Explore the vast range of titles available.

One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

The series Handbooks of Linguistics and Communication Science is designed to illuminate a field which not only includes general linguistics and the study of linguistics as applied to specific languages, but also covers those more recent areas which have developed from the increasing body of research into the manifold forms of communicative action and interaction.

The Challenge There is an increasing interest in using authentic doctor–patient consultations as teaching materials for courses of languages for medical purposes. However, what is the effect of the instruction? How does the instruction adopt authentic consultations advance students' interpersonal communicative competence in medical settings? This paper aims to answer these questions. This study investigates the effect of an instructional design for medical Chinese, which incorporates research findings from Conversation Analysis (CA) and uses authentic doctor–patient consultations in primary‐care visits as teaching materials. The goal of the instruction is to develop students' interpersonal communicative competence in medical settings, especially doctor–patient consultations. Twelve pre‐med college students in the course Chinese for Healthcare Professions participated in this study. They first participated in five 50‐min classes using a chapter from a medical Chinese textbook. Then, they participated in an additional set of five 50‐min instructional sessions introducing CA‐informed instruction using authentic consultations. The pedagogical effects were measured with paired roleplays administered at three different times: at the beginning of the course, after the regular instruction sessions, and, finally, after the CA‐informed instructional period. The results show that the CA‐informed instruction for using authentic doctor–patient consultations has a positive effect on improving students' communicative performance in simulated medical settings.

There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students' success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this review, we discuss the role of academic vocabulary within academic language, examine recent research on instruction in academic vocabulary, considering both general academic words and discipline-specific words, and offer our perspective on the current state of this research and recommendations on how to continue inquiry and to improve practice in this area. We use the metaphor of 'words as tools' to reflect our understanding that instruction in academic vocabulary must approach words as means for communicating and thinking about disciplinary content, and must therefore provide students with opportunities to use the instructed words for these purposes as they are learning them.

Over a decade ago, the late Stig Johansson lauded the potential of data-driven learning (DDL) for enhancing language learning and called for a greater connection between DDL and second language acquisition (SLA) research. In this plenary paper, O'Keeffe makes a case for a broadening in this research gaze, focusing on how and where DDL fits within current SLA models and debates. O'Keeffe argues that while there has been a number of helpful meta-analyses, reflections and reviews of ongoing DDL work across many variables, there has been a dearth of focus on the learning theories that underpin DDL and on how this approach might inter-relate with SLA theories and vice versa. O'Keeffe contends that DDL is well-placed to be part of experimental research that could lead to cutting-edge insights into the cognitive processes of language learning and enhance ongoing SLA debates, especially in relation to implicit and explicit learning processes.

A central argument for school choice is that parents can choose schools wisely. This principle may underlie why lottery-based school evaluations have almost always reported positive or zero achievement effects. This paper reports on a striking counterexample to these results. We use randomized lotteries to evaluate the Louisiana Scholarship Program, a voucher plan that provides public funds for disadvantaged students to attend private schools. LSP participation lowers math scores by 0.4 standard deviations and also reduces achievement in reading, science, and social studies. These effects may be due in part to selection of low-quality private schools into the program.

We develop a new time series model to investigate the dynamic interactions between the nucleus accumbens and the hippocampus during an associative learning experiment. Preliminary analyses indicated that the spectral properties of the local field potentials at these two regions changed over the trials of the experiment. While many models already take into account nonstationarity within a single trial, the evolution of the dynamics across trials is often ignored. Our proposed model, the slowly evolving locally stationary process (SEv-LSP), is designed to capture nonstationarity both within a trial and across trials. We rigorously define the evolving evolutionary spectral density matrix, which we estimate using a two-stage procedure. In the first stage, we compute the within-trial time-localized periodogram matrix. In the second stage, we develop a data-driven approach that combines information from trial-specific local periodogram matrices. Through simulation studies, we show the utility of our proposed method for analyzing time series data with different evolutionary structures. Finally, we use the SEv-LSP model to demonstrate the evolving dynamics between the hippocampus and the nucleus accumbens during an associative learning experiment. Supplementary materials for this article are available online.

Research on immersion teaching has consistently shown that immersion teachers tend to focus on subject matter content at the expense of language teaching. The response to that research has often entailed suggestions for teachers on how better to integrate language and content in their instruction. However, missing from the discussion are rich descriptions of the actual experiences that immersion teachers have as they attempt to balance language and content in their teaching. This phenomenological study aims to address this gap by exploring teachers' lived experience with content and language integration. In this article, authors report on findings suggesting that immersion teachers' experience with balancing language and content is a multifaceted struggle involving issues related to teacher identity, stakeholder expectations, and understandings regarding the relationship between language and content. Implications for school-based support for immersion programs as well as calls for reform in immersion teacher preparation and professional development are shared.

The paper presents discussion of the results of extensive empirical research into efficient methods of educating and training translators of LSP (language for special purposes) texts. The methodology is based on using popular LSP texts in the respective fields as one of the main media for translator training. The aim of the paper is to investigate the efficiency of this methodology in developing thematic, linguistic and cultural competences of the students, following Bloom’s revised taxonomy and European Master in Translation Network (EMT) translator training competences. The methodology has been tested on the students of a professional Master study programme called Technical Translation implemented by the Institute of Applied Linguistics, Riga Technical University, Latvia. The group of students included representatives of different nationalities, translating from English into Latvian, Russian and French. Analysis of popular LSP texts provides an opportunity to structure student background knowledge and expand it to account for linguistic innovation. Application of popular LSP texts instead of purely technical or scientific texts characterised by neutral style and rigid genre conventions provides an opportunity for student translators to develop advanced text processing and decoding skills, to develop awareness of expressive resources of the source and target languages and to develop understanding of socio-pragmatic language use.

This book explores the importance of Cognitive Linguistics for specialized language within the context of Frame-based Terminology (FBT). FBT uses aspects of Frame Semantics, coupled with premises from Cognitive Linguistics to structure specialized domains and create non-language-specific knowledge representations. Corpus analysis provides information regarding the syntax, semantics, and pragmatics of specialized knowledge units. Also studied is the role of metaphor and metonymy in specialized texts. The first section explains the purpose and structure of the book. The second section gives an overview of basic concepts, theories, and applications in Terminology and Cognitive Linguistics. The third section explains the Frame-based Terminology approach. The fourth section explores the role of contextual information in specialized knowledge representation as reflected in linguistic contexts and graphical information. The final section highlights the conclusions that can be derived from this study.