Relevant bibliographies by topics / English for Specific 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 Specific Purposes'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "English for Specific Purposes"

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Robinson, Pauline. "English for specific purposes." System 15, no. 1 (January 1987): 104. http://dx.doi.org/10.1016/0346-251x(87)90056-x.

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Johns, Ann M., and Tony Dudley-Evans. "English for Specific Purposes: International in Scope, Specific in Purpose." TESOL Quarterly 25, no. 2 (1991): 297. http://dx.doi.org/10.2307/3587465.

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Netikšienė, Nijolė. "Teaching English for Specific Purposes." Santalka 14, no. 4 (December 11, 2006): 80–82. http://dx.doi.org/10.3846/coactivity.2006.47.

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Kharatova, Shahlo Khakimovna. "TEACH ENGLISH FOR SPECIFIC PURPOSES." Theoretical & Applied Science 103, no. 11 (November 30, 2021): 690–92. http://dx.doi.org/10.15863/tas.2021.11.103.69.

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SHISHIDO, MAKOTO. "Teaching English for Specific Purposes." Juntendo Medical Journal 46, no. 1 (2000): 139–45. http://dx.doi.org/10.14789/pjmj.46.139.

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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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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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Hyon, Sunny. "Responses to English for Specific Purposes." English for Specific Purposes 22, no. 1 (January 2003): 99–101. http://dx.doi.org/10.1016/s0889-4906(01)00027-8.

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SHISHIDO, MAKOTO. "Teaching English for Specific Purposes : Theory." Juntendo Medical Journal 44, Supplement (1999): S22—S26. http://dx.doi.org/10.14789/pjmj.44.s22.

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Bekteshi, Edita, and Brikena Xhaferi. "An Analysis of English for Specific Purposes among University Students." Educational Process: International Journal 9, no. 2 (June 15, 2020): 90–102. http://dx.doi.org/10.22521/edupij.2020.92.2.

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

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Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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Tomashevska, A. Yu. "The origin of English for specific purposes." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18283.

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Nigi, Tamara <1961&gt. "Around and beyond English for specific purposes." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/11986.

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When, starting from an educational background in translation, I became an English Language tutor to adults in corporate and professional settings, I happened to notice some distorted expectations among recipients of tuition about the outcomes of self-contained, non academic language courses. The key question I have thus posed myself over time has thus always been: what are the actual possibilities of mediating along this polarity? The above question eventually sparked a couple more which are the ones I am going to be addressing in my dissertation: “What is language learner autonomy and can it be fostered in the context of Italian SMEs (small-medium enterprises)? “Can a flexible context-based approach to teaching help sketch an idea of ecology of second language development and use in such dynamic contexts”. To try and answer the above questions, I shall be drawing guidance from some recent developments and insights in the study of learner autonomy against the backcloth of the CEFR and ELP. I will also offer some historical background on internationalizaton and the Italian SMEs scenary.
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Sokolova, I. V. "English for Specific Purposes: English for Economic Cybernetics Course Design." Thesis, Publishing House Education and Science s.r.o.(Praha), 2005. http://essuir.sumdu.edu.ua/handle/123456789/62086.

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Матеріал містить вимоги щодо курсу з англійської мови для студентів Екномічної кібернетики"б завдання курсу та систему вправ. Крім того, в статті надаються результати аналізу потреб студентів.
The article presents the requirements of English coures for Economic Cybernetics, the tasks of the course and the system of assignments. It also contains the results of students' needs analysis.
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Qattous, Kathem Mohammed. "The cultural dimension of English for specific purposes." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5478/.

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In the variation of English for Occupational Purposes, ESP is usually considered to be culture-free. This thesis investigates, as an example, a vocational ESP program in Saudi Arabia to establish, first, what cultural values might be present in the course materials, and second, how the ESP programme relates to the school system in which workers have been educated. The study proposes that there is a cultural content even in what appears to be a culture-free ESP program, and that this cultural content is expected to provide the non-native target population learners with values and thinking abilities that are different from those that are in the receiving environment. The study shows how an ESP program can have a Western cultural perspective that provides Western values and thinking abilities and general / basic education. The thesis consists of six chapters and a general introduction. The Introduction discusses the significance of ESP, the general view that it is 'culture-free', and the importance of analysing an example ESP program to see if this is the case. Chapter One presents an account of ESP, its definition, nature, development, and key issues in the field of its syllabus design and significance in its various fields, with focus on the significance of ESP having a common core component. Chapter Two presents an account of the literature on the concepts of socialisation and culture, its definition, nature, relation with language, learning, and significance in foreign language teaching (FLT), English language teaching (ELT), and specifically in ESP. Chapter Three introduces Saudi Arabia, with a brief account of its socio- cultural aspects, religion, educational system, and the significance of English language teaching in it. It also has a section about the Arabian American Oil Company (Aramco) which represents the environment of Western cultural learning in the ESP program, namely Vocational English Language Training (VELT).
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Denysenko, V. "Teaching methods for teaching English for specific purposes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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Wallace, Ray B. Brosnahan Irene. "English for specific purposes in ESL undergraduate composition classes rationale /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514787.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 22, 2005. Dissertation Committee: Irene Brosnahan (chair), Russell Rutter, William Piland, Ronald Fortune, Maurice Scharton. Includes bibliographical references (leaves 92-96) and abstract. Also available in print.
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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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Pham, Huong Thi Lan. "Teacher perceptions of English for Specific Purposes (ESP) programs." Thesis, Argosy University/San Francisco Bay Area, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663239.

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The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the limitations of their contextual conditions and impose a higher level of impact on transformation and development of ESP programs.

The collected data were analyzed by using Statistical Package for Social Sciences (SPSS) software. The questionnaire included 32 items that were rated on a four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistics including means and standard deviations were used to answer Research Question 1. Independent samples t-tests and ANOVAs were used for research question 2 to determine how the groups were different from one another. The results pointed out aspects of ESP programs that were perceived similarly and differently by groups of respondents based on the gender, age, educational backgrounds, and ESP teaching experience.

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Albassri, Israa A. "Needs-Analysis-Informed Teaching for English for Specific Purposes." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/274.

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Reconceptualization is needed for English language teaching as a response to English-as-an-international language (EIL) contexts. Correspondingly this will lead to what is called “an ecological approach” that invites accommodation of language-learning instruction to the local needs within discourse communities. In this research, the researcher will investigate the English for specific purposes (ESP) needs of business students to explore how best to address their expressed needs through subsequent tutoring. The ecological approach along with vocabulary teaching approach may look deeply into students’ needs. To assess their needs, a questionnaire was developed and administrated to international students in the College of Business and Public Administration (CBPA) at California State University, San Bernardino to investigate what students feel are their strengths as well as needs, in order to succeed in their business studies.
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Books on the topic "English for Specific Purposes"

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

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Thomas, Orr, and Teachers of English to Speakers of Other Languages., eds. English for specific purposes. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2002.

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Anthony, Laurence. Introducing English for Specific Purposes. London ; New York : Routledge, [2018] | Series: Routledge introductions to English for specific purposes: Routledge, 2018. http://dx.doi.org/10.4324/9781351031189.

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Schleppegrall, Mary. ESP, teaching English for specific purposes. Washington, DC (1990 K Street, NW - 8th floor, Washington 20526): Peace Corps, Information Collection & Exchange, 1986.

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Schleppegrell, Mary. ESP, teaching English for specific purposes. Washington, DC (1990 K Street, NW - 8th floor, Washington 20526): Peace Corps, Information Collection & Exchange, 1986.

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Jo, McDonough, Shaw Christopher, and University of Essex. Department of Language and Linguistics., eds. Topics in English for specific purposes. Colchester: Department of Language and Linguistics, University of Essex, 1988.

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Basturkmen, Helen. Developing Courses in English for Specific Purposes. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290518.

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Paltridge, Brian, and Sue Starfield, eds. The Handbook of English for Specific Purposes. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.

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Sun, Youzhong, Liwen Li, and Hong Cai, eds. Asian Research on English for Specific Purposes. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3.

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Kenny, Nalan, Elvan Eda Işık-Taş, and Huang Jian, eds. English for Specific Purposes Instruction and Research. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32914-3.

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Book chapters on the topic "English for Specific Purposes"

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Hyland, Ken. "English for Specific Purposes." In International Handbook of English Language Teaching, 391–402. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_28.

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Brown, James Dean. "English for Specific Purposes." In Handbook of Practical Second Language Teaching and Learning, 68–82. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-6.

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Basturkmen, Helen. "English for Specific Purposes." In Research Questions in Language Education and Applied Linguistics, 55–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_10.

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Starfield, Sue. "English for specific purposes." In The Routledge Handbook of English Language Teaching, 150–63. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-14.

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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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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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Bargiela-Chiappini, Francesca, and Zuocheng Zhang. "Business English." In The Handbook of English for Specific Purposes, 193–211. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch10.

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Northcott, Jill. "Legal English." In The Handbook of English for Specific Purposes, 213–26. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch11.

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Moder, Carol Lynn. "Aviation English." In The Handbook of English for Specific Purposes, 227–42. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch12.

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Conference papers on the topic "English for Specific Purposes"

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Polic, Tamara, Jasminka Tomljanovic, and Nikola Anic. "eAssessment in English for specific purposes." In 2014 International Conference on Education Technologies and Computers (ICETC). IEEE, 2014. http://dx.doi.org/10.1109/icetc.2014.6998896.

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Hakimova, Nargiza Hamzayevna, and Nargiza Rasuljanovna Ismatullayeva. "ENGLISH FOR ACADEMIC/ SPECIFIC PURPOSES: BENEFITS AND DRAWBACKS." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-84.

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As the knowledge of English language is significant today , one of the serious issue is whether English for academic purposes and English for specific purposes could be applied for every sphere from work to academic world . What are the benefits and drawback of these ways of learning and other questions will be issued.
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Nagy, Renáta, and Dr Vilmos Warta. "Online Assessment of English for Specific Purposes." In 2nd International Conference on Machine Learning Techniques and NLP (MLNLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111426.

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The study is about the questions of online assessment of English for Specific Purposes. The focus is on online assessment as a possible future form of language testing which truly has a huge importance hence today’s situation around the globe. It can unquestionably be used as a perspective in a vast array of contents The study is innovative and its main aim is to uncover the intriguing questions and issues of online testing and to enlighten the candidates and professional assessors about the advantages and disadvantages of online testing. A thorough experimental process is currently being implemented involving a process that includes an online questionnaire completed by English and Hungarian students at the Medical School of the University of Pécs. Material and methods include already completed surveys, which will be followed by needs analysis and trial versions of online tests. These surveys do not only question future candidates but also assessors in order to find both perspectives of needs and wants. These include the aspects of tasks, content, skills, technology and others.
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Marita, Yosi, Mirna Yunita, and Ade Hidayat. "English for Specific Purposes in Geography Learning." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.46.

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Zhang, Luning. "Formative Assessment in English for Specific Purposes." In 2016 Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2016. http://dx.doi.org/10.1109/icmtma.2016.83.

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Stan, Rodica-Silvia. "TEACHING ENGLISH FOR SPECIFIC PURPOSES: AN EXPERIMENT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1822.

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Krčelić, Petra. "VOCABULARY LEARNING STRATEGIES: GENERAL ENGLISH VS. ENGLISH FOR SPECIFIC PURPOSES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0292.

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Reić, Ada, and Sandra Kovačević. "Interdisciplinary approach in teaching English for specific purposes." In 1st International Scientific Conference on Economy, Management and Information Technologies – ICEMIT 2023. Toplica Academy of Applied Studies, Department of Business Studies Blace, 2023. http://dx.doi.org/10.46793/icemit23.341r.

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Combining different areas of study has always been a useful approach and a necessary tool in modern teaching. When teaching language for specific purposes, it is one of the most productive ways to modernise the learning process and implement the theory into practice. One example of interdisciplinary approach in teaching language for specific purposes is combining the courses Sociology of Sport together with Business English course in terms of organising field class which is aiming to expose students to real English in use environment and giving them an oportunity to explore sociological aspects relevant to their studies. Students of sports management conduct a semi-structured interview about perception of Split as a city of sports among foreign tourists in local area and thus learn how to research the relevant topic in real life sourrounding, report back about the results of the interview and use English language throughout all activities.
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Alekseeva, Ludmila. "TRENDS TO FOLLOW IN ENGLISH FOR SPECIFIC PURPOSES." In 18th International Multidisciplinary Scientific GeoConference SGEM2018. Stef92 Technology, 2018. http://dx.doi.org/10.5593/sgem2018/5.4/s22.041.

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Chilingaryan, Kamo. "ENGLISH FOR SPECIFIC PURPOSES IN THE HOSPITALITY INDUSTRY." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202019.

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Reports on the topic "English for Specific Purposes"

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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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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Lee, Hee Jin, Min Cheol Chang, Yoo Jin Choo, and Sae Yoon Kim. The Associations between Headache (Migraine and Tension-type Headache) and Psychotic Symptoms (Depression and Anxiety) in Pediatrics: A Systematic Review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0078.

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Review question / Objective: The purpose of this study was to investigate the association with specific psychiatric symptoms such as depression and anxiety in pediatric patients suffering from migraine and TTH. In our meta-analysis for a detailed evaluation of depression and anxiety, we attempted to review the research using various psychodiagnostic tools. Eligibility criteria: The detailed inclusion criteria for the network meta-analysis were studies with (1) inclusion of pediatric patients; (2) patients with migraine and TTH; (3) evaluation of association between headache (migraine or TTH) and psychotic symptoms (depression and anxiety); (4) comparison between group with headache (migraine or TTH) and control group; (5) using tools for evaluating degree of depression or anxiety; and (6) written in English. Review articles, case reports, letters, and studies with insufficient data or results were excluded.
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PLATONOVA, E. V., and K. A. MYASNIKOVA. THE SPECIFIC TRANSLATION OF ONOMATOPOEIA IN ENGLISH COMICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-77-82.

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This article is devoted to the study of the translation of onomatopoeia in English-language comics into the Russian language. Onomatopoeic words cause difficulties in their translation, which creates the need to study onomatopoeia from the point of view of their special characteristics, such as their optional role. The need for creative rethinking, full consideration of the context as well as getting into the situation are especially highlighted.
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Tang, Li-li, Yue-dong Liu, Hong-wu Tao, Wen-zhe Feng, Yu-ping Shu, and Fan-yan Meng. The efficacy and safety of ulcerative colitis treatment based on the theory of the " lung–gut axis ": a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0014.

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Review question / Objective: The purpose of this study was to investigate the difference between the curative effect of traditional Chinese medicine or integrated traditional Chinese and Western medicine on ulcerative colitis under the guidance of lung-intestine axis theory and that of Western medicine alone. The selected research method was to search relevant randomized controlled trial in Chinese and English medical databases. The Cochrane bias risk assessment tool was used to analyze the quality of RCT studies, and RevMan 5.3 was used for efficacy evaluation and meta-analysis. Condition being studied: Ulcerative colitis (UC) is a nonspecific intestinal inflammatory disease that often involves the rectum and colon submucosa. It is characterized by abdominal pain, diarrhea and purulent bloody stool. There is no specific therapy for ulcerative colitis at present. This study investigates the curative effect of traditional Chinese medicine or integrated traditional Chinese and Western medicine therapy on UC under the guidance of lung-intestine axis theory and provides a theoretical basis for the clinical treatment of UC.
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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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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier, and Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, March 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test, a digital-first assessment. “Digital-first” includes technology such as artificial intelligence (AI) and machine learning, with human expert involvement, throughout all item development, test scoring, and security processes. This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the Duolingo English Test and then defines the writing construct, including the purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct.
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Lavoie, Benoit, Michael White, and Tanya Korelsky. Learning Domain-Specific Transfer Rules: An Experiment with Korean to English Translation. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada457732.

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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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OSIYANOVA, A., and I. FALALEEVA. THE SPECIFICS OF THE TRANSLATION OF IRONY IN MARGARET MITCHELL’S NOVEL “GONE WITH THE WIND”. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-23-30.

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This article examines the specifics of the translation of irony in Margaret Mitchell’s novel “Gone with The Wind”. The relevance of the article lies in the problems of translating an artistic technique from English into Russian. The purpose of the article is to identify the definition of the term “irony” and ways to translate it based on the works of scientists. The research methodology consists of analyzing the techniques of translating quotations from the original text of the novel and its translation. As a result of the study, the most effective translation techniques were identified, such as: complete translation with minor lexical or grammatical transformations; antonymic translation; addition of semantic components; cultural and situational substitution. The specifics of the translation of irony in the text using transformation techniques were also determined, due to the special role of this literary technique in the context of the novel. The theoretical basis of this article is the classification of translation techniques by T. A. Kazakova. The conclusions of the study show which are the most effective translation techniques used in translating the artistic technique “irony” from English into Russian.
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