On the experience of development of ESP course for special purposes of the students majoring in International Relations and Regional Studies

T. Maikova
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Abstract

The article describes the experience of author's participation in the development of ESP course (English for Specific Purposes) for students majoring in International Relations and Regional Studies, as well as examines the theoretical prerequisites for creation of similar courses. Having compared the terminological and discursive approaches towards development of the course in the sphere of humanities, preference is given to the latter. The article analyzes the offered by foreign linguistics integrative (CLIL) approach towards learning English language for special purposes, which implies combining the study of language and specialty discipline within the framework of a single course. Although the idea raises obvious interest, the authors of the course choose a rather traditional approach. The texts underlying the course are subordinate to its key objectives. Since the course is centered upon productive competences – mainly speaking – it predetermined the choice of factographic type of texts over analytical. Another method for increasing motivation is the use of illustrations, video and audio materials. The article also considers the problem of authenticity and scientific objectivity of the selected texts, since the views established in the Russian and foreign humanities may differ. The number and types of activities are determined by the specific needs of the students. Special emphasis is placed on determination and interpretation of metaphors in the scientific discourse of humanities.
国际关系与区域研究专业学生专门用途英语课程开发的体会
本文介绍了笔者参与国际关系与区域研究专业专门用途英语(ESP)课程开发的经验,并探讨了开设此类课程的理论前提。在比较了人文学科领域的术语和话语方法之后,我们更倾向于后者。本文分析了外语语言学综合教学法(foreign linguistics integrative approach,简称CLIL)为专业英语学习提供的方法,即在一门课程的框架内将语言学习与专业学科相结合。虽然这个想法引起了人们明显的兴趣,但课程的作者选择了一种相当传统的方法。本课程的基础教材从属于其主要目标。因为这门课程的中心是生产能力-主要是说-它预先确定了因素分析类型的文本的选择。另一个增加动力的方法是使用插图、视频和音频材料。本文还考虑了所选文本的真实性和科学客观性问题,因为在俄罗斯和外国人文学科中建立的观点可能不同。活动的数量和类型取决于学生的具体需要。特别强调的是人文科学话语中的隐喻的确定和解释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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