Civil engineering students’ English language lexico-grammatical competence formation in reading

Nataliia Tarasiuk; Svitlana Podplota; Liliia Kaluzhska; Nataliia Osets’ka

doi:10.34069/AI/2023.63.03.16

Nataliia Tarasiuk National University of Water and Environmental Engineering, Rivne (Ukraine). https://orcid.org/0000-0003-4514-6911
Svitlana Podplota Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol (Ukraine). https://orcid.org/0000-0002-5184-9907
Liliia Kaluzhska Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol (Ukraine). https://orcid.org/0000-0002-5833-7779
Nataliia Osets’ka National University of Water and Environmental Engineering, Rivne, (Ukraine). https://orcid.org/0000-0002-9568-7225

DOI: https://doi.org/10.34069/AI/2023.63.03.16

Keywords: lexico-grammatical competence, civil engineers, the sketch construction project, content domain , language domain.

Abstract

The current study compared two instructional approaches to supporting reading comprehension and lexico-grammatical competence in instruction of English for Specific Purposes for Civil Engineering students. The first instructional approach was structured according to students’ content domain knowledge, using sketch construction technical drawings and information, and included simultaneous learning of different language structures in each content topic. The second instructional approach was systematically structured according to language domains and included step by step mastering of various language topics. Both instructional approaches incorporated principles of a communicative-cognitive approach, such as informational transfer and reflection as a metacognitive strategy. The samples of reflection tasks exemplify the reflection principle to showcase students’ robust metacognitive awareness. Over 6 months, students completed assignments which embedded the use of one of the instructional approaches in the spotlight of above mentioned principles. Results demonstrated the efficiency of the content domain approach over that of the language domain approach. Thus, the content domain approach, which is conceptually similar to interleaved practice, fosters lexico-grammatical competence acquisition in reading on the basis of the sketch construction project.

Downloads

Download data is not yet available.

Author Biographies

Nataliia Tarasiuk, National University of Water and Environmental Engineering, Rivne (Ukraine).

Ph.D (Pedagogy), Associate Professor of the Foreign Languages Department, National University of Water and Environmental Engineering, Rivne (Ukraine).

Svitlana Podplota, Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol (Ukraine).

PhD (Pedagogy), Senior Lecturer of the Department of Methodology of Teaching Germanic Languages, Bogdan Khmelnitsky Melitopol state pedagogical university, Melitopol (Ukraine).

Liliia Kaluzhska, Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol (Ukraine).

PhD (Philology), Associate Professor of the Department of Germanic Philology at Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol (Ukraine).

Nataliia Osets’ka, National University of Water and Environmental Engineering, Rivne, (Ukraine).

Senior lecturer, National University of Water and Environmental Engineering, Rivne, (Ukraine).

References

Almarshedi, R. (2022). Linguistic awareness or grammatical competence. What dominates the Saudi undergraduate EFL classroom? Theory and Practice in Language Studies, 12(10), pp. 1979-1988. https://doi.org/10.17507/tpls.1210.04

Bespalko, V. (1968) Experience in the development and use of quality criteria for the assimilation of knowledge. Soviet Pedagogy, 4, 52–69. (In Russian)

Bolton, K., & Jenks, C. (2022). World Englishes and English for specific purposes (ESP). World Englishes, 41, 495-511. https://doi.org/10.1111/weng.12604

Bhatia, V. (2022). World Englishes for specific purposes: A multi-perspective view. World Englishes, 41, 584-595. https://doi.org/10.1111/weng.12602

Byrkun, L., (1993). Syllabus design for adult beginners at Ukrainian universities (Unpublished dissertation). Cambridge university.

Cigan, V., & Kordic, L. (2013) The role of ESP courses in general English proficiency. Linguistica, 53(2), 153-172. https://doi.org/10.4312/linguistica.53.2.153-172

Li M., Yuan R., (2022). Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. International Journal of Educational Research, 112. https://doi.org/10.1016/j.ijer.2022.101947

Meng, Z., & Zhao, J. (2015). Information Transfer Technique in Classroom Interaction. US-China Foreign Language, 13(5), 357-362. https://doi.org/10.17265/1539-8080/2015.05.005

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/ EFL Listening and Speaking. New York, NY: Routledge.

Nakata, T. (2019) Mixing grammar exercises facilitates long-term retention: Effects of blocking, interleaving and increasing practice. Modern Language Journal, 103, 629-647. https://doi.org/10.1111/modl.12581

Palangan, B. (2021) The Initial lexicogrammatical competence of the English Education Freshmen. English language and Education Spectrum, 1(1), 1-13. https://doi.org/10.53416/electrum.v1i1.1

Rodríguez Fonseca, R., Garcés Castillo, W., Vargas Batis, B., & González Amita, R. (2021). Aporte de la vegetación existente en agroecosistemas suburbanos de Santiago de Cuba a la alimentación. Revista Científica Del Amazonas, 4(7), 13-28. https://doi.org/10.34069/RA/2021.7.02

Ruofei Z., & Di Z. (2022) Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2055081

Shamov, A. (2008) Communicative-cognitive approach for teaching lexical part of speech on Greman classes. FLS. 4, 21-27. https://naukarus.com/kommunikativno-kognitivnyy-podhod-v-obuchenii-leksicheskoy-storone-rechi-na-urokah-nemetskogo-yazyka(In Russian)

Shatilov, S. (1986) Methods of teaching German in high school. M: Enlightenment. (in Russian)

Sidorenko, E. (2002) Methods of mathematical processing in psychology. St. Petersburg: Rech’. (in Russian)

Tarnopolsky, O. (1993) Methods of teaching English at the 2nd year of technical higher educational establishment. High school. (In Ukranian)

Tai, H., Liu, C., & Chen, Y. (2022). Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0190

Toapanta, J. (2022). L2 listening: An intervention study of instructional approaches. Foreign Language Annals, 55, 914–935. https://doi.org/10.1111/flan.12632

Xu, J., & Luo, K. (2022). Immersing learners in English listening classroom: does self-regulated learning instruction make a difference? Applied Linguistics Review. https://doi.org/10.1515/applirev-2021-0171