Studing of English economic terminology: prospects and challenges for students of economic faculties
Abstract
The article examines current aspects of English language learning by students of economics faculties. It particularly focuses on the transition from general literary vocabulary to specialized professional terminology. The research combines several methods: analysis of modern approaches to studying professional terminology, assessment of the effectiveness of various English teaching methods in economics faculties, and surveys involving both applicants and instructors.
The author substantiates the importance of cultivating professional competence through terminology acquisition and the utilization of authentic materials such as the Harvard Review and Forbes. Proposals include integrating modules dedicated to studying English terminology within professional disciplines and introducing optional English courses to compensate for the shortage of hours allocated to English language instruction in senior courses.
Survey results highlight studentsʼ keen interest in mastering English professional terminology and their willingness to engage in project-based learning. Identified challenges include the high cost of educational materials and curriculum overload, with suggestions to leverage internet resources and modern educational tools.
Emphasis is placed on the necessity of a comprehensive approach to English language education for economics students, particularly highlighting the importance of honing English skills in professional contexts theyʼll encounter in their careers. Prioritizing the study of English-language professional terminology within the curriculum is deemed crucial for economics students. This specialization offers an alternative to the communicative approach, bridging the gap between general language proficiency and mastery of economic language.
Recommendations encompass implementing interdisciplinary approaches to teaching English terminology and fostering collaboration among instructors to enhance studentsʼ language and professional skill development. Furthermore, emphasizing innovative teaching methods, such as interactive technologies and virtual resources, is deemed instrumental in heightening student engagement and activity in the learning process. These approaches are considered vital in enhancing studentsʼ ability to comprehend and employ English terminology effectively.
Downloads
References
Bondarenko, V. (2019). Spetsyfichni metodychni pryntsypy navchannia inozemnoi mov [Specific methodical principles of foreign language learning]. Aktualni problemy navchannia inozemnykh mov dlia spetsialnykh tsilei [Current issues of teaching foreign languages for special purposes]. Lviv: Lviv State University of Internal Affairs, pp. 10–15 [in Ukrainian].
Doloh, O. (2018). Modern Ukrainian Term Formation: Traditions and Innovations. Current scientific research in the modern world. Pereiaslav-Khmelnytskyi, Issue 2 (34), part 5, pp. 16–21 [in Ukrainian].
Zapotichna, R., Posokhova, A. (2020). Peculiarities of teaching a foreign language to undergraduates of economic specialities of non-language higher education establishments. Aktualni problemy navchannia inozemnykh mov dlia spetsialnykh tsilei [Current issues of teaching foreign languages for special purposes]. Lviv: Lviv State University of Internal Affairs. Available at: http://dspace.lvduvs.edu.ua/handle/1234567890/3782 [Accessed 03 Aug. 2023] [in Ukrainian].
Ledovych, M., Borbenchuk, N. (2021). Shliakhy utvorennia anhlomovnoi leksychnoi terminolohii [Ways of formation of English-language lexical terminology]. Liudyna yak subiekt mizhkulturnoi komunikatsii: suchasni tendentsii u filolohii, perekladi ta navchanni inozemnykh mov [The individual as a subject of intercultural communication: modern trends in philology, translation and teaching of foreign languages]. Materialy XIII Mizhnar. nauk.-prakt. konferentsii [Materials of XIII International science and practice conference]. Kyiv: Igor Sikorsky Kyiv Polytechnic Institute, pp. 108–110 [in Ukrainian].
Kunch, Z.Y., Nakonechna, G.V., Mykytyuk, O.R., Bulyk-Verkhola, S.Z, Teglivets, Yu.V. (2018). Teoriia termina: konkretyzatsiia leksyko-semantychnykh paradyhm [Theory of term: specification of lexical-semantic paradigms]. Lviv: Halytska Publishing Union [in Ukrainian].
Pavlyuk, H.T. (2022). Economic terminology in the English language. Zakarpatski filolohichni studii [Transcarpathian Philological Studies], 25, No. 2, pp. 27–31. DOI: https://doi.org/10.32782/tps2663-4880/2022.25.2.5 [in Ukrainian].
Petryna, O.S. (2016). Formation and functioning of the English and Ukrainian banking terminology systems. Extended abstract of candidateʼs thesis. Lviv [in Ukrainian].
Skiba, N.Ya. (2019). Integrative Development of Foreign Language Communicative and Methodological Competences of Prospective Teachers of English for Economics. Extended abstract of candidateʼs thesis Ternopil [in Ukrainian].
Yak znannia anhliiskoi vplyvaie na uspishnist krainy [How knowledge of English affects the success of the country]. Available at: https://www.radiosvoboda.org/a/27384746.htm [Accessed 03 Aug. 2023] [in Ukrainian].
Becker, B.A. (2021). The Roles of Computing Terminology in Non-Computing Disciplines. Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education, Vol. 2, June. DOI: https://doi.org/10.1145/3456565.3460073.
Dudley-Evans, T., St. John, M.J. (1998). Developing learners for the EAP mainstream: Learning from the learners. Journal of English for Academic Purposes, 1 (1), pp. 27–43.
Robinson, P. (2001). Task complexity, task difficulty, and task production. Applied Linguistics, 22 (1), pp. 27–57.
Hutchinson, T., Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge University Press.
Johns, T. (1991). Should you be persuaded: Two examples of data-driven learning. English Language Research Journal, 4 (1), pp. 1–16.
