MULTIFACETED DIMENSIONS OF INTEGRATION IN TEACHING ENGLISH FOR NATURAL SCIENCES

Authors

DOI:

https://doi.org/10.20535/2410-8286.142286

Keywords:

integrated approach, English for specific purposes, English for Sciences, needs analysis, course contents, didactic methods, language skills

Abstract

The research is aimed at discussing multifaceted dimensions of integration in teaching and learning foreign languages for specific purposes, namely – English for Sciences. The author explored the relevance, necessity, efficiency, and challenges teachers face when teaching students ESP in terms of language and professional content integration. The integrated approach has been viewed as contextualised integration of occupational situations, language and speech activity, involving the necessary speech skills and language habits singled out for each particular situation. The participants of the study were 112 teachers from 6 Ukrainian Universities. Specially designed surveys were used in the experiment. The results demonstrated teachers’ positive feedback on questions about the ESP relevance at technical universities. It was found that the course content, educational resources and materials should include that scope of knowledge and skills which will correspond to students’ professional as well as communicative needs. It can be achieved by the integration of needs and target occupational situation analysis with the course objectives and its content. With a view of enhancing the integration approach in ESP, the author suggests recommendations to follow for successful implementation of the approach.

Downloads

Download data is not yet available.

Author Biography

Volodymyr Sulym, Ivan Franko National University of Lviv

Foreign Languages Faculty

Dean

References

  1. Aljiffri, I. (2010). Effects of the Integrated Approach to Teaching English and Social Studies on Achievement in a Saudi Private Elementary School. Journal of Educational & Psychological Sciences, 11 (3), 11-31.
  2. Biber, D. (2003). Variation among university spoken and written registers: A new multi-dimensional analysis. In Ch.Meyer & P. Leistyna (Eds.), Corpus Analysis: Language structure and language use (pp.47-70). New York, NY: Rodopi. https://doi.org/10.1163/9789004334410_005
  3. Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  4. Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. New York: Palgrave Macmillan. https://doi.org/10.1057/9780230290518
  5. Byram, M. & Brumfit, Ch. (Eds.) (2002). Encyclopedia of Language Teaching and Learning. London: Routledge. https://doi.org/10.4324/9780203219300
  6. Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning & Technology, 9(2), 111-125.
    |
  7. Ciolan, L. (2008). Învăţarea Integrată: fundamente pentruun curriculum transdisciplinar. Polirom.
  8. Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23(4), 397-423. https://doi.org/10.1016/j.esp.2003.12.001
    |
  9. Harding, K. (2007). English for Specific Purposes. Oxford: Oxford University Press.
  10. Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27(1), 4-21. https://doi.org/10.1016/j.esp.2007.06.001
    |
  11. Kharlamov, I. (2004).Pedagogics. Minsk: Higher School.
  12. Kramsch, C. (2004). Context and Culture in Language Teaching. Oxford Applied Linguistics. Oxford: Oxford University Press.
  13. Lavrysh, Yu. (2016). Soft skills acquisition through ESP classes at technical universities. Journal of teaching English for specific and academic purposes, 4 (3), 517-525. https://doi.org/10.22190/JTESAP1603517L
  14. Morska, L., Horpinich, T., & Olendr, T. (2018). Teaching Medical Students’ Professional English Reading on the Basis of Individual Cognitive Learning Styles. Science and Educatin, 2, 86-93. https://doi.org/10.24195/2414-4665-2018-2-11
  15. Mykytenko, N. (2011). Tekhnolohiya Formuvannia Inshomovnoyi Profesijnoyi Kompetentnosti Majbutnikh Fakhivtsiv Pryrodnychoho Profiliu. [Technology of the Development of Foreign Language Professional Competence of Future Specialists in Natural Sciences]. Ternopil, Ukraine: TNPU.
  16. Nguyen, H., Nguyen, T. (2017). ESP: Perceptions of students and teachers of learning needs at Vietnamese schools. Int. J. of Adv. Res, 5 (4), 793-803 (ISSN 2320-5407). http://dx.doi.org/10.21474/IJAR01/3877
  17. Oxford, R. (2001). Integrated skills in the ESL/EFL Classroom. ERIC Digest. Retrieved 15 July 2018 from https://files.eric.ed.gov/fulltext/ED456670.pdf
  18. Parkinson, J. (2013). English for Science and Technology. In B. Paltridge & S. Starfield (Eds), The Handbook of English for Specific Purposes. Oxford: Wiley-Blackwell.
  19. Sarré, C. & Whyte, S. (2017). New developments in ESP teaching and learning research. Voilans, France: Research-publishing.net. https://doi.org/10.14705/rpnet.2017.cssw2017.9782490057016
  20. Starfield, S. (2014). Current and Future Directions in English for Specific Purposes Research. Revue française de linguistique appliquée, XIX (1), 9-14. Retrieved 15 July, 2018 from https://www.cairn.info/revue-revue-francaise-de-linguistique-appliquee-2014-1-page-9.htm.
  21. Tarnopolskiy, O. (2010). Constructivism methods of mixed learning of ESP in higher educational institutions. Journal of LvivState University of Life Safety, 2(4), 225–229.
  22. Toolan, M. (Ed.) (2008). Language Teaching: Integrational Linguistic Approaches. New York: Routledge. https://doi.org/10.1017/s0047404511000340

Downloads

Published

2018-12-24

How to Cite

Sulym, V. (2018). MULTIFACETED DIMENSIONS OF INTEGRATION IN TEACHING ENGLISH FOR NATURAL SCIENCES. Advanced Education, 5(10), 32–39. https://doi.org/10.20535/2410-8286.142286

Issue

Section

Education