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    Wyświetlanie 1-11 z 11
    Tytuł:
    Humour in Professional Academic Writing
    Autorzy:
    Warchał, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/783244.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    humour
    English for Academic Purposes
    academic writing
    professional academic genres
    Opis:
    Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 43-54
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    COLLABORATIVE ACADEMIC PROJECTS ON SOCIAL NETWORK SITES TO SOCIALIZE EAP STUDENTS INTO ACADEMIC COMMUNITIES OF PRACTICE
    Autorzy:
    Dashtestani, Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/955834.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    collaborative learning
    social network sites
    English for Academic Purposes
    Opis:
    Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students’ attitudes towards EAP and academic content learning. Three groups of students from three disciplines, i.e. engineering (n = 54), social sciences (n = 57), and basic sciences (n = 62) participated in the study. The students participated in collaborative projects on three social network sites, i.e. Facebook, LinkedIn, and ResearchGate, for a period of four months with the help of their teachers. Questionnaires and semi-structured interviews were utilized as the instruments of the study. The results suggested that the students from the three disciplines had positive attitudes towards carrying out collaborative projects on three social network sites. No significant difference was identified regarding students’ attitudes. The perceived benefits of the project work included opportunities for having international communication, learning academic vocabulary, peer collaboration, teacher support, and opportunities for improving academic English and academic literacy. The study further explored students’ attitudes towards factors which affected students’ project work and the limitations of the use of collaborative projects on three social network sites. The students showed a preference for using Facebook; however they did not agree on their interest in the use of ResearchGate and LinkedIn. The findings can have implications for integrating the three social network sites in EAP instruction.
    Źródło:
    Teaching English with Technology; 2018, 18, 2; 3-20
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Educational technologies in textbooks: the case of Iranian EAP context
    Autorzy:
    Nushi, Musa
    Momeni, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/2096329.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English for Academic Purposes (EAP)
    educational technologies
    authors
    textbooks
    Opis:
    Technological developments have been changing the English for Academic Purposes (EAP) instruction. Although there is a wide literature on (the effects of) application of various educational technologies in EAP courses, there is scarcely any literature on the inclusion of such technologies in EAP textbooks. This study addresses that gap and investigates whether and how educational technologies have been introduced or applied in the EAP textbooks used in Iranian universities. Moreover, it tries to elicit the reasons why the authors of those textbooks included or excluded such technologies. To achieve the first objective, 94 EAP textbooks from four disciplines, namely Arts, Engineering, Humanities, and Medicine, were selected and analyzed to find out whether and how these textbooks treat educational technologies. To fulfil the second objective, a semi-structured interview was conducted with 18 of the EAP textbook writers to discover their justifications regarding the inclusion or exclusion of educational technologies in the books. The results indicated that the textbooks were largely devoid of educational technologies, with the authors citing a number of reasons for not including such technologies in the books, the most important of which was their own lack of educational technology know-how. Since EAP courses are usually implemented in universities, this study suggests that introduction and incorporation of affordances provided by educational technologies in EAP textbooks can contribute to university teachers’ efficacy and students’ academic development.
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 65-86
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The reception and representation of English as an academic language among foreign students in Poland and its influence on (re)shaping individual identities
    Autorzy:
    Furman, Mateusz
    Aleksandrzak, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/14999927.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Identity
    self-concept
    English for Academic Purposes
    genre analysis
    Opis:
    The article discusses selected problems of learning and using English as an academic language from the perspective of foreign students in Poland. The theoretical part of the paper concentrates on the issues related to the concept of identity and the status of English as an academic lingua franca, especially in the light of the growing role of English for Academic Purposes (EAP) in university education. Such theoretical background is intended to serve as a kind of introduction to the discussion which centres around the influence of this specific social variation of the English language on the process of shaping or reshaping identities among students who have decided to continue their education outside their native language environment in the multilingual context of a university language department. Seen from such a perspective, university courses in EAP may be treated as a form of practical implementation of multilingual pedagogy and, more specifically, the idea of inclusive “classrooms” with a particular goal-oriented curriculum. The empirical part of the article presents the research project which aimed to examine the above-mentioned phenomena as experienced by a group of language students of different ethnic and national background who have been studying (and living) in Poland for at least a year. The main research technique used in this qualitative study was the semi-structured interview, selected with a view to obtaining an in-depth picture and highly personalised account of the process of (re)constructing individual identities in a specific social context and educational setting.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 97-117
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The place of the purpose statement in linguistics article introductions: an English–Polish perspective
    Autorzy:
    Warchał, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2050944.pdf
    Data publikacji:
    2018
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    English for Academic Purposes
    genre analysis
    rhetorical moves
    research article
    introduction
    Opis:
    This article discusses selected aspects of the organisation of the academic article introduction – a section of a central academic genre, recognised as both troublesome (Swales 1990) and strategically important, as it is at this stage that the reader forms the fi rst, and often lasting, impressions of the whole text. Based on Swales’ (1990) revised CARS model of article introductions and drawing on previous Polish–English contrastive studies (e.g., Duszak 1994; Golebiowski 1998, 1999), it looks into the placement, realisation, and role of the purpose statement in introductions to articles published in the years 2001-2006 in linguistics-related peer-reviewed English and Polish-language journals. It seeks answers to the following questions: (i) Is the statement of purpose a typical/recurrent feature of introductions to Polish-language articles? (ii) If it does occur in Polish, in which part of the introduction is it usually made by Polish authors as compared to English writers? (iii) What is the preferred way of announcing it in both groups of texts? and (iv) Can any assessment be made of its prominence in both languages on the basis of what precedes and what follows it? Contrary to what might have been expected on the basis of previous studies, the article demonstrates that the statement of purpose is in fact a stable element of the introduction to a Polish-language linguistics article, although its prominence depends on the presence of other rhetorical moves.
    Źródło:
    Linguistica Silesiana; 2018, 39; 327-346
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How EFL teacher trainees in a TESOL graduate program integrate tools and platforms into teaching EAP
    Autorzy:
    Love, Mark
    Powiązania:
    https://bibliotekanauki.pl/articles/2096323.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital learning
    English for Academic Purposes
    student-centered learning
    teacher training
    TPACK
    Opis:
    This project attempts to measure how teachers in a TESOL graduate program practically employ technology to teach English for Academic Purposes (EAP). Determining how teachers in training employ technology in teaching is difficult as one first needs to determine an instrument that can track evidence of how teachers envision combining technology with teaching EAP concepts in their teaching environments. A teacher training activity that can also be used as an instrument to measure how teacher trainees use or envision using technology to teach is student generated teaching suggestions (SGTSs), an activity that asks teacher trainees to develop and post teaching suggestions related to weekly course readings to a Moodle forum. If the SGTSs relate to technology, this activity can also be used to develop and measure technological, pedagogical, and content knowledge (TPACK). Utilizing a longitudinal research design, SGTSs that employed technology to teach EAP posted in a number of master’s in TESOL courses over a three-year period are presented and analyzed to determine how teacher trainees envisioned implementing technology in their teaching, the value of asking teachers to make SGTSs related to teaching with technology, the implications of their suggestions concerning teaching EAP with technology, and ways to improve the activity to better develop TPACK in student teachers.
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 38-64
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and China
    Autorzy:
    Kaur, Kashmir
    Powiązania:
    https://bibliotekanauki.pl/articles/780705.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    student mobility
    Chinese students
    English for academic purposes (EAP)
    English as a medium of instruction (EMI)
    Opis:
    In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students’ perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students – one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of “crossing borders” for educational purposes. The data was analysed using thematic analysis (Clarke & Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 3; 451-472
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The study of conceptual metaphors in ESAP L2 writing: range and variability
    Autorzy:
    Permyakova, Tatiana
    Utkina, Tatiana
    Powiązania:
    https://bibliotekanauki.pl/articles/620641.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    metaphor
    cognitive linguistics
    conceptual metaphor models
    academic discourse
    professional discourse
    English for specific purposes
    English for academic purposes
    L2 writing
    Economics
    metaphoric competence
    Opis:
    The article presents the study of the influence of professional competence of EFL learners on their academic writing. The task was approached through analyzing learners’ competence in specific knowledge domains - knowledge of terms and specific concepts, represented as conceptual metaphors. Conceptual metaphor models were analyzed in the English written texts produced by Russian students with different competences in economics – at both non-professional and professional levels of academic discourse (NPAD and PAD respectively). Metaphor Identification Procedure VU University Amsterdam (MIPVU) was applied to metaphor identification, and alternative metaphor and preferential conceptualization analysis was performed to compare the scope of source and the range of target in NPAD and PAD. Findings highlight the areas of commonality as well as divergence in terms of students’ professional competence represented in conceptual metaphors in L2 writing. The main differences in the scope of the source analysis are quantitative rather than qualitative. The range of target comparison between NPAD and PAD indicates a significantly larger range of targets for the professional level students, a lower level of metaphorization for the non-professional level, and inclusive strategies across the two levels. Practical recommendations suggest an improved research methodology for studying metaphor production in EAP and ESP as well as a deeper understanding of ESP content and its structure.
    Źródło:
    Research in Language; 2016, 14, 4
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    GENRE-BASED APPROACHES IN TEACHING AND LEARNING ENGLISH FOR ACADEMIC PURPOSES (EAP)
    Autorzy:
    Aleksandrzak, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/442983.pdf
    Data publikacji:
    2018-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    English for academic purposes (EAP), genre, critical thinking, academic skills, discussion, debate
    język angielski akademicki, gatunek, myślenie krytyczne, umiejętność uczenia się, dyskusja, debata
    Opis:
    In recent years English for academic purposes (EAP) has become one of the mainstream fields of practice, study and research within lan-guage education, mainly due to the position of English as the interna-tional language of higher education and scientific research. The paper briefly examines the main assumptions of the approach in the context of its links to ESP (English for specific purposes), systemic functional linguistics and new literacy studies. However, the main focus of the present discussion is on genre-based pedagogy as the leading frame-work and an important point of reference for EAP education. To illus-trate this perspective within the field, the notion of genre and its in-terpretations in foreign language teaching are discussed. Finally, two closely related academic genres – discussion and debate – are ex-plored with the aim of indicating their potential benefits, areas of dif-ficulty and challenges for students and teachers in the EAP classroom.
    Źródło:
    Neofilolog; 2018, 51/2; 137-151
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Efektywność przyswajania słownictwa specjalistycznego w języku angielskim jako obcym: porównanie dwóch działań dydaktycznych opartych na nauczaniu komplementarnym
    The effectiveness of the acquisition of specialist vocabulary in English as a foreign language - the comparison of two didactic procedures based on complementary teaching
    Autorzy:
    Lesiak-Bielawska, Elżbieta Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/425818.pdf
    Data publikacji:
    2014
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    vocabulary acquisition in English for Specific Academic Purposes (ESAP)
    IBM SPSS Statistics 20.0
    Opis:
    The article presents research findings related to vocabulary acquisition in English for Specific Academic Purposes (ESAP). To explore the impact of two complementary / blended learning procedures on receptive and productive aspects of vocabulary acquisition in ESAP, a quasi-experimental research design was adopted, with both pre- and post-treatment tests, experimental and control groups, but no random assignment of respondents. IBM SPSS Statistics 20.0 was employed to conduct the preliminary processing of the collected data and their statistical analysis.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2014, 5 (57); 25-32
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Academic Requirements of Medical Students in the Context of Their Professional Education
    Wymagania akademickie studentów medycyny w kontekście ich kształcenia zawodowego
    Autorzy:
    Gutor, Lyubov V.
    Powiązania:
    https://bibliotekanauki.pl/articles/34109353.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Ukraine
    medical university
    English for professional purposes
    medical student
    academic aim
    professional requirements
    Ukraina
    Uniwersytet medyczny
    angielski do celów zawodowych
    student medycyny
    cel akademicki
    wymagania zawodowe
    Opis:
    The research aims at studying academic requirements of medical students in the context of their professional education. The paper defines the appropriateness of academic goals in relation to modern professional trends and requirements of future health care professionals.The survey involved 407 participants. It was directed at defining the state of student’s learning environment at the department of Latin and foreign languages, in particular it concerned the quality and efficacy of learning and teaching the subject “English for professional purposes”.  The results prove that all of the defined academic aims of the subject “English for professional purposes” correspond to academic requirements of medical students. The following is confirmed by a significantly higher number of responses “very important” and “important” compared to the responses “unimportant” and “absolutely unimportant” (p<0.05), while evaluating the importance of the academic aim. Thus, the performed analysis of survey results concerning the academic requirements of medical students confirmed the appropriateness of setting academic goals in the context of professional education of future physicians. The system of academic goals aids realization of competence-based approach in higher medical education and consequently the development of professional readiness to communicate in a medical setting with health care professionals and patients.
    Badania mają na celu poznanie wymagań akademickich studentów medycyny w kontekście ich kształcenia zawodowego. W artykule zdefiniowano adekwatność celów naukowych w odniesieniu do współczesnych trendów zawodowych i wymagań przyszłych pracowników ochrony zdrowia.W badaniu wzięło udział 407 uczestników. Miało ono na celu określenie stanu środowiska uczenia się studentów na oddziale łaciny i języków obcych, w szczególności dotyczyło jakości i efektywności uczenia się i nauczania przedmiotu „język angielski do celów zawodowych”. Wyniki dowodzą, że wszystkie wymienione cele naukowe przedmiotu „Angielski do celów zawodowych” odpowiadają wymaganiom akademickim studentów medycyny. Potwierdza to istotnie większa liczba odpowiedzi „bardzo ważne” i „ważne” w porównaniu z odpowiedziami „nieważne i zdecydowanie nieważne” (p<0,05) przy ocenie ważności celu naukowego. Tym samym przeprowadzona analiza wyników badań ankietowych dotyczących wymagań akademickich studentów medycyny potwierdziła trafność stawianych celów akademickich w kontekście kształcenia zawodowego przyszłych lekarzy. System celów akademickich sprzyja realizacji podejścia opartego na kompetencjach w wyższym szkolnictwie medycznym, a co za tym idzie rozwijaniu profesjonalnej gotowości do komunikowania się w środowisku medycznym z pracownikami służby zdrowia i pacjentami.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2023, 36, 3; 19-29
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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