Baya Arinova | Moscow State University (original) (raw)
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Universidad Nacional de Colombia (National University of Colombia)
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this paper evaluates the scope of teaching academic writing to Chinese students in a non-native s... more this paper evaluates the scope of teaching academic writing to Chinese students in a non-native speaking environment. We define the context of EAP studying and outline its purposes, which should be distinguished from those associated with ESP instruction or content-based instruction. This distinction is important as it determines the teaching framework of EAP instruction. We suggest that a teaching model aligned with such framework would emphasize the «reading-to-write» approach based on discourse analysis techniques as opposed to genre-based techniques. The suggested model foregrounds the interactive nature of learning, characterized by tangible forms of learning explored through instructional conversations. In the second part of the article, we show how these ideas apply to the teaching of summary writing as a core activity in academic writing programs. We believe the suggested approach can provide necessary scaffolding for novice writers in academic English and EAP teachers who are looking for more effective ways of teaching academic skills.
The article deals with the issue of linguistic accuracy in the broader context of teaching legal ... more The article deals with the issue of linguistic accuracy in the broader context of teaching legal English. The development of any legal English syllabus should rely on the careful balancing of legal and linguistic emphases at every step and in every aspect of the course—from the preparatory stage of selecting learning materials to the final stages of language output. The commitment to this sort of balance is illustrated by means of accuracy-sensitive examples from the Anglo-American court practice and serves as the foundation in the development of in-class tasks and activities. Language instructors are to consistently guide the learners’ progresses by providing the appropriate forms of activities and constant feedback. Teaching legal English in non-native speaking environment demands more attention to cultural issues. Defining all the elements of the course against learners’ cultural background can facilitate the acquisition of legal and linguistic skills and prepare them for future encounters with other legal systems.
Неофилология. Т. 6, № 23. , 2020
The article deals with the issue of linguistic accuracy in the broader context of teaching legal ... more The article deals with the issue of linguistic accuracy in the broader context of teaching legal English. The development of any legal English syllabus should rely on the careful balancing of legal and linguistic emphases at every step and in every aspect of the course—from the preparatory stage of selecting learning materials to the final stages of language output. The commitment to this sort of balance is illustrated by means of accuracy-sensitive examples from the Anglo-American court practice and serves as the foundation in the development of in-class tasks and activities. Language instructors are to consistently guide the learners’ progresses by providing the appropriate forms of activities and constant feedback. Teaching legal English in non-native speaking environment demands more attention to cultural issues. Defining all the elements of the course against learners’ cultural background can facilitate the acquisition of legal and linguistic skills and prepare them for future encounters with other legal systems.
this paper evaluates the scope of teaching academic writing to Chinese students in a non-native s... more this paper evaluates the scope of teaching academic writing to Chinese students in a non-native speaking environment. We define the context of EAP studying and outline its purposes, which should be distinguished from those associated with ESP instruction or content-based instruction. This distinction is important as it determines the teaching framework of EAP instruction. We suggest that a teaching model aligned with such framework would emphasize the «reading-to-write» approach based on discourse analysis techniques as opposed to genre-based techniques. The suggested model foregrounds the interactive nature of learning, characterized by tangible forms of learning explored through instructional conversations. In the second part of the article, we show how these ideas apply to the teaching of summary writing as a core activity in academic writing programs. We believe the suggested approach can provide necessary scaffolding for novice writers in academic English and EAP teachers who are looking for more effective ways of teaching academic skills.
The article deals with the issue of linguistic accuracy in the broader context of teaching legal ... more The article deals with the issue of linguistic accuracy in the broader context of teaching legal English. The development of any legal English syllabus should rely on the careful balancing of legal and linguistic emphases at every step and in every aspect of the course—from the preparatory stage of selecting learning materials to the final stages of language output. The commitment to this sort of balance is illustrated by means of accuracy-sensitive examples from the Anglo-American court practice and serves as the foundation in the development of in-class tasks and activities. Language instructors are to consistently guide the learners’ progresses by providing the appropriate forms of activities and constant feedback. Teaching legal English in non-native speaking environment demands more attention to cultural issues. Defining all the elements of the course against learners’ cultural background can facilitate the acquisition of legal and linguistic skills and prepare them for future encounters with other legal systems.
Неофилология. Т. 6, № 23. , 2020
The article deals with the issue of linguistic accuracy in the broader context of teaching legal ... more The article deals with the issue of linguistic accuracy in the broader context of teaching legal English. The development of any legal English syllabus should rely on the careful balancing of legal and linguistic emphases at every step and in every aspect of the course—from the preparatory stage of selecting learning materials to the final stages of language output. The commitment to this sort of balance is illustrated by means of accuracy-sensitive examples from the Anglo-American court practice and serves as the foundation in the development of in-class tasks and activities. Language instructors are to consistently guide the learners’ progresses by providing the appropriate forms of activities and constant feedback. Teaching legal English in non-native speaking environment demands more attention to cultural issues. Defining all the elements of the course against learners’ cultural background can facilitate the acquisition of legal and linguistic skills and prepare them for future encounters with other legal systems.