Integration of english for specific purposes into applied linguistics curriculum: overview of leading universities’ experience and a new approach suggestion
Bibliographic record
Abstract
The aim of the paper is to prove the relevance and appropriateness of ESP for students studying Linguistics in tertiary education, design possible formats of its implementation and check its effectiveness by means of experiment. In the course of the research the experience and practice of leading universities of Great Britain, the USA, Canada and France have been analyzed, peculiarities and specificity of Applied Linguistics curriculum have been studied and the place of ESP in educational process has been defined. In the result of the conducted analysis a completely new approach to ESP in Applied Linguistics curriculum has been suggested. It has been defined that ESP course for linguists must be focused on the tasks corresponding to the types of professional tasks that linguists may perform in their future professional life. The idea of developing an ESP revision course has been outlined. Tasks within it are supposed to cover the main skills of professional linguists – doing research in linguistics, doing linguistic analysis of texts, processing information using IT and working with machine translation; translating and interpreting; editing and proofreading. 20 Bachelor’s degree students of Khmelnytskyi National University (Ukraine) studying linguistics professionally in Applied Linguistics specialty took part in this research. The experiment took place in 2018-2019 and 2019-2020 academic years. The results of the experiment indicated significant dynamics in increase of students’ academic performance (proficiency) in the experimental group. During the experiment, the students of the experimental group significantly improved their knowledge and developed ESP skills. At the beginning of the experiment only 5 students (17 %) had a high level of professional knowledge and skills whereas at the end of the experiment the number of students reached 6 (50 %). The originality and the value of the study lies in a new approach to ESP for future linguists (branch that has never been included to the list of ESL branches before). The value of the ESP revision course has not only been substantiated but demonstrated on the basis of designed lessons and samples of tasks that can be included into them.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".