Relevant bibliographies by topics / English for Special Purposes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English for Special Purposes'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "English for Special Purposes"

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Sotlikova, Rimazhon. "English for special purposes." Общество и инновации 2, no. 11/S (January 10, 2022): 370–74. http://dx.doi.org/10.47689/2181-1415-vol2-iss11/s-pp370-374.

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This article examines the role of the English language in the world language space, its importance for global communication in the era of globalization. The issues of the emergence and development of the concept of “language for special purposes” are described. Various approaches to its definition are analyzed, the scope of the concept and its place in modern linguistics are clarified.
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杨, 咏运. "On Testing English for Special Purposes." Modern Linguistics 09, no. 05 (2021): 1221–26. http://dx.doi.org/10.12677/ml.2021.95166.

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Antić, Zorica. "Teacher Education in English for Special Purposes." Acta Facultatis Medicae Naissensis 33, no. 3 (September 1, 2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.

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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequate knowledge, teaching and professional skills, interests and attitudes towards teaching.
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Антоненко, Наталія. "ENGLISH FOR SPECIFIC PURPOSES: BRIEF HISTORY." Інноватика у вихованні 1, no. 11 (May 30, 2020): 181–85. http://dx.doi.org/10.35619/iiu.v1i11.215.

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Abstract. The paper describes the development of English for Specific Purposes, its linguistic features and role in modern linguistics. The beginning of the 21st century has been marked by speedy and great changes in various professional areas. These changes have seriously modified professional communication, particularly in terminology and vocabulary for special purposes. These changes created new challenges for professionals, including teachers of special-purpose language and communication instructors and called for a number of focused research based on historical estimation of the special purpose vocabulary in the second half of the twentieth century and until modern times. The article goes back to establishment of the term ESP within the framework of cognitive linguistics. With English becoming the lingua franca of international communication in all spheres, there arose a need for developing methods of teaching the English language that would meet modern demands. So ESP went through five approaches which are described in the article: register analysis, rhetorical or discourse analysis, target situation analysis, analysis of study skills and strategies and learning-centered approach. And it is still of great interest to researchers.
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Shaw, Philip, and Rhonwen Bowen. "The Swedish Symposium for English for Special Purposes." Nordic Journal of English Studies 7, no. 3 (September 1, 2008): 213. http://dx.doi.org/10.35360/njes.112.

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Матвеева, Д. С. ""English for special purposes" в подготовке специалиста "референт - переводчик"." Вчені записки Харківського гуманітарного інституту "Народна українська академія" 8 (2002): 618–22.

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Nagy, Imola Katalin. "English for Special Purposes: Specialized Languages and Problems of Terminology." Acta Universitatis Sapientiae, Philologica 6, no. 2 (March 1, 2015): 261–73. http://dx.doi.org/10.1515/ausp-2015-0018.

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AbstractThis paper deals with some aspects of English for professional purposes. After a short historical overview of theories related to LSP (language for special purposes), we focus on some of the linguistic peculiarities of English for Specific Purposes. Our aim is to make a synthesis of the main theories and debates upon the issue of specialized languages, as the number of articles and writings on the topic is tremendous. We also wish to make a brief presentation of the most important contributions (still, we have to admit that the list of authors and articles is much longer, we had to make a selection, due to the editorial limitations of this article). We have gathered and synthesized what authors like Cabré, Celce-Murcia, Crystal, Croitoru, Motos, Strevens and others have said and we have also tried to make a comprehensive list of the names given to specialized language or language for specific purposes over time. Still, we have to state that it is not our goal to come up with examples or conclusions regarding our own personal ESP experience and/or previous research. The goal of this present study is to make a synthesis of the theories and writings on the topic of English for specific purposes (i.e. metaelemzés/metaanalysis in Klaudy's words or szekunder kutatás/secondary research in Fóris's words).
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Narayana Chandran, K. "English for ‘Specific’/‘Special’ Purposes: An Essay Concerning Indian Understanding." Changing English 16, no. 3 (September 2009): 301–12. http://dx.doi.org/10.1080/13586840903194763.

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Polenova, Anna Y. "Constructivism in Teaching English for Special Purposes at Tertiary School." Journal of Economic Regulation 8, no. 3 (September 25, 2017): 120–28. http://dx.doi.org/10.17835/2078-5429.2017.8.3.120-128.

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Hayati, A. M. "Teaching English for Special Purposes in Iran: Problems and suggestions." Arts and Humanities in Higher Education 7, no. 2 (June 1, 2008): 149–64. http://dx.doi.org/10.1177/1474022208088645.

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Dissertations / Theses on the topic "English for Special Purposes"

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Bonk, Wendy Jean. "English for special purposes - Fremdsprachenlernen als berufliche Kompetenzerweiterung." [S.l. : s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=962756180.

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Liu, Chi-Chieh. "Business English for special purposes as a negotiated, strategic competence." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1867.

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Ahmad, Tajuddin Azza Jauhar. "A Malaysian professional communication skills in English framework for English for occupational purposes courses." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28747/.

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Malaysian employers have considerable reservations when it comes to graduates’ employability skills, particularly their flawed English language competence. Given the challenges faced by higher education institutions in Malaysia to match employers’ requirements, there is a need to initiate holistic and comprehensive research on the curriculum practices of current English for Occupational Purposes (EOP) courses. This study sought to better comprehend employers’ perspectives, expectations and practices in dealing with the English language demands of the workplace environment. The requirements demanded by Malaysian employers will determine the key definition of professional communication skills for successful workplace functions. The aim of this study was twofold. Firstly, it intended to define Professional Communication Skills (PCS) by looking at the needs and requirements of Malaysian stakeholders, namely employers, the government and academia. This component explores the requirements, suggestions as well as common practices in relation to English language communication carried out at the workplace in the public and private sectors in Malaysia as voiced by the stakeholders. These valuable facts will help to fulfil the fundamental objective of this study, which is to determine the key definition of professional communication skills identified by Malaysian stakeholders for successful workplace functions. A clearly defined Professional Communication Skills Framework in English is aimed for at the end of this study. Secondly, it also aims to produce an informed, impartial and highly valid PCS framework for English by having the stakeholders thoroughly involved in creating meaning and amending the components within the framework during the validation stage of the study. Additionally, in order to make sure that the framework is not only valid but also achievable, a few experts in the field of teaching English in higher education have looked through the framework thoroughly. This qualitative study sits within the interpretivist paradigm, where data were primarily drawn from in-depth interviews with 24 respondents in the following subgroups: 1) human resource managers from key multi-national industries (10 respondents); 2) government executives who recruit entry-level employees for public sector (4 respondents) and; 3) EOP instructors and HE liaison officers for industrial training (10 respondents). The data were subjected to rigorous deductive and iterative analysis in which soft systems methodology (SSM) was applied. To assure the rigour, integrity and legitimacy of the research process and its worth, trustworthiness criteria were applied all the way through the study. Key findings of the study centre on the complexities of graduates’ English language workplace literacies, where it was discovered that the balance of breadth and depth of communicative competence should be embedded throughout the system of education, as early as in pre-primary education. Contrary to expectations, the findings illustrate that graduates’ personal attributes were rated more important than communicating fluently in the English language. Stakeholders compellingly proposed that these attributes should be stressed during the teaching and learning process in HE institutions and observable measures should be designed to assess the graduates’ personal attributes that are desired by stakeholders. The findings also stress the dire need to put emphasis on fluency over accuracy in the HE curriculum. This study has yielded findings that make an original contribution to both the theory and practice of English language literacies since it adds to the broader view of workplace literacies by unveiling the requirements for English language used in a professional setting situated in a Malaysian context. This study has provided conclusive evidence by documenting Malaysian stakeholders’ requirements regarding the workplace literacies of graduates, scrutinising the findings and developing a practical PCS framework for English, using a Communication Competence Model (Morealle, Spitzberg and Barge, 2007) as its point of departure. These outcomes are especially beneficial for informing policy makers’ agendas in producing competent graduates for the future local and global workforce.
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Attia, M. H. "A critical analysis of ESP courses at Kuwait technical-vocational institutes with special reference to Kuwait Business Institute." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370141.

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Truong, Le Huy, and n/a. "Towards improving ESP testing in Vietnam." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.154636.

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That this field study report has been carried out originates from the fact that urgent remedies are needed to improve ESP testing in Vietnam. This field study report consists of five chapters as follows. Chapter one gives an overall picture of language testing in Vietnam, as well as dealing with the reasons why ESP testing should be improved. Chapter two covers questions such as the terminology in assessing (evaluation, assessment, and testing), role of testing, types of language tests, and main characteristics of a good test. Chapter three considers the problems concerning ESP, for example, a definition of ESP, ESP in the teaching learning process, ESP in Vietnam as well as ESP classification. Chapter four takes into consideration such questions as the theoretical background of ESP testing, proficiency tests in ESP testing, problems in ESP testing, ESP testing in Vietnam together with comments, and suggestions for improvements. Chapter five reconfirms the aim of this field study report - to improve ESP testing in Vietnam.
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Alvarez-de-Galicia, Maria Guadalupe. "Reading in English for academic purposes (EAP) : the effect of background knowledge, with special reference to schema-directed processes." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/26085.

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Mostafa, Assi S. "Problems of special-purpose English-Persian lexicography with particular reference to computer techniques." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330194.

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Подъячева, А. М., and A. M. Podyacheva. "Метод тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100753.

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В настоящей работе тренинг рассматривается как метод обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств. Для достижения цели работы – теоретическое обоснование, разработка и опытная проверка эффективности метода тренинга, как способа обучению лексике иностранного языка для специальных целей с использованием мультимедийных средств – были выполнены следующие задачи: проведен сравнительный анализ традиционного метода обучения и метода тренинга на основе исследования научно-методической литературы, были рассмотрены понятие, функции, структура и приемы тренинга; описаны особенности использования тренинга в обучении иностранным языкам; описана технология подготовки и проведения тренингов, направленных на изучение лексики иностранного языка для специальных целей с использованием мультимедийных средств; проведен анализ и апробацию учебного процесса, отвечающего требованиям метода тренинга; проверена эффективность разработанной методики для обучения лексике иностранного языка в ходе опытно-поисковой работы. Магистерская диссертация по теме «Метод тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств» содержит 80 страниц текстового документа, 10 рисунков, 70 использованных источников. В первой главе была рассмотрена роль мультимедийных средств в образовательном процессе, основные подходы и принципы обучения иностранному языку с использованием информационно-коммуникационных технологий и тренинг как метод обучения. Во второй главе описана организация, апробация и сделан анализ практической работы по проведению тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств. В заключении был сделан вывод об эффективности данного метода.
In this work, training is considered as a method of teaching foreign language vocabulary for special purposes using multimedia. To achieve the goal of the work – theoretical justification, development and experimental verification of the effectiveness of the training method, as a way of teaching foreign language vocabulary for special purposes using multimedia – the following tasks were completed: a comparative analysis of the traditional teaching method and the training method based on the research of scientific and methodological literature was carried out, the concept, functions, structure and methods of training were considered; the features of raining usage in teaching foreign languages are described; the technology of preparing and conducting trainings aimed at studying the vocabulary of a foreign language for special purposes using multimedia is described; the analysis and approbation of the educational process that meets the requirements of the training method was carried out; the effectiveness of the developed methodology for teaching foreign language vocabulary in the course of experimental search work was tested. Master's thesis on the topic "Method of training for teaching foreign language vocabulary for special purposes using multimedia" contains 80 pages of a text document, 10 pictures, 70 used sources. The first chapter examined the role of multimedia in the educational process, the main approaches and principles of teaching a foreign language using information and communication technologies and training as a teaching method. The second chapter describes the organization, approbation and analysis of practical work on conducting training for teaching foreign language vocabulary for special purposes using multimedia. To sum up, it was concluded that this method is effective.
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Harrabi, Abdelfatteh. "L’anglais pour spécialistes d’autres disciplines dans l’enseignement superieur en Tunisie : réalités et enjeux." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21861/document.

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Cette recherche consiste à étudier les réalités de l’anglais pour spécialistes d’autres disciplines dans l’enseignement supérieur tunisien ainsi que les enjeux qui en résultent. Ainsi, la situation d’enseignement/apprentissage de cette discipline est mise en évidence dans le contexte tunisien à travers les entretiens et les questionnaires réalisés sur le terrain. Ces enquêtes ont été menés en collaboration avec les acteurs locaux de cette discipline (doyens, enseignants, étudiants) des universités offrants différentes sortes de formation tels que la santé (médecine et pharmacie), science et technologie, droit et commerce. Ces institutions sont choisis dans différentes zones géographiques du pays pour être représentatifs le plus possible. Ce travail permet de mettre à jour et analyser, en mobilisant des méthodes d’enquête qualitative et quantitatives, un ensemble diversifié de données (notamment représentations des acteurs : responsables universitaires, enseignants de langue, étudiants). Cette recherche nous permet d’analyser également les enjeux pédagogiques et politiques de la formation en anglais et souligner l’importance de la formation des enseignants d’anglais du secteur LANSAD. Enfin, l’analyse de la situation d’enseignement/apprentissage de l’anglais pour spécialistes d’autres disciplines en Tunisie nous permet d’identifier les lacunes qui sont à améliorer. À cet égard, des recommandations sont formulées
The present dissertation sheds light on the realities of English for specific purposes in the Tunisian higher education as well as the resulting stakes. Thus, the situation of ESP education is highlighted in the Tunisian context through interviews and questionnaires conducted in the field. The surveys were conducted with the collaboration of local deans, teachers and students of universities with different specialities such as health (medicine and pharmacy), science and technology, law and commerce. These institutions are selected from different geographical areas of the country to be as representative as possible. This work helps to update and analyze, by the means of methods of qualitative and quantitative survey, a diverse set of data (related essentially to deans, language teachers and students). The present dissertation allows us also to analyze the pedagogical and political stakes related to English language training and emphasize the importance of ESP teachers’training. Finally, the analysis of the situation of ESP education in Tunisia allows us to identify the obstacles that need to be overcome. In this respect, recommendations are made
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Tan, Shen Wen. "English for Occupational Purposes: Elastomer English." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463096101.

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Books on the topic "English for Special Purposes"

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Bello, Marta Gutiérrez. English for Spanish personnel: An English for special purposes book. Glenview, Ill: Scott, Foresman, 1987.

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Forden, Rebecca Ann Brown. The teaching of ESp (English for Specific Purposes): With special reference to foreign footballers. [S.l: The Author], 1998.

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Decision-making and limited resources: Studies in interlanguage vocabulary space of learners of English for special purposes. Frankfurt am Main: P. Lang, 1999.

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Hunting dogs: Different breeds and special purposes. New York: Rosen Central, 2013.

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Teaching foreign languages: Languages for special purposes. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Friedrich, Patricia, ed. English for Diplomatic Purposes. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095483.

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English for specifiable purposes. Singapore: SEAMEO Regional Language Centre, 1986.

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Kennedy, Chris. English for specific purposes. Hemel Hempstead: Modern English Publications [i.e. PhoenixELT], 1996.

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Pavek, Silvia. Guide on phraseology research in languages for special purposes. [Canada?: S.n.], 1994.

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Learning English for academic purposes. Saint-Laurent, Qué: Éditions du renouveau pédagogique inc., 2005.

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Book chapters on the topic "English for Special Purposes"

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Sidney, Beatrice Webb, and B. Keith-Lucas. "A Century and a Half of English Local Government: The Old Principles." In Statutory Authorities for Special Purposes, 350–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429031564-6.

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Tsareva, Ekaterina, Elena Yurievna Semushina, and Roza Bogoudinova. "Differentiated Approach When Studying “English for Special Purpose” Online in Technological University." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 229–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93904-5_23.

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Semushina, Elena Y., and Julia Ziyatdinova. "Studying English On-Line as a Part of a Course “English for Special Purpose” in Technological University." In Advances in Intelligent Systems and Computing, 21–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40271-6_3.

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Semushina, Elena Yurievna, and Elena Volkova. "Training Professional Vocabulary On-line when Studying “English for Special Purpose” in Technological University." In Educating Engineers for Future Industrial Revolutions, 663–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_61.

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Gunnarsson, Britt-Louise. "Language for Special Purposes." In Encyclopedia of Language and Education, 105–17. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4419-3_11.

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Marsh, R. "Inks for Special Purposes." In The Printing Ink Manual, 562–91. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-011-7097-0_11.

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Marsh, R. "Inks for Special Purposes." In The Printing Ink Manual, 562–91. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-6906-6_11.

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Ferguson, Gibson. "English for Medical Purposes." In The Handbook of English for Specific Purposes, 243–61. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch13.

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Charles, Maggie. "English for Academic Purposes." In The Handbook of English for Specific Purposes, 137–53. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch7.

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Kinnear, Penny. "English for Specific Purposes." In The Routledge Handbook of Sociocultural Theory and Second Language Development, 357–77. New York : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-23.

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Conference papers on the topic "English for Special Purposes"

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Barnau, Anna, and Božena Džuganová. "THE EFFECTS OF CAPTIONING VIDEOS ON LEARNING ENGLISH FOR SPECIAL PURPOSES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0790.

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Maximova, Olga, and Daria Tavberidze. "TEACHING ENGLISH FOR SPECIAL PURPOSES: METHODS OF ACADEMIC READING SKILLS DEVELOPMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0451.

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Valeeva, Elvira E. "English for special and academic purposes for graduate students at technological university." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644597.

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Bogach, Natalia, Elena Boitsova, Yurij Lezhenin, and Artyom Zhuikov. "Conference workflow as long-term activity within English for Special Purposes (ESP) course." In 17th International Scientific Conference Engineering for Rural Development. Latvia University of Agriculture, 2018. http://dx.doi.org/10.22616/erdev2018.17.n233.

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Maximova, Olga. "LANGUAGE INTERFERENCE EFFECTS IN TEACHING ENGLISH FOR SPECIAL PURPOSES TO LEARNERS OF FRENCH." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0678.

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Lomakina, Olga. "THE CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING ENGLISH FOR SPECIAL PURPOSES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0893.

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Tikhonova, Elena. "DEVELOPING SOFT SKILLS IN ENGLISH FOR SPECIAL PURPOSES COURSES: THE CASE OF RUSSIAN UNIVERSITIES." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.028.

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Chen, Zhaojun. "A Study of Input in Teaching English for Special Purposes (ESP) Based on Multimodal Discourse." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.101.

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Peng, Guan-Fu, Hsiu-Tzu Wu, Jing-Yuan Xu, and Jason S. Chang. "Mining and Clustering Phrases for English for Special Purpose: Travel Writing." In 2020 International Conference on Technologies and Applications of Artificial Intelligence (TAAI). IEEE, 2020. http://dx.doi.org/10.1109/taai51410.2020.00026.

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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Reports on the topic "English for Special Purposes"

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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

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Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

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Comstock, Andrew, Todd Benson, and Flora Nankhumi. A critical review of Malawi’s Special Crops Act and Agriculture (General Purposes) Act. Washington, DC: International Food Policy Research Institute, 2019. http://dx.doi.org/10.2499/p15738coll2.133043.

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Pforr, Tobias, Fabian Pape, and Steffen Murau. After the Allocation: What Role for the Special Drawing Rights System? Institute for New Economic Thinking Working Paper Series, March 2022. http://dx.doi.org/10.36687/inetwp180.

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In August 2021, the IMF made a new SDR allocation to help ease pandemic-induced financial strains in the Global South. This paper assesses the potential of the SDR system to address debtrelated problems in global finance. We analyze the SDR system as a web of interlocking balance sheets whose members can use SDR holdings—the system’s tradable assets—for conversion into usable currency as a perpetual low-interest loan or to make payments to each other. Using original IMF data, we study how the system has been practically used since 1990. Though widely perceived as a solution in search of a problem in the post-Bretton Woods era, we find that the SDR system provides three mechanisms through which IMF members borrow and lend usable currency to each other, with different strings attached: first, transactions by agreement; second, the IMF’s core lending facilities for which the SDR system offers additional resources; and third, IMF-sponsored Trusts which seek to harness the SDR system for development purposes and are the basis for the current idea of ‘voluntary channeling’. Overall, given the SDR system’s idiosyncratic accounting rules, the new allocation can improve the liquidity position of a country and offer some limited avenues for sovereign debt restructuring but comes with new interest and exchange rate risks. Voluntary channeling cannot happen without a wealth transfer, neither the SDR allocation nor the use of Trusts can overcome this problem. Still, Trusts can be a useful instrument to help with debt forgiveness and to ensure that borrowed funds are used for their intended purpose.
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Pfluger, Rainer, Alexander Rieser, and Daniel Herrera, eds. Conservation compatible energy retrofit technologies: Part I: Introduction to the integrated approach for the identification of conservation compatible retrofit materials and solutions in historic buildings. IEA SHC Task 59, October 2021. http://dx.doi.org/10.18777/ieashc-task59-2021-0004.

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According to the United Nations Environment Programme (UNEP), existing European buildings consume about 40% of the total energy consumption in Europe. For this reason, in the last decades, several energy policies have been directed to deep renovation of the existing stock (as last 2018/844). Considering that more than one quarter of all European buildings were constructed before the 1950s, we can assume that many of them are of cultural, architectural, social and heritage values, hence in need of special attention for conservation purposes.
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