cultiver un modèle d’enseignement et d’apprentissage des langues plus intégré et plus spécifique dans l’enseignement supérieur en préparation pour un cadre d’enseignement de l’anglais à des fins spécifiques (ESAP). Interprétant cette approche à la lumière de la littératie disciplinaire, l’article décrit le modèle du programme et examine les relations entre les évaluations de compétences linguistiques des étudiantes et étudiants, leurs résultats dans le cadre du programme et leurs résultats subséquents dans celui des programmes de grade universitaire.
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Starostina, Yuliya Sergeevna. "English-language dramaturgy in the context of discursive-communicative linguoaxiological approach: theoretical aspects." Филология: научные исследования, no. 11 (November 2021): 107–21. http://dx.doi.org/10.7256/2454-0749.2021.11.36776.
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This article provides the results of the synoptic-theoretical analysis aimed at identification and examination of the fundamentals of linguoaxiological potential of the English-language dramaturgical discourse, which is the subject of this research. The object of is the discursive-communicative vectors of axiological linguistics as a relevant scientific trend that is in the process of development of its own theoretical platform. At this stage, within the designated subject area, the question of viable factual basis for discursive-communicative linguoaxiological interpretation remains unresolved, i.e., which language material is appropriate to use in elaboration of the leading theoretical provisions of the new scientific discipline. The novelty of this research consists in formulation and substantiation of the scientific solution aimed at filling the methodological lacunarity. The goal lies in mapping and systematization of the discursive-communicative characteristics of the English-language dramaturgy from the linguoaxiological perspective. Based on the acquired results, the author specifies the conceptual-terminological framework for studying dramaturgical discourse, as well as provides arguments that justify reference to the used language material. The author specifies the discursive-communicative characteristics that determine the linguoaxiological load of the English-language dramaturgical discourse. The conclusion is made that dramaturgical discourse has a complex linguopragmatic, linguocognitive, and linguoculturological nature, which contributes to the formation of its polyaspect linguoaxiological specifics. Dramaturgical discourse is also a unique structural-compositional formation, being a system of interacting subdiscourses, each of which is characterized by a variable degree of engagement in the systemic implementation of linguoaxiological potential. The dramaturgical dialogue, as the central dramaturgical subdiscourse, has a relatively independent set of properties, which nominate it as a space of heightened axiogeneity. The conducted research contributes to the formation of theoretical provisions of axiological linguistics at the modern stage of its development, as well as further clarification of this subject field.
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Meijs, Willem. "Linguistic Corpora And Lexicography." Annual Review of Applied Linguistics 16 (March 1996): 99–114. http://dx.doi.org/10.1017/s026719050000146x.
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Over the past ten to fifteen years, the discipline of lexicography has changed almost beyond recognition. This change is due to the technological revolution which has computerized the lexicographers' working environment to a very high degree and which has permitted a veritable quantum leap in the amount and variety of resources that can be brought to bear on the lexicographical process. The most important of these resources are computerized corpora of real, mostly written, but now increasingly also spoken, running text. When the first entirely corpus-based dictionary—COBUILD1—came out in 1987, it was on the basis of a corpus of around 20 million words of connected text. Now all major British dictionary publishers use corpora of at least one hundred million words of text. Harrap/Chambers, Longman, and Oxford University Press have built the 100 million word British National Corpus (BNC), HarperCollins has the 200 million-plus word Cobuild Bank of English (BoE), and Cambridge University Press has compiled the 100 million word Cambridge Language Survey corpus (CLS).
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Gavrilova, Anna V., and Nina V. Popova. "Modernization of the elective course content of the Master’s Degree programme for linguists “Teaching Methods in the Format of International Exams”." Tambov University Review. Series: Humanities, no. 188 (2020): 53–70. http://dx.doi.org/10.20310/1810-0201-2020-25-188-53-70.
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We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are appropriate for introducing to the students of non-linguistic, in particular, technical, universities in the foreign language training program. Integrated tasks in the TOEFL format that implement the principle of interconnected teaching of reading, lis-tening, and speaking/writing are developed similarly by the Master’s Degree linguist students for English language textbooks for students of non-linguistic universities. A detailed analysis of the methods for working with integrated tasks created by the Master’s Degree students is presented. Visual and informational materials from the “writing” section of the academic version of the IELTS exam are the implementation of the methodic principle of professional orientation of teaching. The introduction of graph, bar chart, diagram or table descriptions in foreign language teaching has a high degree of relevance for students of non-linguistic university, especially those of a technical specialization. We show the distribution of lexical and grammatical aspects and developed skills of foreign language learners in accordance with the types of visual and informational materials. The development of universal learning activities (ULA) of students in the process of teaching the description of visual and informational materials is justified. Listening comprehension in the format of the CAE international exam can be used as an element of students preparation for conference activities. Modernization of the elective course programme provides better quality of training for Master’s Degree linguist students aimed at foreign language teaching in a non-linguistic university.
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Slobodskaya, Yulia V. "Development of a system of tasks for Bachelor’s degree students’ independent work in the discipline “Workshop on the culture of speech communication in English” using learning management system Moodle." Общество: социология, психология, педагогика, no. 2 (2022): 185–94. http://dx.doi.org/10.24158/spp.2022.2.26.
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Acheson, William. "Presidential Address: Doctoral Theses and the Discipline of History in Canada, 1967 and 1985." Historical Papers 21, no. 1 (April 26, 2006): 1–10. http://dx.doi.org/10.7202/030944ar.
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Abstract A comparison of doctoral theses in progress in 1967 and 1985 reveals a number of trends in historical studies in Canadian universities during the past two decades. In 1967, 58 per cent of all doctoral candidates chose topics in Canadian history and the largest number ― fully 36 per cent of all candidates ― were writing theses at the University of Toronto, which offered the broadest range of fields of any Canadian university. Much smaller programmes existed at McGill and the University of Western Ontario; aside from these three institutions, no other university in English-speaking Canada enrolled more than four students. Two-thirds of all francophone candidates were enrolled at Université Laval, where only five candidates were writing on topics other than Canadian history. The political process led the field of interest in all fields of study, while social history of the Annales school held little interest for either linguistic group. More than half the dissertations in Canadian fields were supervised by only eight senior scholars. By 1985, marked changes in this pattern were evident. The number of active doctoral candidates had increased from 236 in 1967 to 294, and Canadian history was the field of choice for 72 per cent. Doctoral programmes and hence supervision had decentralized in anglophone Canada, however, and the University of Toronto's dominance had been challenged by Queen's and York; specialized programmes of some size existed at a much larger number of institutions. Among francophone schools, enrollment had doubled and Laval had achieved a situation rivalling Toronto's in 1967. Laval and the Université de Montréal now had the largest doctoral programmes in the country. In terms of topic, policy and administration had replaced the political process as the subject of choice for both language groups; economic history experienced a modest degree of growth, while the history of ideas retained its traditional level of interest. Social history had become much more popular in both linguistic groups, while less European history was being studied. These developments pose both problems and possibilities for the profession as a whole. Doctoral studies have been enriched by the diversity of interests, but the potential for academic sectarian strife is troubling. The need now is for syntheses and paradigms which will permit the findings of subdisciplines to be integrated into a broader and more sensitive understanding of the past.
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BRUCHER, KATHERINE. "Assembly Lines and Contra Dance Lines: The Ford Motor Company Music Department and Leisure Reform." Journal of the Society for American Music 10, no. 4 (October 27, 2016): 470–95. http://dx.doi.org/10.1017/s1752196316000365.
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AbstractThe automaker Henry Ford founded the Ford Motor Company Music Department in 1924 with the goal of reviving what he called “old-fashioned dancing and early American music.” Ford's interest in the Anglo-American social dances of his youth quickly grew from dances hosted by the Fords for company executives to a nationwide dance education program. This article traces the history of the Music Department's dance education program and examines the parallels between it and the company's earlier efforts in social engineering—namely the Ford Profit Sharing Plan (better known as the “Five Dollar Day”) and the Ford English School. The Music Department's activities offer an opportunity to explore how industry sought to shape music and dance through Americanization efforts and leisure reform as Detroit rapidly urbanized during the first decades of the twentieth century. Supporters of Ford's revival viewed the restrained musical accompaniment and dance movements as an antidote to jazz music and dances, but more importantly, music and dance served as an object lesson in the physical discipline necessary for assembly line labor. Ford's dance education campaign reveals the degree to which industry was once entwined with leisure reform in southeast Michigan.
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Palytsya, Galyna, and Oksana Storonska. "PEDAGOGICAL UNIVERSITY STUDENTS’ PERCEPTION OF THE COURSE ON INTRODUCTION TO GERMANIC LINGUISTICS." Advanced Education, no. 19 (December 29, 2021): 12–19. http://dx.doi.org/10.20535/2410-8286.236512.
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The present article investigates foreign language teacher training quality enhancement by surveying pedagogical university students’ opinions on important aspects of the course of Introduction to Germanic Linguistics within the Educational Programme for Bachelor’s Degree in Education. The prime purpose is to study the perception of the above-mentioned optional course by Drohobych Ivan Franko State Pedagogical University (DIFSPU) students, with a focus on its content, organization and relevance to foreign language teacher training as well as on its professional competence formation efficiency. The complexity of the problems involved requires a combination of different methods, i.e. empirical, theoretical and statistical ones. 42 undergraduate DIFSPU students majoring in 014 “Secondary Education (English Language and Literature)” and 014 “Secondary Education (German Language and Literature)” took part in the experiment. The main survey tool was a questionnaire reflecting the parameters of assessing the course of Introduction to Germanic Linguistics. The data collected provides a solid basis for the revision of the course content, structure, organization, educational significance and efficiency, based on the direct participants’ assessments and comments. The students’ feedback reveals: 1) unanimous approval of the content and organizational principles of the discipline; 2) mixed opinions on its importance in the structure of the Educational Programme for Bachelor's Degree in Education; 3) variability of the course efficiency assessments. The data obtained allow for determining the conditions of an efficient implementation of Introduction to Germanic Linguistics into educational practice, such as prior familiarization of students with its aim and essence, emphasis on its applicability and optionality as well as its adaptation to the level and needs of future teachers. The data interpretation equally contributes to establishing the prospects of enhancing the course: 1) proportionalizing diverse types of educational activities; 2) increasing flexibility and variability in the educative process organization; 3) more efficiently interiorizing its content in terms of professional education priorities for future teachers of the English and German languages.
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Jaffe, J. A. "The “Chiliasm of Despair” Reconsidered: Revivalism and Working-Class Agitation in County Durham." Journal of British Studies 28, no. 1 (January 1989): 23–42. http://dx.doi.org/10.1086/385924.
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The role of evangelical religion in the social history of the English working class has been an area of both bewildering theories and un-founded generalizations. The problem, of course, was given a degree of notoriety by Elie Halévy who, according to the received interpretation, claimed that the revolutionary fervor characteristic of the Continental working class in the first half of the nineteenth century was drained from its British counterpart because of the latter's acceptance of Evangelicalism, namely, Methodism.It was revived most notably by E. P. Thompson, who accepted the counterrevolutionary effect of Methodism but claimed that the evangelical message was really an agent of capitalist domination acting to subordinate the industrial working class to the dominion of factory time and work discipline. Furthermore, Thompson argued, the English working class only accepted Methodism reluctantly and in the aftermath of actual political defeats that marked their social and economic subordination to capital. This view has gained a wide acceptance among many of the most prominent labor historians, including E. J. Hobsbawm and George Rudé who believe that Evangelicalism was the working-class's “chiliasm of despair” that “offered the one-time labour militant … compensation for temporal defeats.”There could hardly be a starker contrast between the interpretation of these labor historians and the views of those who have examined the social and political history of religion in early industrial Britain. Among the most important of these, W. R. Ward has claimed that Methodism was popular among the laboring classes of the early nineteenth century precisely because it complemented political radicalism.
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Popova, N. V., N. I. Almazova, T. G. Evtushenko, and O. V. Zinovieva. "Experience of Intra-University Cooperation in the Process of Creating Professionally-Oriented Foreign Language Textbooks." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 32–42. http://dx.doi.org/10.31992/0869-3617-2020-29-7-32-42.
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The article discusses the creation of professionally-oriented foreign language textbooks in the process of interaction between the department of foreign languages and the specialized departments of a technical university. Inter-departmental cooperation is considered as a university resource for improving the quality of higher education; examples of successful interdepartmental cooperation at the Peter the Great St. Petersburg Polytechnic University are given. It is shown that a characteristic feature of a professionally-oriented textbook of the new generation, created by the joint efforts of the linguistic and specialized departments is the widespread use of the elements of the computer-based learning environment, which contributes to a more effective mastering of the subject content. A list of seven English language textbooks created as a result of inter-departmental cooperation, and a brief analysis of the problems that arose in the process of communication between specialists of linguistic and technical profiles are presented. It is shown that the process of creating foreign language textbooks can be simultaneously used as a practice-oriented interdisciplinary project for master degree students of a linguistic profile who participate in it as developers of the linguistic content of these textbooks. Participation of the postgraduates in this project is supported by the curricular discipline “Interdisciplinary links in higher education” and teaching practice.
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Pinto, Maria, Cristina Pouliot, and José Antonio Cordón-García. "E-book reading among Spanish university students." Electronic Library 32, no. 4 (July 29, 2014): 473–92. http://dx.doi.org/10.1108/el-05-2012-0048.
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Purpose – This paper aims to show data about Spanish higher-education students’ usage, habits and perceptions regarding reading on new digital media to show the potential future of electronic books (e-books) and reading mobile devices (e-readers, tablets, cell phones, etc) in academia. It explores whether demographics and academic factors might influence e-book reading habits and attitudes and university students’ opinions about e-books vs print books. REWIL 2.0, a purpose-built research tool, was applied to measure students’ opinions about digital reading in different media and formats, considering their academic context, at the confluence of analog and digital materials and learning. Likewise, REWIL 2.0 detects who are e-book readers (eBR) and who are not and produces a statistics indicator to identify five categories of eBRs by their frequency of e-book reading. This research gathered 745 online surveys between April and July 2010 in 15 degree programs at the University of Granada: Spanish philology, English philology, history, mathematics, chemistry, environmental sciences, education, library and information science, law, medicine, biology, dentistry, computer systems, architecture and civil engineering. Design/methodology/approach – This present study is a transversal applied research, where 745 students were surveyed from 15 different academic disciplines offered at the University of Granada (Spain), representing the five main discipline areas. The survey was carried out by means of a structured online survey, with REWIL 2.0 research tool. To ensure internal consistency of correlation between two different survey items designed to measure e-book reading frequency, Pearson’s r reliability test was applied. Likewise, Persons’ chi-squared statistics were applied to test the hypotheses and to detect if significant correlation existed between academic disciplines and e-book reading frequency measured through a Likert scale. Findings – The present research is motivated by our interest in discovering what effect the current technological maelstrom and the rapid growth of new portable digital reading devices in the Spanish university environment are having on students’ lives, and the extent to which students have adopted new reading technologies. Their first aim is to establish who is reading e-books in the University? A second aim is to answer the following question: is the academic discipline a determinant factor in e-book reading habits and students’ attitudes about it? The authors began by considering the following hypotheses: University students’ attitudes to e-book reading and the way they use them will be determined by the scientific discipline they study. Students of humanities, social sciences and law will prefer to read traditional format books (printed paper), while students of experimental sciences, health and technical courses will prefer reading e-books. Students’ preferences will be determined by their previous reading experiences. Originality/value – The main objective of the present study is to learn whether there are any notable differences among university students from distinct disciplines with regard to their attitude and behavior toward e-books. The authors, therefore, set out to identify the segment of the student population that does not read e-books yet (non-eBRs) from those who have already read at least one (eBRs), and within this segment, the readers that have read e-books recently (recent eBRs); find out how frequently university students are reading in different formats (paper and digital), document types (book, written press, etc.) and languages (textual, multimodal, etc.) identify what channels are used to access e-books; find out university students’ opinions on the advantages and disadvantages of reading e-books as compared to traditional print books; and identify the types of improvements or changes to the design–production–distribution–reception chain that students consider might help extend e-book reading.
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Santos, Maria Celeste Cordeiro Leite dos, and Marilene Araujo. "Direito e Sociedade: as Estruturas e Funções da Lei no Direito Inglês." REVISTA INTERNACIONAL CONSINTER DE DIREITO 12, no. 12 (June 30, 2021): 99–122. http://dx.doi.org/10.19135/revista.consinter.00012.03.
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The article “Law and Society: the structures and functions of the Law in English Law”, is the result of teaching aimed at students of the Master’s Degree in Law at the Pontifical Catholic University of São Paulo, in the first semester of 2020 – Discipline General Theory of Law I – “Law, Power and Justice: the Hyper-cycle and the Legal Order”. Its primary objective is to understand how legal rules are made and used in Common Law in its similarities and distinctions from Civil Law. Civil society (societas civilis) is opposed to “natural society” (societas naturalis), being synonymous with “Political society” (in correspondence, respectively with the derivation of civitas and polis). The study of society as a social system, its structures and macro and micro functions in the legal subsystem (according to Niklas Luhmann) is current, predominant, and will be the object of this study in Chapter I. Chapter II, aims to investigate the sources and models Common Law. Chapter III, analyzes the Hypercycle of Law and makes conjectures about Common Law. Since law is a multifaceted phenomenon and difficult to define rigorously, due to its ambiguity and syntactic imprecision in its current use in different cultures, the methodology used was Aristotelian Topic, in the focus of zetetic investigation, with constant opening for constant questioning. The Conclusions and Bibliography follow.
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Chaynikova, G. R. "Analysis of Adaptation of Students Studying under the Flipped Classroom Model to the Conditions of Distance Learning." Open Education 24, no. 5 (October 28, 2020): 63–71. http://dx.doi.org/10.21686/1818-4243-2020-5-63-71.
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Purpose of study. In the situation of the coronavirus pandemic, distance learning technologies have become the only way to organize the educational process. The transition to distance learning required both adaptation of the content, tools and methods of teaching to the new conditions, and adaptation on the part of students, in particular, it demanded from them to be much more independent and responsible, as well as the ability to effectively use their time. In this connection, the aim of the study was to analyze how the technology of blended learning allows students to better adapt to the conditions of distance learning.Materials and methods. The author considered the following as the main indicators of students’ adaptation to distance learning: 1) actual results of learning activities; 2) the degree of students’ satisfaction with the results of their learning activity; 3) self-assessment of readiness to use ICT tools in learning process, development of independent work and self-organization skills, self-report on the psychological state. The analysis of pedagogical literature on blended learning made it possible to identify a number of important principles which the learning process should be based on in the flipped classroom model, the analysis of which, in turn, showed that they fully correspond with the principles of distance learning. All this suggests that blended learning as a component of full-time instruction, implemented from the first term when teaching English as an academic discipline, should help students better adapt to the conditions of distance learning. To confirm this hypothesis, an analysis and comparison of the results of learning activities in the conditions of blended and distance learning, as well as a questionnaire of students were conducted.Results. Comparison of the current and final performance in English as an academic subject in the conditions of blended and distance learning did not reveal any significant changes. Survey analysis showed that the transition to distance learning was a challenge for most students and demanded from them to make significant efforts to adapt, which was manifested in a decreased level of satisfaction with the results of their learning activities in general, an increased level of anxiety, as well as highlighting a number of difficulties that they had to face. However, a comparison of data obtained on the discipline “English language”, where training was initially built on the flipped classroom model, and data on distance learning in general allows the author to conclude that the technology of blended learning makes it possible to reduce a number of difficulties, in particular, technical difficulties when switching to distance learning, and the indicator of satisfaction with the results of their learning activities shows that the flipped classroom model allows students to more fully realize their abilities and achieve the desired results not only in the conditions of blended learning, but also when switching to distance one.Conclusion. The analysis made it possible to show a significant potential of blended learning in the conditions of introducing information technologies in education. At the same time, it is necessary to keep in mind the importance of pedagogical support in the context of e-learning.