PRACTITIONER OF EFL FOR NON-ENGLISH MAJOR UNDERGRADUATES: SPECIFIC PROFESSIONAL NEEDS

Oksana Matsnieva

DOI Number
https://doi.org/10.22190/JTESAP1803467B
First page
467
Last page
474

Abstract


The paper deals with the problem of forming the methodological competence of a prospective practitioner of EFL for non-English major undergraduates. Foreign language learning environments training English and non-English majors have been comparatively analysed from the point of view of the teaching objective, result, content, process and resources. On the basis of the analysis, specific professional needs of a practitioner of EFL for non-English majors have been singled out. They encompass such components of the practitioner’s professional activity as research, designing, organizing, self-education, and collaboration. Research and designing include students’ educational and job-related needs investigation, academic and professional discourse analysis, teaching objective specification, teaching content selection, course syllabus development, teaching materials selection, adaptation and development. Organizing focuses on the application of the functional approach to EFL acquisition, computer-assisted learning, distance learning, blended learning, content and language integrated learning (CLIL), role plays, business games, simulations, differentiation strategies in the groups with the heterogeneous input level of the students’ intercultural communicative competence and low level of motivation to foreign language learning. Self-education presupposes developing a positive attitude to the students’ field, monitoring the latest news and achievements in it, mastering the basics of the students’ major, its terminology, genre and discourse peculiarities. Collaboration includes cooperation with students, readiness to be corrected by them when a solecism in the subject is made by the practitioner and collaboration with a teacher of the students’ major while selecting the teaching content, designing the course and in team teaching. The singled out peculiarities are to be taken into consideration while designing the structure of the methodological competence of a practitioner of EFL for non-English major undergraduates.

Keywords

ESP practitioner, practitioner of EFL for non-English major undergraduates, methodological competence, professional needs

Full Text:

PDF

References


Bakayeva, Galyna, Oksana Borysenko, Victoria Ivanischeva, Alla Khodtseva, Liudmila Klymenko, Svitlana Kostrytska, Tetyana Kozymyrska, Tetyana Skrypnyk, Nataliya Todorov, and Iryna Zuyenok. English for Specific Purposes National Curriculum for Universities. Kyiv: Lenvit, 2005.

Basturkmen, Helen. “LSP teacher education: Review of literature and suggestions for the research agenda.” Ibérica, no. 28, 2014. (21 August 2018).

Bobyr, Svitlana. “The Errors the novice ESP teachers make in their classes.” In ELT in Ukraine: New Ways to Success, edited by Alla Radu. Lviv: Marusych, 2018, 20-21.

Bolitho, Rod, and Richard West. The Internationalisation of Ukrainian universities: the English language dimension. Kyiv: Stal, 2017.

Bojović, Milevica. “Teaching Foreign Language for Specific Purposes: Teacher Development.” 2006. (21 August 2018).

Cherkashina, Elena. “The Model of Teaching a Foreign Language for Specific Purposes in a Technical University.” Russian Linguistic Bulletin, no. 2(10) (2017): 46-50.

Hutchinson, Tom and Alan Waters. English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press, 1987.

Krupchenko, Anna, Inozemtzeva, Kira, and Prilipko, Elena. “Professional Development of a Foreign-Language Tertiary Teacher: Competence-Based Approach.” Mediterranean Journal of Social Sciences, v. 6, n. 6, S5, December, 2015. http://www.mcser.org/journal/index.php/mjss/article/view/8555> (21 August 2018).




DOI: https://doi.org/10.22190/JTESAP1803467B

Refbacks

  • There are currently no refbacks.


ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)