Results 1 to 10 of about 98,979,651 (292)
THE U.S. FOREIGN LANGUAGE DEFICIT AND LANGUAGES FOR SPECIFIC PURPOSES [PDF]
Journal of Languages for Specific Purposes, 2014 Within the framework of the U.S. foreign language deficit, the author addresses the case for Languages for Specific Purposes (LSP), and more specifically, Business Language Studies (BLS), through an examination of the relevant literature and building on ...
Kathleen Stein-Smith
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THE U.S. FOREIGN LANGUAGE DEFICIT, LANGUAGE ENTERPRISE, AND LANGUAGES FOR SPECIFIC PURPOSES [PDF]
Journal of Languages for Specific Purposes, 2015 At present, there is a gap between the need for foreign language skills and their availability in the U.S. marketplace, resulting in a monolingual American in a multilingual global workplace. The Language Enterprise, a partnership of government, academia,
Kathleen Stein-Smith
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TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: MOTIVATION AND COOPERATIVE LEARNING [PDF]
International Journal of Social and Educational InnovationOne of the most notable features of recent years in the field of linguistics and didactics of foreign languages is the increase of interest in languages for specific purposes.
Enkela DALIPI
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Digital Reflective Portfolio Model for Foreign Languages for Specific Purposes
Inovacije u Nastavi, 2021 In the conditions of online teaching and working in digital environment, digital portfolio is one of important tools in the process of improving the quality of teaching and the implementation of the student-oriented model of university teaching.
Miroslava Ristić, Ana Vujović
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Project-based Method in Teaching Foreign Language for Specific Purposes
Procedia - Social and Behavioral Sciences, 2015 AbstractThis paper considers the innovative methods of teaching Foreign Language for Specific Purposes. The methods are intensively implemented in teaching 3–4-year students at the Institute of Natural Resources, Tomsk Polytechnic University (TPU), Russia. In particular, the paper presents the international project “Approaching the Arctic” developed in
Bolsunovskaya, Ludmila M. +5 more
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Digital Environment Teaching Model for Foreign Languages for Specific Purposes
Inovacije u Nastavi, 2019 The aim of this paper is to present a digital environment teaching model, based on critically observed problems in teaching the foreign language for specific purposes and the analysis of the educational potentials of digital technologies, in the context ...
Miroslava R. Ristić
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TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS
BORDER SECURITY AND MANAGEMENT, 2018 Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique
Diāna Soboļeva, Inta Madžule
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LANGUAGE INSTRUCTION IN TOURISM EDUCATION: BEYOND THE VOCATIONAL FIELD [PDF]
Romanian Review of Geographical Education, 2020 The paper reports on the quantitative data resulting from the questionnaires designed by the authors (language for specific purposes instructors) addressing both graduate students’ range of abilities, skills and competences ...
ELENA PĂCURAR, ROXANA MIHELE
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“Flipped” method for teaching grammar of a foreign language at non-linguistic faculties
Викладання мов у вищих навчальних закладах освіти на сучасному етапі: Міжпредметні зв'язки, 2021 The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of
M. Kondratyuk, L. Romaniuk
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FOREIGN LANGUAGE FOR SPECIFIC PURPOSES: METHODOLOGICAL ASPECTS OF TEACHING
KELM (Knowledge, Education, Law, Management), 2022 Викладання технічної мови стає дедалі актуальнішим у сучасному європейському суспільстві, що характеризується різними «рухами», проте групи студентів стають більш диференційованими, а викладачі, які зазвичай не є експертами в певній галузі, зазнають труднощів зі створенням курсів для студентів, оскільки можливості для навчання чи підвищення ...
Tetiana Poliakova, Viktoriia Samarina
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