Relevant bibliographies by topics / English language – Business English

Academic literature on the topic 'English language – Business English'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "English language – Business English"

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Johnson, Christine. "Business English." Language Teaching 26, no. 4 (October 1993): 201–9. http://dx.doi.org/10.1017/s0261444800007382.

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Ross, Jim. "Business English." ReCALL 8, no. 1 (May 1996): 38–40. http://dx.doi.org/10.1017/s0958344000003414.

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Hoekje, Barbara J., and Karen H. Bartell. "American Business English." Modern Language Journal 81, no. 3 (1997): 416. http://dx.doi.org/10.2307/329321.

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Hoekje, Barbara J., Mark Ellis, and Christine Johnson. "Teaching Business English." Modern Language Journal 80, no. 3 (1996): 412. http://dx.doi.org/10.2307/329463.

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Riccioli, Michael Arthur. "Business english crosswords." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 4 (1986): 18–23. http://dx.doi.org/10.3406/apliu.1986.2526.

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Subero-Sáenz, Álvaro. "Introducing Business English." English for Specific Purposes 43 (July 2016): 72–74. http://dx.doi.org/10.1016/j.esp.2016.01.005.

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Feng, Jieyun, and Junkai Huangfu. "Introducing Business English." Journal of English for Academic Purposes 22 (June 2016): 192–94. http://dx.doi.org/10.1016/j.jeap.2015.12.001.

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Wilson, John P. "Teaching business english." English for Specific Purposes 14, no. 2 (January 1995): 181–84. http://dx.doi.org/10.1016/0889-4906(95)90007-1.

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Eastment, D. "Business English." ELT Journal 62, no. 1 (January 1, 2008): 108–10. http://dx.doi.org/10.1093/elt/ccm094.

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McArthur, Tom. "World English, Euro-English, Nordic English?" English Today 19, no. 1 (January 2003): 54–58. http://dx.doi.org/10.1017/s026607840300107x.

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A discussion of the kinds of English emerging in the world at large and in the European Union. In recent years, the world's Anglophone media, in the company of a range of other observers, have routinely been calling English ‘the world's lingua franca’. As a result, the phrase is now something of a cliché. We're all ‘global’ now, and need to use the first truly universal language, whether we are business people, politicians, teachers, tourists, or terrorists.
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Dissertations / Theses on the topic "English language – Business English"

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Papadomichelaki, Roumpini Alkaterini, and Lash Keith Vance. "English language institute in Greece: A business proposal." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2151.

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Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.

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Liao, L. "An investigation of the English language needs of Business English graduates in mainland China." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/6b7c4c20-86e4-4b20-a153-f909717a7233/1.

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The Business English (BE) degree in China was established as an independent dis-cipline in 2007. Business English used to be taught as a component of English lan-guage and literature degrees. There are now about 50 universities in China offer-ing BE degrees, but the change in the status of Business English has not been with-out attendant problems. Most Chinese universities offering degrees in BE have failed to combine the teaching of English language and literature and the teaching of business in very meaningful ways, and have given English language learning a much larger share of the curriculum. Business English is taught in university Eng-lish departments rather than in Business Schools, and most BE teachers only have a background in English language and literature, with no practical work experience in the area of international business. These teachers have little knowledge of how English is used in the workplace, and might have difficulty contextualizing BE teaching in real business situations where English is used as a lingua franca (BELF). The fact that non-native speakers’ communications predominate in the BELF environment calls into question the emphasis on native-like correctness in university BE teaching. Language needs analysis (LNA) was conducted in order to discover the English language needs of BE graduates starting work in Chinese companies with an inter-national clientele. Data from questionnaires, interviews and business emails sent to and from recent graduates were analysed. The findings from questionnaires and interviews indicate that emailing is the most frequent mode of communication in English in the Chinese companies that employ BE graduates, although speaking skills are also highly prized. All groups of re-spondents (BE teachers, company employers and RGs) thought standardized na-tional English tests (e.g. TEM4, TEM8) were important for securing a job. It was found that most of the company employers and recent graduates believed that ad-hering to native-like norms was not important in a BELF environment where most of their clients were non-native English speakers who did not have a very high lev-el of English. The findings from analysis of my corpus of 86 business English email chains (307 messages, 34,837 words) suggest that MEMC graduates are communicatively adept at business email communication and can establish rapport with their cli-ents and mitigate potential face-threats, despite the fact that their English is some-times non-standard. Current teaching materials, methods and practices in BE teaching in China still place greatest emphaisis on conformity to a set of native-like norms, however, rather than pragmatic competence. These findings have interesting implications for ESP course content and the teach-ing of Business English as a lingua franca (BELF). BE lecturers might be unwilling to use authentic BELF emails as models in the classroom, because the writers have a restricted command of English. There were no signs of any miscommunication in the email exchanges, however, and specifically BELF usage may well have had a disarming effect on clients, helping to achieve the writers’ purposes more effec-tively than textbook English would have done.
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Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.

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Though a popular and somewhat controversial topic in discussions on language in IB, the notion of English as a (business) lingua franca/(B)ELF still lacks clear conceptualisation. This paper argues that research in IB and linguistics can be mutually complementary and supportive in conceptualising BELF, and that it is important to separate the concept of BELF from that of a common corporate language. The paper synthesises key works from both disciplines to conceptualise BELF as an emergent, multilingual use of English that adapts to the demands and resources of the specific context. It further argues that Wenger's concept of Communities of Practice offers a useful bridge between the disciplines, and that there is a need for more empirical research.
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Irving, Patricia M. "Business English proficiency and its related strategies in the Quebec context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43887.pdf.

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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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Koah, Ming-chu Pearl. "A comparison of the effectiveness of traditional teaching and CD-ROM based presentation of business English vocabulary." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22189579.

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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.

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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.
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Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Evans, Simone Kirsten School of Modern Languages UNSW. "How can teachers best enable adult English language learners to interact verbally?" Awarded by:University of New South Wales. School of Modern Languages, 2004. http://handle.unsw.edu.au/1959.4/20512.

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The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p>.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.
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Books on the topic "English language – Business English"

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Guffey, Mary Ellen. Business English. 8th ed. Mason, Ohio: Thomson/South-Western, 2005.

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1942-, Burke Patricia, ed. Canadian business English. 5th ed. Toronto: Nelson Education, 2008.

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Guffey, Mary Ellen. Business English. 6th ed. Cincinnati, Ohio: South-Western College Pub., 1999.

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David, Whitehead. Business English. London: Pitman, 1986.

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H, Collin P., ed. Business glossary: English-Portuguese/Portuguese-English. Teddington, Middlesex: P. Collin, 1997.

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Zagorskai͡a, A. P. Russian-English, English-Russian business dictionary. Chichester, U.K: Wiley, 1996.

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Voiles, Price R. Business English essentials. 8th ed. New York, N.Y: Glencoe, 1993.

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Brieger, Nick. The Language of business English. Harlow: Pearson Education, 2000.

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H, Collin P., and Howe Beata, eds. Business glossary: English-Polish, Polish-English. Teddington, Middlesex: P. Collin Pub., 1998.

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Scott-Sabic, Vanessa. Logistik-Wörterbuch: Deutsch-englisch, englisch-deutsch = Dictionary of logistics : German-English, English-German. 2nd ed. Berlin: Springer, 2005.

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Book chapters on the topic "English language – Business English"

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Connor, Ulla, Kristen Precht, and Thomas A. Upton. "Business English." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Koller, Veronika. "Business Communication." In English Language, 594–606. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_36.

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Koller, Veronika. "Business Communication." In English Language, 526–38. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_36.

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Mellors, Colin, David Pollitt, and Andrew Radtke. "Lydbury English Centre." In Directory of Language Training and Services for Business, 331. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-241.

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Evans, Stephen. "English as a Business Lingua Franca." In The English Language in Hong Kong, 53–70. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50624-5_4.

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Zelenková, Anna, and Jana Javorčíková. "Business English Today: The Need for Intercultural Approach." In Second Language Learning and Teaching, 3–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58551-8_1.

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Sobkowiak, Paweł. "Business Meetings as a Genre—Pedagogical Implications for Teaching Business English." In Second Language Learning and Teaching, 219–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_14.

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Wang, Li, and Jason Fan. "Assessing Business English: The Role of Language Scales." In Working Towards a Proficiency Scale of Business English Writing: A Mixed-Methods Approach, 9–32. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5449-7_2.

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Wieczorek, Anna L. "Language Capabilities as a Leverage for Non-native English Scholars’ Career." In Eurasian Business Perspectives, 159–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52294-0_10.

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Stark, Patricia Pullin. "Integrating Task-based Learning into a Business English Programme." In Teachers Exploring Tasks in English Language Teaching, 40–49. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_4.

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Conference papers on the topic "English language – Business English"

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

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Rahyadi, Irmawan, La Mani, Abdul Mozin, and Zakirah Tamimi. "Instagram: A Platform for English Learning or English Language Business?" In Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2021.2312390.

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Mandasari, Berlinda. "Role Playing Activity in English for Business Class for Non-English Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.10.

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Mitina, O. M., and P. V. Melnik P. V. "English language influences on international business." In МІЖКУЛЬТУРНА КОМУНІКАЦІЯ В КОНТЕКСТІ ГЛОБАЛІЗАЦІЙНОГО ДІАЛОГУ: СТРАТЕГІЇ РОЗВИТКУ. Ч 2. Liha-Pres, 2022. http://dx.doi.org/10.36059/978-966-397-280-0-96.

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Naumenko, Larisa. "LIVENING UP BUSINESS ENGLISH LANGUAGE CLASSES." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/12.

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Sheela, Dr S. Krupa. "ENGLISH FOR SPECIFIC PURPOSE; USE OF ENGLISH FOR BUSINESS PROFESSIONAL." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.112.

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CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.
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Katavić-Čaušić, Sanda, and Borislav Marušić. "Marketing Graduates’ Perceptions About the Importance of Business English Knowledge for Their Future Careers." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.05.

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Technologically-enhanced learning solutions now have become the norm in language learning practices and are used as powerful supplement to traditional classroom experience. In a multitude of e-solutions ESP educators are always in a search of adaptable tools to meet specific demands of their target audiences. Due to its omnipresence and widespread relevance across diverse disciplines and professions. Business English has become an essential demand of different target groups. Among the available tools for ESP learners, digital portfolios have become a useful component of course work supporting multiple literacies and foreign language skills. Owing to their customizability ESP educators can harness their potential in numerous ways. While highlighting the potential educational use of digital portfolios the paper draws on marketing students’ views regarding the importance of Business English education collected as part of a reflective writing assignment. The purpose of the qualitative analysis was to provide an insight into students’ analytical perspective of the importance of Business English knowledge for their prospective business careers and businesses in general. Findings from the study indicate that all students perceive the key role of competence in Business English as a new job requirement and a clear pathway to career success. The challenges identified are students’ frustrations and resistance to speaking the language, as well as their concerns about the lack of English knowledge as an impediment to their future career advancements.
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Bacimanova, Nadejda. "Incorporating global citizenship education into business english lessons." In Masa rotunda "Multilingvism și Interculturalitate in Contextul Globalizarii”, editia III. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/9789975147835.01.

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Teaching English nowadays is not an easy task, as English teachers, including those teaching Business English, are constantly under pressure, because they have got to do more than just teaching the language. Taking into account the changes and challenges occurring in the modern world, they have got to prepare the people who are ready to live, study or/and work in a globalised environment, where the basic language of international communication is English. The knowledge of the English language is not the only necessary thing on the way of becoming a global citizen. Some skills are also necessary, which are often named the 21st century skills. There are some practical ways to implement global citizenship education both at the institutional level and in the classrooms. Business English lessons prove to be particularly effective in this respect.
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Vorobyov, Vladimir. "Efficient Technologies Of Business English Language Teaching." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.47.

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Reports on the topic "English language – Business English"

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

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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NIKITINA, I. ONYMS IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-87-93.

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This article is devoted to identifying the features of the functioning of onyms in idiomatic expressions of Business English and ways of translating them into Russian. The author analyzes the types of onyms used in idiomatic expressions of Business English. The study confirms the hypothesis put forward by the author that appellativized onyms can be used in business discourse.
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Louro, Celeste Rodriguez. English language bias goes beyond words. Edited by Tasha Wibawa. Monash University, August 2022. http://dx.doi.org/10.54377/630a-dc35.

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

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Электронный учебный курс "Английский язык (уровень Pre-Intermediate B1)" разработан для организации самостоятельной работы студентов всех направлений подготовки Севастопольского государственного университета. Цель курса: формирование языковой компетенции на уровне Pre-intermediate (предпороговый уровень).
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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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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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

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The Duolingo English Test is a computer adaptive test that provides an overall score that represents test taker English language proficiency. However, stakeholders, such as university admissions officers, often want to make decisions based on test taker ability in one or more components of language ability, such as speaking. Similar to overall scores, subscores should meet standards of reliability when used for decision making. In addition, subscores should provide distinct information about the test takers’ abilities above and beyond the overall score. In this paper, we report on the research behind four subscores reported by the Duolingo English Test (Literacy, Conversation, Comprehension, and Production) that can be used by stakeholders to make decisions about test takers.
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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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