A PARADIGM SHIFT IN TEACHING BUSINESS ENGLISH VOCABULARY

Jolita - Šliogerienė, Jelena - Suchanova, Liudmila - Mockienė

DOI Number
-
First page
247
Last page
257

Abstract


The paper provides an overview of a paradigm shift in teaching Business English vocabulary at universities. Metacognitive skills such as self-direction, self-evaluation, and self-control, as well as orientation, planning, monitoring, evaluation and reflection play an important role in facilitating the process of a paradigm shift from teacher-centered environment to autonomous foreign language studies. Synthetic Cognitive Apprenticeship model is suggested as one of the possible ways to help students enhance their metacognitive skills thus becoming more prepared for autonomous foreign language studies.

The authors use Synthetic Cognitive Apprenticeship method as a means of promoting metacognitive skills in acquisition of new foreign language vocabulary. The main aim of the research is to determine the current situation in enriching new specific vocabulary and techniques used by foreign language teachers in order to define a new role of a teacher in student-centered environment. The results of the application of Synthetic Cognitive Apprenticeship model in the development of Business English vocabulary are described, and the shift in a teacher’s role is demonstrated.


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References


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