Journal articles on the topic 'English language Medical English'
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AHMAD, JAMEEL. "Medical English vs. Literary English: A Contrastive Analysis." Advances in Social Sciences Research Journal 7, no. 6 (July 9, 2020): 860–73. http://dx.doi.org/10.14738/assrj.76.8487.
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The present study tends to determine what kinds of linguistic features and styles distinguish Medical English from literary English. Corpus analyses of both the varieties were taken into account. Ten scientific research papers drawn from each genre were linguistically analyzed. It was found that the kind of English used in Medical sciences is marked with accuracy, precision and hybridized language mixed with Latin and French. Medical scientists reveal proven facts and findings whereas literary writers just illustrate their creative thoughts with illusions, allusions and figurative language. Literary language contains non universal features and represents the artist's inner self which doesn't at all need extraneous and empirical evidence to put forth his spontaneous overflow of powerful feeling. On the contrary, medical language needs empirical experience and experimental validity. The investigation also suggests that medical English contains more passivation, nominalization, lexical density and foregrounding which are found far less in literary English. Moreover, medical scientists unlike literary artists , are adhered to a clearly defined IMRAD structure which contains Introduction, Methods, Result and Discussion sections.
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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.
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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos." Journal of Language and Cultural Education 7, no. 2 (September 1, 2019): 95–107. http://dx.doi.org/10.2478/jolace-2019-0013.
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Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
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HAYES, S. C., and D. FARNILL. "Medical training and English language proficiency." Medical Education 27, no. 1 (January 1993): 6–14. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00222.x.
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Maher, John. "English for Medical Purposes." Language Teaching 19, no. 2 (April 1986): 112–45. http://dx.doi.org/10.1017/s0261444800012003.
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Tkhor, N. M. "ENGLISH MEDICAL TERMINOLOGY: FUNCTIONAL ASPECT." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 136–40. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245950.
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The article is devoted to the study of English medical terminology, namely – its functional aspect. Terminology plays a significant role in people's professional communication, as it serves as a source of obtaining, transmitting scientific information and as a tool for mastering the specialty. Terminology is part of the scientific apparatus, which makes it possible to learn the laws of the research process, to identify channels of interaction with other elements of a particular field of science. At the present stage, one of the main tasks of linguistics is the stratification of the vocabulary of a particular language by various parameters, in particular, by the scope of use of a particular lexical unit. The material of this study were terms and terminological phrases that denote the main medical concepts, selected by a method of selection from scientific articles relating to various subject areas of medicine, dictionaries, Internet sites dedicated to medicine. The studied material is considered by us from the standpoint of system-functional approach, which involves the study of language in general and the language of scientific style of presentation in particular as a complex formation, which highlights the components and relationships between them. The ways of forming new terms can be divided into the following groups: 1. morphological way of word formation – derivation, abbreviation; 2. syntactic, through the formation of phrases and phrases from several words; 3. semantic – narrowing of the meaning of commonly used words; metaphorical and metonymic transfer of the former meaning; 4. borrowing words from other languages. The most productive way to form medical terms is derivation. The research conducted on the basis of English medical terminology is the first stage of the study of the relationship between cognitive structures of consciousness and semantics of the term, between the worldview of the English speaker (medical specialist) and the structure of general and specialized dictionaries and texts.
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Meng, Yanzhi. "English Learning Demotivating Factors Among Non-English Majors in Medical University." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 931–36. http://dx.doi.org/10.17507/tpls.1205.13.
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Learning motivation is closely related to second language acquisition. Strong learning motivation can make up for the lack of language competence and poor learning conditions to a certain extent, while lack of motivation or demotivation will hinder language-gifted learners from achieving their expected learning goals. This study investigates the demotivating factors of learning English among non-English majors in medical university by interviewing 60 undergraduates. The findings show that the demotivating factors mainly involve the teachers, teaching contents, learning environment and the learners. The study further puts forwards some practical suggestions for stimulating and maintaining students’ learning motivation.
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Manzar, Shabih. "The English language and Arabic medical students." Medical Education 33, no. 5 (May 1999): 394–95. http://dx.doi.org/10.1046/j.1365-2923.1999.0416b.x.
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Khalitovna, Ilona Israilova. "PILOT TESTING PROGRAM FOR ENGLISH LANGUAGE TEACHING IN MEDICAL SCHOOLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 173–80. http://dx.doi.org/10.55640/eijmrms-02-04-31.
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This article analyzes the experimental program for running specific study in medical universities on improving quality of study. The main aim is to develop of communicative competence of future medical specialists in their professional activity. It focuses on concrete experiment held in 3 medical universities of Uzbekistan, with the description of program of pilot testing. In order to disseminate and generalize pedagogical experience, the article considers the relevance, theoretical foundations and methodology for conducting and implementing a pedagogical experiment in educational activities.
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Taavitsainen, Irma. "Middle English recipes." Journal of Historical Pragmatics 2, no. 1 (February 28, 2001): 85–113. http://dx.doi.org/10.1075/jhp.2.1.05taa.
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This article focuses on Middle English medical recipes and aims to show that the concepts of “genre”, “text type” and “text tradition” provide useful tools for historical discourse analysis, as they operate in different ways and illustrate various sides of medieval texts. Medical recipes are a well-defined procedural genre included in a variety of contexts: they form the major contents of remedybooks, but they are also found within the learned tradition of medical writing. The reception and use of these texts can be studied through their genre contexts and other extralinguistic features. The assessment of their text-type features shows that a higher degree of standardisation is found in remedybooks; academic texts and surgical treatises show more variation. The observed differences cannot be attributed to genre, and the readership was presumably much the same. The underlying traditions seem to have been important: remedybooks were handbooks for consultation to find cures for diseases. The more standardised the format, the more easily the advice was accessible. In contrast, recipes in the learned tradition were included in longer treatises as integral parts for demonstration of the healing principles.
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Khisamova, Venera, and Liliia Abdullina. "The Problem of Euphemisms in the Medical Terminology of the English and Tatar Languages." Journal of Educational and Social Research 12, no. 1 (January 3, 2022): 14. http://dx.doi.org/10.36941/jesr-2022-0003.
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The article "The problem of euphemisms in the medical terminology of the English and Tatar languages" discusses issues related to euphemisms, in particular, the field organization of euphemisms in the medical terminology of the English and Tatar languages. The study uses a comparative analysis and the field organization of euphemisms in medical terminology is established to be the basis of comparison. Another method applied is the method of comparative interpretation and the principles of interpretation of the compared material of the two languages are determined. The results of this study make it possible to use the obtained theoretical outcomes and the collected lexical material in courses of general linguistics, lexicology and stylistics of the English and Tatar languages. In addition, the data obtained can be used in teaching professionally oriented English, for example in practical lessons of English language and while teaching translation practice to students of medical sciences. The lexical material obtained in the course of the research can supplement the existing dictionaries of euphemisms of medical terminology in the English language and form the basis of the dictionary of euphemisms of medical terminology in the Tatar language. Thus, one can observe the universal features of the field organization of euphemisms in English and Tatar languages for the first position of the first row, second, third and fifth rows. There are some differences in the rest of the ranks.
Received: 20 August 2021 / Accepted: 18 November 2021 / Published: 3 January 2022
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Andreeva, Anastasiya V., Ksenia A. Mitrofanova, Valery A. Teleshev, and Felix A. Blyakhman. "English Language in Medical Informatics Teaching: Opinion of Students." Higher Education in Russia 27, no. 11 (December 21, 2018): 55–61. http://dx.doi.org/10.31992/0869-3617-2018-27-11-55-61.
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The paper describes an interdisciplinary experience of teaching one of the modules of medical informatics in English. The interdisciplinary approach was introduced in the Ural State Medical University (USMU). During 2015–2017 academic years, the interdisciplinary team including teachers of the biomedical physics, informatics and mathematics department and foreign languages department of USMU were developing and introducing integrative classes on medical informatics in English. In total, 287 students of general medicine, pediatrics, dentistry and preventive medicine faculties participated in the survey concerning integrative training in medical informatics in English. Evaluation of both foreign language communication skills and abilities to search medical information in international databases was performed during practical studies. 76% of medical students responded positively to the opportunity to improve foreign language communication skills for professional purposes. We find it possible to develop some modules of professional disciplines in English to teach medical students.
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Ricart Vayá, Alicia, and Miguel Ángel Candel Mora. "Emerging vocabulary: the influence of English on medical Spanish." Revista Alicantina de Estudios Ingleses, no. 22 (November 15, 2009): 327. http://dx.doi.org/10.14198/raei.2009.22.19.
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This paper discusses the influence of the use of English as a lingua franca in the field of academic research in medicine and its effects on the Spanish medical language, as evidenced after an in-depth revision of the existing literature. The study has been based on the analysis of a medical corpus made up of 311 Conclusion sections of Spanish articles, which correspond to the specialties of Cardiology, Paediatrics and Psychology. Upon justifying the decision of using the English language as essential for academic life and international communication, the discussion focuses on the impact of the specialized literature on professionals whose native language is not English and the inclusion of new vocabulary sometimes justified as the result of a need on the part of scientists to explain new concepts. The massive incorporation of vocabulary has led researchers to deal with the different ways in which neologisms are introduced in the Spanish medical language analyzing the corresponding results, which include: words from other languages which are slightly modified; words from other languages added with or without morphological adaptation; addition of suffixes or prefixes; the use of “false friends” and the use of certain words not registered in the dictionary.
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Manolescu, Dan. "A Quick Snapshot of the English Language." Journal of Critical Studies in Language and Literature 4, no. 1 (January 25, 2023): 14–20. http://dx.doi.org/10.46809/jcsll.v4i1.191.
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Into the tapestry of the English language are woven qualities that make human communication so attractive: flexibility, resilience, versatility, clarity, conciseness, to name a few. This article presents a succinct perspective and traces the tumultuous development of the English language from its humble beginnings to the present-day global acceptance as the international means of communication among people in various walks of life, cultures, scientific and local communities, mass media, and any other field in between. Intermediate steps included historical events which switched the focus from other languages to English, as well as its relevance in cultures across the globe. References to attest the validity of such approaches come from researchers, historians, linguists, mass media reporters, and writers. Explaining how English became the first global language is an exercise in world history, not just because it includes most parts of the world but even more because the story of the English language’s spread intersects with so many other themes in world history. In conclusion, whether English is used and taught as a native language, as a second language, or as a foreign language, its historical development will undoubtedly help in understanding how and what made English a powerful communication tool in today’s world. English has assumed a new role as a means of communication and as a medium of instruction in the classroom and it has undergone a dramatic change in terms of its use and users for many diverse social and business purposes in the global community.
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Manyak, Patrick C., and Eurydice Bouchereau Bauer. "English Vocabulary Instruction for English Learners." Reading Teacher 63, no. 2 (October 2009): 174–76. http://dx.doi.org/10.1598/rt.63.2.11.
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Jurkovič, Violeta. "Potential Effect of Informal Learning of English Through Watching a Medical Television Series on the Development of Maritime Medical English Competence." Journal for Foreign Languages 13, no. 1 (December 27, 2021): 445–65. http://dx.doi.org/10.4312/vestnik.13.445-465.
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As a result of the widespread use of online technologies and vast opportunities for the use of English in everyday online life, the field of online informal learning of languages, in particular English, has attracted a new wave of research attention. Nevertheless, the number of corpus studies in this field remains low. More specifically, to date no research study has focused on the suitability of the language input to which online users are exposed while performing online activities with regard to the development of language skills in English as a language for specific purposes. In order to bridge this research gap, the objective of this paper is to apply the corpus approach to examine whether watching a medical television series may have an effect on the development of medical Maritime English for future deck officers. The results indicate that in terms of lexical density, lexical diversity, terminology, and word clusters, watching a medical television series may have a limited effect on the development of medical Maritime English for future deck officers. However, future research should examine whether watching television series may have an effect on the acquisition of typical speech patterns in spoken maritime communication, which are closely related to everyday spoken communication. Importantly, the results also seem to indicate that online informal learning of English cannot replace all segments of the formal learning of English for Specific Purposes, but can significantly contribute to the development of general English competence, which is a precondition for the further development of discipline-specific language competence.
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Jeffries, Sarah. "Precision, Accuracy, and the English Language." Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy 6, no. 4 (July 8, 1986): 137. http://dx.doi.org/10.1002/j.1875-9114.1986.tb03467.x.
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Bellés-Fortuño, Begoña. "Evaluative language in medical discourse." Languages in Contrast 18, no. 2 (November 28, 2017): 155–74. http://dx.doi.org/10.1075/lic.15018.bel.
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Abstract Academic spoken discourse has been a dominant issue for discourse studies researchers for the last 25 years or so. Different spoken academic genres have been analysed (Swales, 1990, 2004; Berkenkotter and Huckin, 1995; Bhatia, 2001, 2002; Mauranen, 2001; Juzwik, 2004; Crawford-Camiciottoli, 2004, 2007; among others) thanks to the compilation and the easy access to electronic spoken corpora. This study focuses on the genre of lecture as “the central ritual of the culture of learning” (Benson, 1994) in higher education. Here, I analyse the use of evaluative language in medical discourse lectures. A contrastive study between Spanish and English medical lectures is carried out. To my knowledge, little attention has been paid to the analysis of evaluative language in medical discourse. The present study employs a quantitative and a qualitative approach to analyse four Spanish and English medical discourse lectures with an average of 35,000 words. The English lectures have been taken from the Michigan Corpus of Academic and Spoken English (MICASE) and the Spanish lectures have been recorded and transcribed in the Degree in Medicine course at a Spanish university for the purpose of this study. Corpus analysis tools have been used to analyse attitudinal language expressing explicit evaluation. The findings show similarities and also differences in the use of evaluative markers in academic medical discourse.
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Karimnia, Amin, and Mohammad Reza Khodashenas. "Medical Students’ English Language Learning: Needs and Perceptions." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 164–90. http://dx.doi.org/10.2478/sm-2018-0016.
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Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.
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Othman, Murad Sherzad, and Kochar Azad Sadq. "The Attitudes of Medical Students of English Language Teaching." Twejer 4, no. 1 (May 2021): 1287–316. http://dx.doi.org/10.31918/twejer.2141.30.
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This study investigated the medical students' perceptions of English language teaching at Hawler Medical University. It included 382 students, 141 males, and 241 females. A questionnaire was used to obtain information. The data were analyzed through SPSS V. 25. The findings displayed the extreme importance of English to medical students. They needed all the language skills to be taught, and listening was the most significant skill. Furthermore, it demonstrated the most appropriate English course to be general and specific English. Concerning English difficulties, findings noticed a statistically significant difference between the participants' ages and reading skills and no significant difference between the ages and other difficulties.
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Grund, Peter. "Book Review: Middle English Medical Texts." Journal of English Linguistics 35, no. 1 (March 2007): 103–6. http://dx.doi.org/10.1177/0075424206298023.
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Chur-Hansen, A., J. Vernon-Roberts, and S. Clark. "Language background, English language proficiency and medical communication skills of medical students." Medical Education 31, no. 4 (July 1997): 259–63. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02922.x.
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Kuzembayeva, Gulzhana, and Banu Zhakanova. "Needs Analysis in English Language Teaching of Medical Students in Kazakhstan." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 45–55. http://dx.doi.org/10.22333/ijme.2021.19005.
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Teaching English at higher education institutions regardless of students’ area of specialization ignores their individual differences, needs, wishes, interests and goals. The most important and problematic question in teaching and learning is whether the course is effective or not. The effectiveness of the course is strongly related to learners’ attitudes, needs, expectations, satisfaction, and achievement. English for Specific Purposes is student-task oriented, and the basic insight into this trend is to offer course design, content and materials by being responsive to target language learners' own agenda. In this respect, the English language needs of undergraduate medical students in Kazakhstan were investigated by means of a case study conducted with the students of the Faculty of General Medicine at the West Kazakhstan Marat Ospanov Medical University. 52 students (14 males and 38 females) in their first and second year of studies participated in a quantitative survey during the spring semester of the academic year 2020-2021. A questionnaire was adapted from the previous studies in this field (Ait Hattani, 2019; Kayaoglu, Dag Akbas, 2015; Tang, Zeng, 2020), and included items on students’ attitudes towards the English course, identify their language strengths and weaknesses, and shed light on their language needs. The findings of the study will suggest practical implications for ESP course design for medical students.
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Purba, Andiopenta. "How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis." Elsya : Journal of English Language Studies 4, no. 2 (June 27, 2022): 147–56. http://dx.doi.org/10.31849/elsya.v4i2.8704.
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In the face of the scarcity of linguistic studies on Batak Toba language, this study tries to contribute by investigating how Batak Toba students’ local language and mother tongue’s elements are transferred to their English as a foreign language output. Specifically, this study aims to describe the transfer and interference of Batak Toba and Indonesian as first and/or second language and how they influence learners’ English as a third language. The study observed 15 English Education programme students who were selected via snowball sampling and analysed the way the students speak and translate a set of phrases to their respective second and third languages. Results indicated that the students’ first and second languages interferes with their English language performance at the phonological, morphological, and syntactic levels. The novelty of this study is that it offers a detailed investigation of how students whose first language, Batak Toba, and second language, Indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely English. Recommendations for teachers, particularly teachers of Indonesian learners whose students are primarily bilingual and multilingual, are discussed.
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Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.
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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States by English language proficiency. Methods: We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ⩾50 years of age (n = 10,452, weighted to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). Results: The prevalence of complete tooth loss was higher among those with limited English proficiency (Spanish speaking: 13.7%; Other languages: 16.9%) than those proficient in English (Spanish speaking: 5.0%; Other languages: 6.0%, English only: 12.0%). Complete tooth loss was less common among participants for whom Spanish was their primary language, with limited English proficiency relative to English only (adjusted odds ratio: 0.56; 95% confidence interval: 0.42–0.76). Among those without complete tooth loss, dental visits in the past year were less common among participants with primary language other than English as compared to those who only speak English. Conclusions: Complete tooth loss varied by English language proficiency among adults aged ⩾50 years in the United States. Suboptimal adherence to annual dental visits was common, more so in those with complete tooth loss, and varied by English language proficiency.
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Kayaoğlu, Mustafa Nazi, and Raşide Dağ Akbaş. "An Investigation into Medical Students' English Language Needs." Participatory Educational Research spi16, no. 1 (January 1, 2016): 63–71. http://dx.doi.org/10.17275/per.16.spi.1.8.
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Sharmin, Liza. "Action Research in English for Specific Purposes: English Language for the Medical Students in Bangladesh." Asian Journal of Humanity, Art and Literature 5, no. 1 (June 30, 2018): 33–44. http://dx.doi.org/10.18034/ajhal.v5i1.330.
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English for Specific Purposes (ESP) has flourished to meet the growing demand of the academic and professional learners. Since the tertiary level of education is the concern, ESP can be a way out to teach English as a second or foreign language. At the end of primary, secondary and higher-secondary level of English language education, a learner is expected to have a good command of the four skills of English language. Even though, if one fails to have the proficiency, s/he needs intensive teaching. ESP has very thoughtful and research-oriented arrangement for language teaching by needs analysis, formulation of goals and objectives, specific syllabus design, appropriate material development, effective teaching, and accurate evaluation.
In ESP, the practitioner, who is a needs analyst, is also a setter of goals and objectives, a syllabus designer, a material developer and a teacher as well as an evaluator. For this reason, there lies no gap among the steps of a whole project of language teaching. ESP learners are mature and more enthusiastic. In ESP, syllabus design depends on the analysis of the language used in the target area of learners. Sometimes, the syllabus designers consider the learners’ opinions. Teaching materials are collected from the area of job or study of the learners. Interests, target and levels of previous knowledge of the ESP learners usually vary. Thus, for an individual group, a tailor-made ESP course is, therefore, suitable. The goal of the present action research is to design an English language course for the medical students.
In my professional life, I used to teach English language to the medical students. Since I taught them with general English language materials, I observed a gap between their target area and English language. “They cannot relate their achieved language knowledge to the medical context. For example, in a class, when they are asked to solve some exercises of active and passive voices, they can solve properly. But when they define terms like hypertension, or nervous system, they confidently use called/ call/ calls instead of is/ are called. Medical students are really motivated by their subject specific texts. It is my assumption that, specific English language course can solve the problem by bridging the gap between their knowledge and their proficiency language.” (Sharmin, L. -2011). On the basis of the information of data, collected from one preset questionnaire, I have analyzed needs and formulated an ESP course obtaining vocabulary, topic and examples from medical context. I found the classes more effective and interesting with these special materials. I have collected another set of data. I compared the data and found the results very optimistic.
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Offerhaus, G. J. A., A. C. Tersmette, Johanna Hershey, R. A. Polacsek, and G. W. Moore. "Dutch Respelling Rules for English and German Medical Word Lists." Methods of Information in Medicine 26, no. 03 (July 1987): 99–103. http://dx.doi.org/10.1055/s-0038-1635495.
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SummaryComputer translation programs for foreign language texts have recently become available commercially and in the public domain, but large medical lexicons for these programs are not readily available. It has been shown that many English words can be “respelled” to form their corresponding translations in other Western European languages. We have used lists of 139,451 English and 185,137 German medical terms to generate respeliings in the Dutch language. The English list yielded 39,035 Dutch respeliings, and the German list yielded 56,683 respeliings. Medical respelling rules can substantially lower the effort of installing and maintaining a medically oriented computer translation program.
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Kpogo, Felix, and Virginia C. Mueller Gathercole. "The influence of native English-speaking environment on Akan-English bilinguals’ production of English inter-dental fricatives." International Journal of Bilingualism 24, no. 4 (April 24, 2019): 559–71. http://dx.doi.org/10.1177/1367006919844032.
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Aims and Objectives: This study examined how age of acquisition, immersion in a native English-speaking environment, and phonological environment influence Akan-English bilinguals’ production of English inter-dental fricatives. Design/Methodology: Forty-five Akan-English bilinguals who immigrated to the USA between the ages of 10 and 64 participated. English inter-dental fricatives occurring in word-initial, intervocalic, and word-final positions were elicited through a production task using sentence frames. Accuracy of production was analyzed relative to age of acquisition, relative length of immersion, and phonological environment. Findings/Conclusion: Performance was better overall on the voiceless than the voiced inter-dental, but the phonological environment mattered: performance was at ceiling for both in the medial position, but less good in the initial and final positions. Early age of acquisition conspired with length of residence in the USA to foster better production for both sounds. However, substitutions for target segments were still observed in the most fluent speakers. These results indicate that in determining speakers’ proficiency in the second language, we must consider all of these factors—phonological environment, age of acquisition, and length of stay—together to gain a comprehensive picture of development. Originality: Few studies have examined Ghanaian speakers’ English, even though English is the official language of Ghana. Further, previous studies on second-language speakers’ abilities with inter-dental fricatives have largely focused on word-initial environments. The present study reveals that distinct phonological environments may not show the same effect. Here, speakers were particularly accurate in intervocalic positions. Significance: This study contributes to theoretical debates concerning the roles of input and age of acquisition for second-language learning. It also provides insights on some of the possible hurdles that second-language learners face as they strive to acquire additional languages, which can assist second-language teachers in designing appropriate methodologies to help learners.
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Fernández Zas, María. "Specialised discourse in medical research articles." Diacrítica 35, no. 2 (August 13, 2021): 146–71. http://dx.doi.org/10.21814/diacritica.622.
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Due to the enormous development of science and technology in recent times, English has become the leading language for conveying specialised knowledge. Conversely, in Galicia, the study of specialised discourse has remained largely unexplored until the very end of the last century, when Galician achieved the status of co-official language within the Spanish State. This article presents an analytical and descriptive approach to the notion of specialised discourse with three objectives. First of all, it attempts to clarify the aforementioned concept, as well as its distinctive features, in order to identify potential differences and similarities in terms of how experts belonging to the English and Galician-speaking worlds understand and use specific-domain languages. Secondly, it aims to conduct a quantitative and qualitative corpus-based comparison of the most relevant morphosyntactic features in English and Galician specialised discourse, with a particular focus on the field of medical writing. Lastly, this article also intends to fill a significant gap in Galician linguistic studies, where research on specific-domain languages remains a pending issue. To attain these objectives, a corpus-based cross-linguistic comparison of English and Galician specialised discourse is carried out based on twenty-four research articles. By means of which, the most representative morphosyntactic characteristics of specialised texts are analysed, interpreted and discussed in depth for both languages. The results reveal that English and Galician domain-specific languages present far more similarities than might be expected at first, the most notable differences being those inherent to the specificity of each linguistic system.
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Rinawati, Rinawati, Setyo Trisnadi, and Didik Murwantono. "Needs Analysis of English for Medical Purposes: A Student Perspective." Language Circle: Journal of Language and Literature 16, no. 2 (April 26, 2022): 348–56. http://dx.doi.org/10.15294/lc.v16i2.35445.
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English has been integrated into medical curriculum in higher education in countries where English is not the official language of instruction. For medical students—non-English department students—English has been taught to meet specified academic and professional needs of learners in so-called English for specific purposes (ESP). To ensure that English program is relevant to the learner’s needs, a need analysis is required. This study aimed to investigate the English needs of the first-year medical students taking a compulsory program of English for academic purposes at Faculty of Medicine, Sultan Agung Islamic University. The data were collected using a questionnaire to assess the medical students’ purpose of learning English, the importance of learning English, language learning needs of major language skills (reading, writing, listening, speaking) and their preference of assessment type. The data were descriptively analyzed. Forty-five students consisting of 67 % female and 33% male completed the questionnaire. Most students (76%) used English when studying. All students agreed on the importance of English. The most important sub skill included reading technical article in medicine, listening to audio and listening oral presentation, giving spoken presentation, writing medical prescription. Individual achievement was the most preferred type of assessment. The medical students agreed on the importance of English specific purposes. The interpretation of findings will be useful for the design of English for specific purposes in the study setting.
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Pop, Anişoara, and Raluca Crişan. "Technology-Based Projects in Medical English." Acta Universitatis Sapientiae, Philologica 7, no. 3 (December 1, 2015): 67–75. http://dx.doi.org/10.1515/ausp-2015-0055.
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Abstract The paper presents empirical results of applying asynchronous writing and speaking tools in Medical English learning (ME). Class-size Voice-Thread and Blogger-based non-mandatory projects were conducted with general and dental medicine students in two consecutive years for one semester each, with significantly improved outcomes in terms of extension of the writing and speaking time in the target language, motivation and engagement levels as well as confidence and awareness of one’s competence.
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Pop, Anişoara. "Redesigning Summative Evaluation in Medical English." Romanian Journal of English Studies 16, no. 1 (November 1, 2019): 144–50. http://dx.doi.org/10.1515/rjes-2019-0018.
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AbstractEvaluation of discrete skills such as reading comprehension as well as vocabulary and grammar multiple choice testing are commonplace in Medical English examinations in higher education. But are these approaches to evaluation practically oriented enough so as to provide a clear image of what students can do with the language in a real life communicative context? This paper will present a case of projectbased evaluation with students in English for Medical Cosmetics likely to meet such challenges.
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Peng, Yong Mei, Ping Feng Li, and Yan Xiong. "Lexical Block and Medical English Translation." Advanced Materials Research 1030-1032 (September 2014): 2715–18. http://dx.doi.org/10.4028/www.scientific.net/amr.1030-1032.2715.
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The overall lexical block is stored, relatively fixed language chunks, with an active role in the process of translation. Compared with the single word, lexical block itself has a "holistic" and "exemplary"Making the extraction and use of faster and smoother, more conducive to normative translator, accuracy and authentic nature in terms of the choice of words and terms. Chunk Chunk reserves and knowledge conducive to the realization of translation fluency and accuracy and plays an important role in medical English translation.
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Antić, Zorica, and Nataša Milosavljević. "Medical Studies in English: Shared Learning." Acta Facultatis Medicae Naissensis 31, no. 2 (June 26, 2014): 129–32. http://dx.doi.org/10.2478/afmnai-2014-0015.
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Summary In recent years, medical studies in English have been organized at the Niš Faculty of Medicine. Thus, modern teaching approaches are required. It has been shown that there are many similarities between the two fields - English and medicine. As a result, it is believed that the methods and strategies used in teaching medical English language could be helpful when it comes to medical subjects. The paper presents the principles and techniques of teaching English for medical purposes and examines the possibility of applying these principles to teaching medical subjects in English.
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Khisamova, Venera, Liliia Abdullina, Leila Nurgalieva, and Elmira Khabibullina. "Classification of Homonymic Terms in Medical Terminology of English, Russian and Tatar Languages." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 18. http://dx.doi.org/10.36941/jesr-2020-0107.
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This study is undertaken to identify the similarities and differences of classification of homonyms in medical terminology of English, Russian and Tatar languages. In this paper a comparative method was used to identify the common and special in the compared languages. The basis of comparison in the medical terminology of genetically unrelated languages was established. In this study, the method of feature comparison was used, i.e. the phenomenon of homonymy was studied in a comparative aspect. The results of this study contribute to ordering the terms, the selection of the correct, appropriate term when translating medical texts from one language into another. The languages under the consideration have intra-terminological, inter-terminological, inter-system homonymy. Besides, there are homonymic relations between eponyms in all languages. In the medical terminology of the English language, the following groups of homonyms are found: absolute, incomplete, partial (homophones, homographs) homonyms. Incomplete homonyms are divided into lexical and lexical and grammatical, and partial homonyms are divided into lexical, lexical and grammatical, grammatical (homonyms-converse terms). Homophones, in turn, are classified into homophones and near homophones. Homonyms are classified into homonyms of a high degree of homonymity, homonyms of a medium degree of homonymity, homonyms of a low degree of homonymity in Russian medical terminology. In medical terminology of the Tatar language absolute and incomplete homonyms are distinguished. Incomplete homonyms include homoforms that belong to different parts of speech and homographs. Homographs are rare phenomenon in the medical terminology of the Tatar language. Separately, as a special group, homonyms-converse terms are considered. There are three types of functional shift relations in the Tatar language: syntactic, lexical and semantic, the most common of which is syntactic relation. The phenomenon of homonymy affects the Greek-Latin terminological elements, which are international. Comparative analysis of three languages in the matter of homonyms in medical terminology has shown that English and Tatar languages have more similarities than English and Russian ones and Russian and Tatar ones. The English medical terminology is more replete with homonymous acronyms than Russian and Tatar ones.
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Kong, Yuan. "A Study of the Current Situation and Countermeasures of Medical English Talents Training Based on KAQ Education Mode." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 694. http://dx.doi.org/10.17507/tpls.0806.21.
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In order to cope with the challenge of medical English education, based on reading and researching related data in English Majors in medical colleges and analysis of the current situation of English training in medical colleges in China, this paper explores the medical English specialty cultivation mode, and provide a theoretical reference for the relevant departments to implement education reform. Through the actual investigation, a medical college is compared with other professional medical college English curriculum education system, training system and student satisfaction and opinions on the stage in order to explore the status of English medical personnel professional training. Then, it puts forward the integration methods of medical English training and advice of KAQ model. The aim is to provide theoretical basis and practical guidance for the training of medical English professionals with comprehensive development of knowledge, ability and quality.
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Edouard, Bruno. "Who Cites Non–English-Language Pharmaceutical Articles?" Annals of Pharmacotherapy 43, no. 3 (March 2009): 549–50. http://dx.doi.org/10.1345/aph.1l490.
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Milosavljevic, Natasa, Aleksandar Vuletic, and Ljiljana Jovkovic. "Learning medical English: A prerequisite for successful academic and professional education." Srpski arhiv za celokupno lekarstvo 143, no. 3-4 (2015): 237–40. http://dx.doi.org/10.2298/sarh1504237m.
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The aim of this paper is to present specificities of the English language teaching necessary for successful education and professional training of medical students. In contemporary globalized world the English language has become the basic language of communication in all scientific fields including the field of medical science. It is well established that Medical English teaching should primarily focus on stable linguistic competence in English that is created by means of content and context based curriculum, thus preparing students for active use of English upon graduation. In order to achieve this it is very important that English language teaching be based on specific real situations in which the language is to be used. In addition, students should be encouraged to adapt practical skills applicable in specific future professional setting. Medical English teaching represents constant challenge for teachers because they need to be flexible, open to new approaches and methods, make decisions and adapt themselves to constant changes. In addition, long-term learning is at the core of higher education, and being equal partners, both students and teachers should be aware that education is a two-way process.
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Yuldasheva, Dilfuza, Yodgora Tuhtaboyeva, and Maftuna Shamsiddinova. "Teaching English To Medical Students On The Basis Of Professionally Oriented Approach." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 558–62. http://dx.doi.org/10.37547/tajssei/volume03issue04-90.
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Modern approaches such as professionally oriented, communicative and competence-based approaches in teaching a foreign language are core issues for all areas of higher education today. One of the areas of teaching English for the specialty is English for medical purposes. English for medical purposes is taught from a real-world perspective, which means teaching English is context-specific and vocabulary in many countries around the world. This article deals with issues of the teaching students of medical specialties in English for special purposes and provides a brief overview of the specific characteristics of medical English and exercises aimed at mastering at professional vocabulary acquisition in mixed-level learning groups.
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Kandijaš, Sofija Micic. "Developing an English Language Course for Serbian Doctors." HERMES - Journal of Language and Communication in Business 26, no. 51 (October 25, 2017): 53. http://dx.doi.org/10.7146/hjlcb.v26i51.97437.
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Today, medical practitioners everywhere need to use Medical English (ME) at work or for study. To keep up-to-date with medical science, they need to be competent in ME and take appropriate courses. There has been no such course at the Faculty of Medicine, University of Belgrade, and the present paper provides suggestions for how to develop such a course, taking into account common and context-specific features. The objective of this article is hence to provide an outline of a ME course for Serbian doctors to increase the doctor’s proficiency in written and spoken communication in the context of current medical practice and patient care. Furthermore, the aim of the article is for the Serbian doctors to be well trained to successfully perform their professional tasks in the English language of medicine.
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Worley, Leticia, and Catherine Elder. "Miscommunication in the medical encounter." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 17–34. http://dx.doi.org/10.1075/aral.14.1.02wor.
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Abstract The paper draws upon a study of interaction between staff and non-native speakers of English in the Outpatients Department carried out at the request of a large public hospital. It discusses the nature of communication in the medical setting and the effects of institutionalized models of interaction on patients of both non-English speaking and English-speaking background. An attempt is made to characterize typical language exchanges at various points in patients’ passage through the system and to offer explanations for communication problems arising from selected interactions between patients and hospital staff. Outcomes of these interactions as evidenced by patients’ ability to demonstrate understanding of their medication regimes are also considered. While according cross-cultural factors an important role in communication with non-English speakers, and accepting that NESB patients on account of their limited English may be disadvantaged in the medical encounter, it was concluded that communication difficulties can arise intraculturally as well as cross-culturally and that the differentiated roles of staff and patients constitute the overriding constraint on effective communication. Implications are drawn for the ways in which social interaction between unequal parties is mediated through language.
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Yelahina, N. I., and N. O. Fedchyshyn. "METHODS OF LEARNING PROFESSIONAL ENGLISH VOCABULARY BY MEDICAL STUDENTS." Медична освіта, no. 3 (December 16, 2021): 106–12. http://dx.doi.org/10.11603/m.2414-5998.2021.3.12609.
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The given article deals with the issue of acquisition of professional lexical skills and foreign language communicative competence according to new methods in training specialists by students of higher educational institutions studying in medical specialties. The article reveals the essence of methods of studying English-language vocabulary and a number of aspects of optimal and effective application of these methods in teaching English-language vocabulary to medical students. The components of methods of teaching vocabulary in a foreign professional language, in particular in the context of teaching English to medical students, are considered, and mnemonic techniques and the possibility of their application in English classes are analyzed. The advantages of using these methods are described, as well as the conditions that will make the learning process effective. It is proved that by mastering the English-language vocabulary, specialists’ professional abilities increase, it is one of the means of personal growth of specialists in the future, as well as an important condition for successful career growth of future doctors, because they will be able to establish professional connections with foreign colleagues.
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Bakhriddinovna, Kobilova Aziza. "Lingua-cultural aspects of medical periphrases of English language." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 15–20. http://dx.doi.org/10.5958/2249-7137.2022.00360.3.
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Chur‐Hansen and Vernon‐Roberts. "Clinical teachers' perceptions of medical students' English language proficiency." Medical Education 32, no. 4 (July 1998): 351–56. http://dx.doi.org/10.1046/j.1365-2923.1998.00228.x.
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Baruch, J. J. "PROGRESS IN PROGRAMMING FOR PROCESSING ENGLISH LANGUAGE MEDICAL RECORDS." Annals of the New York Academy of Sciences 126, no. 2 (December 16, 2006): 795–804. http://dx.doi.org/10.1111/j.1749-6632.1965.tb14324.x.
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Su, Huanan, and Fengyi Ma. "Use of Medical English Corpus among Contemporary Chinese College Medical Students: A Needs-based Analysis." Athens Journal of Philology 9, no. 3 (September 1, 2022): 181–96. http://dx.doi.org/10.30958/ajp.9-3-1.
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The current research paper attempts to expose and analyze the general situation as well as what the needs of use of medical English corpus are among contemporary Chinese college medical students. At the same time, it makes efforts to uncover how to meet the needs for it. One hundred medical students took part in the research and they were asked to answer questionnaires purposefully designed, so as to collect comprehensive data with regard to the use of medical English corpus. The results of the current research has shown that there is a strong need of use of medical English corpus among contemporary Chinese college medical students as well as a severe lack of guidance of it from medical teachers in Chinese medical universities. Thus, this research further suggests that medical teachers should also guide medical students to meet the needs of selecting proper medical English corpus sensibly in their language learning practice. Keywords: medical English corpus, use, contemporary Chinese college medical students, needs analysis, language learning
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Bauer, Eurydice Bouchereau, and Patrick C. Manyak. "Creating Language-Rich Instruction for English-Language Learners." Reading Teacher 62, no. 2 (October 2008): 176–78. http://dx.doi.org/10.1598/rt.62.2.10.
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Wang, Changyou, Haiyang Wang, and Xinhua Luan. "Construction of Modular-Based Curriculum Framework for Medical English Teaching in China." English Language Teaching 13, no. 12 (November 20, 2020): 37. http://dx.doi.org/10.5539/elt.v13n12p37.
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Current research on the medical English curriculum system is in an unsystematic state. According to the modular teaching theory and ESP classification, especially Hutchinson & Waters’s (1986) and Jordan’s (1997) categories, three modules of medical English curriculum system are put forward for non-English speaking countries to cultivate their international medical students and strengthen their international cooperation. These modules are Medical Humanities English, Medical Occupational English and Medical Academic English. Each of the above modules is independent but related to the others in a sequential relationship. Offering modular medical courses not only provides a language platform for medical students to catch up with the pace of internationalization, but also accelerates the process to study the advanced medical technology through international communications.
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Nazarova, M. "BORROWED LEXICAL TERMS IN THE ENGLISH LANGUAGE OF MEDICINE." National Association of Scientists 2, no. 67 (June 15, 2021): 48–51. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.67.434.
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The article aims to review notion and issues of borrowed words and the ways of using English borrowed words that are employed in the field of medicine. The article seeks to identify the lexical, morphological structure of English loan words, and analyzes medical borrowed words and translations in Karakalpak language. In the article, descriptive, comparative analysis methods are used. Moreover, the author considers that there are some differences and the similarities that exist between the English and Karakalpak medical borrowed words and their expressions. As medicine having a long history, it is obvious that different nations might have contributed to its development that has been accompanied by the creation of the terminology necessary to describe the discoveries made and to express the concepts that evolved in the course of this development. Therefore, our purpose in this paper is to highlight some of the linguistic contributions made to Medical English by a number of foreign medical languages.