Языковая и культурная осведомленность преподавателя английского языка для профессиональных целей

Rafael F. Forteza Fernandez , Maria Del C. Batista Gonzalez

Результат исследований: Вклад в журналСтатьяНаучно-исследовательскаярецензирование

Аннотация

Введение. В статье рассматривается категория языковой осведомленности преподавателя английского языка для профессиональных целей через включение понятия культурной осведомленности как особого компонента познавательной способности педагога. Целью статьи является концептуальное расширение этого понятия, которое актуализирует преподавание английского для особых целей в условиях, возникающих в результате беспрецедентной мобильности человека и межкультурных контактов. Материалы и методы. С помощью историко-логического метода описываются недостатки педагогического опыта и обосновывается необходимость преподавания культуры в курсах английского языка для специальных целей. Фундаментальная теория как индуктивная методология используется для генерации концептуального расширения, которое связывает такой материал исследования, как коммуникации в сферах медицины и бизнеса, а также данные о миграции населения и научных взаимодействиях. Результаты исследования. Сформулировано определение культурного знания английского языка для специальных целей как системы, содержащей перманентные (know-that) и временные (know-of) проявления культурных факторов в обществе. Практическая репрезентация этой системы показана на примере дискурса английского языка в сферах медицины и бизнеса. Данное исследование расширило представление о концепции преподавания английского языка в профессиональных целях, утверждая, что культурное сознание занимает центральное место в ESP дискурсе, благоприятствуя образованию, учитывающему культурные особенности. Обсуждение и заключение. Практическая значимость статьи заключается в обращении к опыту работы преподавателей английского для специальных целей, занятых в преподавании языка в области индустрии туризма, здравоохранения, экономики, а также академической деятельности, включающей научно-исследовательскую работу. Данная статья будет полезна практикам - преподавателям английского языка для специальных целей в различных областях, и исследователям, анализирующим проблемы и методики преподавания иностранного языка. В связи с многочисленными вариациями английского языка для особых целей, а также из-за сложности мотивации студентов, изучающих такого рода курсы, в статье обращается внимание и на затруднения, связанные с обращением к культурному содержанию, присущему всем учащимся. Этот аспект требует дальнейшего изучения.
Переведенное названиеЯзыковая и культурная осведомленность преподавателя английского языка для профессиональных целей
Язык оригиналаАнглийский
Страницы (с-по)23-36
ЖурналИнтеграция образования
Том23
Номер выпуска1 (94)
DOI
СостояниеОпубликовано - 2019

Отпечаток

teacher of languages
teacher
language
cognition
scientific cooperation
foreign language teaching
discourse
method of teaching
international cooperation
know how
population development
grounded theory
research and development
foreign language
neglect
student
Tourism
inclusion
medicine
contact

ГРНТИ

  • 14.07.00 Общая педагогика

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Forteza Fernandez , Rafael F. ; Batista Gonzalez , Maria Del C. / LANGUAGE AND CULTURAL AWARENESS OF A NON-NATIVE ESP TEACHER. В: Интеграция образования. 2019 ; Том 23, № 1 (94). стр. 23-36.
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abstract = "Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts. Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international scientific cooperation. Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education. Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mentioned above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all students in class, an aspect meriting further research.",
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LANGUAGE AND CULTURAL AWARENESS OF A NON-NATIVE ESP TEACHER. / Forteza Fernandez , Rafael F.; Batista Gonzalez , Maria Del C.

В: Интеграция образования, Том 23, № 1 (94), 2019, стр. 23-36.

Результат исследований: Вклад в журналСтатьяНаучно-исследовательскаярецензирование

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