درخت حوزه‌های تخصصی

In a scholarly convention, ESP has bilaterally focused on “academic” and “occupational” arenas leaving the symbiosis between the two almost untouched. The present study, thus, aims to weigh the concordance between what is taught in universities as EAP courses for B.A. students in Business and Economics and what English skills and abilities are, actually, required from them on the job. Altogether, 120 university teachers and 30 business managers were asked for their opinions about the existing curricula from one side and occupation-related English expectations from the graduates from the other. Triangulation of instruments using questionnaire, interview, teacher-assessment, and participant observation was applied. The results narrated not good news: considerable mismatch between the aforementioned arenas (education and occupation) and complete ignorance of oral skills (listening and speaking) in the academia, despite their vital importance at the workplace. The participants mainly emphasized equipping students with various skills required from them at work after their general English proficiency development and empowering EAP teachers with the needed content knowledge to potentially tailor university education and market. Implications of the study can include creating more practical opportunities such as simulated classes based on workshops and on-the-job training (OJT) with cooperation of the professionals in business. The findings can help educational policy-makers shift their focus to the graduates’ professional-future literacy, modify the EAP curricula with regard to real needs of the workplace and contribute to decreasing the gap between academia and labor market.

The article deals with some “generic” features of Russian literature. The works of Russian thinkers are permeated by the idea of Russian writers’ exclusive fate, which consists in these writers’ discovering their own selves. Their artistic quest was aimed at comprehending the spiritual substance of a human being within themselves. Russian artistic school also implies the period of growth, the development of Russian national culture, its historical and cultural character, and according to N.Ya. Danilevsky and A.S. Khomiakov, it was convinced that our writers should take in the European heritage, but they should not limit their works to it. One should embrace works of different schools and become a free artist. The central and the most intense questions to consider for each thinker are those of Russian artists’ worldview, their spiritual and creative act (their unique “artistry”), the subject matter, lyricism, the artistic word, and particular types of creative works. It is not a coincidence that in their articles they have dwelled on the European (Catholic and Protestant) lifestyles and that of the Old Testament. They concluded that the Russian artistic type is characterized by “completeness and integrity of mind”, maturity and manhood, unparalleled sincerity, simplicity and directness in treating the subject matter, and artistic ingenuousness.

This qualitative study aimed to develop a model of classroom management strategy for Iranian English as a foreign language learners. To tap into this matter, some face to face and focus group interviews as well as real observations were performed. Twenty-six students including various proficiency levels from four different provinces participated in the face to face and focus group interviews. Also, 10 observations of the real classes wherein teachers were teaching conversation courses were made. Transcribing and codifying the data according to Corbin and Strauss's (2014) systematic steps of open, axial and selective coding, the findings revealed a model of classroom management strategy encompassing three main themes (management, quality of life and classroom practices), nine categories and 39 subcategories. The findings suggest EFL teachers notonly should pay attention to classroom practices, but they should also work onbuilding up rapport and encouraging their students in order to achieve a class in which students are wholeheartedly willing to learn the language.

This study investigates how L1 Chinese scholars in hard science disciplines use metadiscourse in their English academic writing, by comparing the deployment of metadiscoursal resources written by L1 Chinese and L1 English scholars. Hyland’s (2005) interpersonal model of metadiscourse was adopted for the analysis. We found that L1 Chinese scholars used less metadiscoursal resources than L1 English scholars on the whole. In the two dimensions of interaction, L1 Chinese scholars made more use of interactive devices, while L1 English scholars used more interactional items. This reflects that L1 Chinese scholars made greater efforts to guide the readers through their papers, and L1 English scholars are more concerned with creating author identity and engaging their readers. The t-tests confirmed that L1 Chinese scholars used significantly more code glosses in interactive metadiscourse and less self-mentions in interactional metadiscourse. An in-depth analysis reveals two functions of code glosses and five functions of self-mentions in RA abstracts.