The Issues of Teaching English and German for Specific Purposes to the Academic Staff of a Technical University
Due to internationalization of higher education foreign language communicative competence of the university staff is beginning to be viewed as an integral component of their professional competence. The paper discusses the experience of National Research Tomsk Polytechnic University (TPU) in implementing Foreign Language for Specific Purposes (LSP) courses for the academic staff as a part of their professional development training in English and in German. The aim of the paper is to introduce a model of LSP courses appropriate for the TPU faculty and staff.
KeywordsForeign Languages for Specific Purposes (LSP) Professional development training
We would like to express our great appreciation to Tomsk Polytechnic University project partners from European Universities and organizations within the framework of funds and programmes, TEMPUS, TACIS, DAAD, INTAS, Marie Curie Fellowship, FP6 (INCO), etc. The research is funded from Tomsk Polytechnic University Competitiveness Enhancement Program grant.
- 1.Chubik, P.S.: Action plan on the implementation of National Research Tomsk Polytechnic University programme for promoting the competitiveness (“Roadmap”) for 2013–2014. Moscow (2013)Google Scholar
- 2.Hyland, K.: English for specific purposes: some influences and impacts. In: Cummins, J., Davison, C. (eds.) International Handbook of English Language Teaching. Springer, New York (2007)Google Scholar
- 3.Knapp, K., Seidlhofer, B. (eds.): Handbook of Foreign Language Communication and Learning (2009). Cooperation with Henry WiddowsonGoogle Scholar
- 4.Kärchner-Ober, R., Hunger, A., Werner, S.: German for specific purposes (GSP) – a pathway to studies in engineering at University of Duisburg-Essen. In: Proceedings of the 43rd SEFI Annual Conference 2015, European Society for Engineering Education (SEFI), Orleans, France (2015)Google Scholar
- 5.Riemer, M.J.: English and communication skills for the global engineer. Glob. J. Eng. Educ. 6(1), 91–100 (2002)Google Scholar
- 6.Martin, E.: Designing and Implementing a French-for-Specific-Purposes (FSP) program: lessons learned from ESP. Glob. Bus. Lang. 5 (2010). Article 3Google Scholar
- 7.Fofanov, O.B., Sidorenko, T., Zamyatina, O.: Development of professional communicative competence of IT-students through learning foreign language for specific purposes. World Trans. Eng. Technol. Educ. 8(1), 101–106 (2010)Google Scholar
- 8.Kazakova, O.: Language for specific purposes: methodological problems, trends and perspectives. Procedia Soc. Behav. Sci. (2015). Worldwide trends in the development of education and academic research. http://www.sciencedirect.com/science/article/pii/S1877042815060425. Accessed May 2017
- 9.Gunina, N.: Action Research Into Teaching English in Russia’s Professional Context. Cambridge Scholars Publishing, Newcastle upon Tyne (2015)Google Scholar
- 10.Zakharova, E., Bogdanova, A., Zabrodina, I., Komandakova, M., Lilenko, I., Tran Dinh, S.S.: Integrating a technical communication course into the curriculum of students majoring in translation. In: Proceedings of INTED2017 Conference, 6th–8th March 2017, Valencia, Spain, pp. 4538–4541 (2017)Google Scholar