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Abstract Ethnography is a qualitative research approach widely employed in the social and behavioral sciences to investigate human cultures, communities, and social interactions in their natural contexts. It relies primarily on data collected through participant observation and in-depth interviews, enabling researchers to develop interpretations of how individuals and societies function in everyday life. Unlike experimental methods that control or manipulate variables, ethnography emphasizes studying social phenomena as they naturally occur. A central aim of ethnographic inquiry is to achieve a deep and nuanced understanding of the group being studied. This goes beyond a simple description of behavior, focusing instead on the meanings, values, and social structures that shape how people think and act. Ethnographic data, therefore, represent not only field observations but also interpretive insights into cultural life. Achieving this level of understanding requires prolonged engagement in the field and strong reflexivity, where researchers continuously examine how their own perspectives influence data collection and interpretation. Ethnographers often immerse themselves in the language, customs, and everyday practices of the community to accurately interpret lived experiences. Overall, ethnography offers rich and contextualized insights into complex social phenomena such as identity, power, tradition, and social change. By prioritizing meaning, context, and lived experience, it provides a powerful methodological framework for understanding the diversity and complexity of human societies in ways that quantitative approaches alone cannot fully capture. Keywords: Observation, data analysis, culture, data collecting, and cultural anthropology
Abstract Many researchers emphasize that reading skill in an academic context is essential when you learn language. Reading skills involves the attention of teachers, researchers and students due to its role in academic achievements and success in one’s life. The main aim of this paper is to find out what is the concept of academic reading, difficulties that students encounter while they are learning and some strategies to improve their reading skill. Academic level ability can be measured how well a learner uses English. Academic English reading skill is introduced to the students as understanding the main idea of reading assignment, learning new academic words, finding the main idea, major points and specific details. Students should become aware of the importance of reading strategies and receive training to use them appropriately. Therefore, this paper is based on teaching reading strategies, and some ways to improve students’ academic reading skill. Keywords: Reading skills, reading strategy, reading, writing, listening, and speaking, organizational pattern
Abstract Listening comprehension is a central component of Academic success, yet many students struggle to process information efficiently during academic lectures. Effective note-taking serves as both a cognitive and metacognitive tool that enhances attention, supports memory, and facilitates deeper understanding. This presentation explores background knowledge of Academic English Learners and common challenges students face when listening to academic listening and effective note-taking methods and ways to power up students’ note-taking strategies on Academic English listening classroom. Finally, the presentation shows the surveys on how effective note-taking helps students with their memory and information retrieval. The survey was administered and collected from 108 students using College Oral Communication-2,3 and Unlock -3 /Listening, Speaking and Critical thinking/ of National University of Mongolia during Fall of 2025.
Extensive Reading (ER) is an approach to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading.
Abstract This article describes the general background of Academic English learners in National University of Mongolia (NUM). An overview of the country’s English language planning policy and governmental English language projects since democracy will be provided. Also, it includes the ways on improving Academic English education for students who first enter to NUM and how they are well prepared for learning it and their preference. Finally, the article shows the surveys of learning Academic English from the English for Academic Success series, College Reading-1,2,3,4, College Oral Communication-1,2,3,4 and College Writing -1,2,3,4. Key words: Academic English, placement test, reading, writing, oral communication, strategies, education, vocabulary, high school
Due to the spread of English as the predominant language of international business, as well as its role as a legal language within the European Union, Legal English is now a global phenomenon. This article focuses on terms of Legal English used by lawyers and other legal professionals in the course of their work. We emphasize that teaching methods of Legal English are in part similar to the teaching methods of a foreign language. However, there are some additional specific approaches in the teaching of the Professional Legal English to students of law schools. The common methods are combined with the complex philosophical method of hermeneutics. Legal English is vital for successful legal practice. Also, we stress using presentation work or making speech as an effective method of teaching Legal English. Moreover, we have focused on some specific terms related to a contract which are mainly used in teaching Legal English and some key features of drafting legal documents. Teaching Legal English to law students on vocational level requires certain specific teaching methods. Legal English is a comparatively new academic discipline at the Law School, National University of Mongolia, which has been specifically designed for students of the International Law branch since 2007. Legal English Program aims to introduce international law branch students to legal terms of particular legal aspects, practice in understanding and correct application of legal terms, and teach translation skills.
This presentation describes the general background of Academic English learners in National University of Mongolia (NUM). An overview of the country’s English language planning policy and governmental English language projects since democracy will be provided. Also, it includes the ways on improving Academic English education for students who first enter to NUM and how they are well prepared for learning it and their preference. Finally, the article shows the surveys of learning Academic English from the English for Academic Success series, College Reading-1,2,3,4, College Oral Communication-1,2,3,4 and, College Writing -1,2,3,4.
The best way to improve our knowledge of a foreign language is to go and live among its speakers. The next best way is to read extensively in it (Nuttal, 1982). Extensive reading is pointed as important and beneficial in recent literature. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. a correlation between extensive reading and specific linguistic skills have been found in studies. Reading choices, writing skills and oral communication improvement, and development in other language aspects all included. We tried to describe the nature of extensive reading, the reasons why extensive reading is important, and how is the best practice of extensive reading in EFL classroom in brief. Extensive reading, foreign language teaching and learning, language skills, language learning strategies’ classification, language vacuum, authentic materials, graded reading, teaching context
Abstract The research aim is to analyze the English-Mongolian proverb translation by students who are studying academic English at the intermediate level at the National University of Mongolia. It was very difficult for students to translate English proverbs into the Mongolian language due to the first attempt to translate English proverbs. A good translation sticks to the reader and can be understandable. It is required not only to have adequate knowledge and experience in translation theory and methods but also to have a great knowledge of the language, culture, customs, and traditions of both languages to translate proverbs. As a result of the survey, we conclude that the proverb translation ability/skill of the students was not enough, because they didn’t have any experience in translating proverbs.
Most instructors consider that reading skill in an academic context is essential when you learn language. Reading skills involve the attention of teachers, researchers and students due to its role in academic achievements and success in one’s life. The main aim of this presentation is to find out what is the concept of academic reading, difficulties that students encounter while they are learning and some strategies to improve their reading skill. Academic reading ability can be measured how well a learner uses English. Academic English reading skill is introduced to the students as understanding the main idea of reading assignment, learning new academic words, finding the main idea, major points and specific details. Students should become aware of the importance of reading strategies and receive training to use them appropriately. Therefore, this presentation is based on teaching reading strategies, and some ways to improve students’ academic reading skill.
Studies show that students learn through different ways and approaches. For that reason, we the teachers need to use various instructional techniques to accommodate students with different learning styles. Last few decades there has been a growing interest among ESL teachers in promoting debate in language classes. Employing an effective classroom debate brings many advantages to students which include communication skills, critical thinking and builds confidence to participate in classroom debate. In this article, we describe the significances for a good debate, debate structure, oral communication debate lesson activities, and choosing topics for upper intermediate level students and students’ language skills improvement during debates. Also, we describe why the debate gets going in oral communication class and the survey we conducted for oral communication classroom debate activities from upper intermediate level learners and the topics for debate activities rely on the textbook College Oral Communication-3.
Introduction This article discusses the background of Academic English learners in National University of Mongolia (NUM). An overview of the country’s English language planning policy and governmental English language projects since 1990 will be provided. Also, it includes the ways on improving Academic English education for students who first enter to NUM and how they are well prepared for learning it. Finally, the article shows the surveys of learning Academic English from the English for Academic Success series such as College Reading-1, College Oral Communication-1, and, College Writing-1.
Хураангуй: Some teachers of advanced learners of foreign language prefer to expose students to new words in context, hoping students will acquire the vocabulary through contextual clues; whereas others explicitly teach and drill vocabulary. Although the skill of guessing word meanings from context is widely acknowledged as a useful skill, there has been little research in this area and very little useful guidance for teachers or learners. This article focuses on learning of the meanings of new technical words that appear in a written context with explicit clues. The clues involve the following steps: determining the part of speech of the word, looking at the immediate grammar, studying the wider context, and guessing the word and checking the guess. Contextual inference or contextual guessing is defined as an important strategy in the absence of dictionaries or human assistance and it entails guessing the meaning of target word based on interpretation of its immediate context with or without reference to knowledge of the world.
