Бидний тухай
Багш ажилтан
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.
This paper is a report on a three-month observation of the efforts of students learning English as a second language to improve their speaking skills. The study focuses on the linguistic and personal characteristics of the learners as well as their oral and written skills and efforts. The study was conducted by evaluating their prepared presentations, peer interviews, individual meetings, and written samples. During the study, we found that learners’ listening and speaking skills have been developing rapidly. The motivation of becoming scholarship holders to study abroad forces the rapid development of their oral language skills. Their written language skills have not progressed as much.
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.
In this presentation, we describe how we have group discussions, the common problems with students’ participation, and how using roles can improve group work in English classes including several collaborative learning techniques and a set of workable activities that derive disparate groups and individuals together, and the student feedback survey results we conducted on participating in teamwork in academic English classes, College Oral Communication 3, College Writing 3, and College Reading 3.
Abstract 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 significance 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.
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.
