Semantic context clues in expository texts for toefl ibt reading section preparation

© 2015 Mediterranean Journal of Social Sciences. All rights received. TOEFL iBT (Test of English as a Foreign Language, Internet-Based Test) exam as an important component of the global educational environment attracts the attention of both linguists and educators. The problem of semantic context clues relating to TOEFL seems worth exploring as the results of the research can be applied by both test makers and test takers. Expository texts as the first type of texts explored constitute the material of the research, which was aimed at the revealing the types of semantic context clues employed in expository texts, their types and significance. The results of the research revealed 13 single semantic clues types and 15 patterns for double semantic clues. The primary importance is given to single direct context clues, followed by indirect description and restatement due to their structural clarity and explicit definition of the unknown word. Double context clues are employed where a single context clue is not enough to disclose the meaning of an unfamiliar vocabulary item, facilitating the process of unknown word clarification and performing the function of a supplementary informational resource. The aim of the current research is to find out the most common types of semantic clues applied in the text influencing the test-takers excerpt comprehension and educe possible ways where semantic clues can be used in determining sentence meaning. The methodology described will enable teachers to successful development in their TOEFL preparation training courses and aid potential test-takers to overcome language barrier when taking the exam

Examination text structure as an indicator of examination task type and complexity (On the basis of GCSE English language unit 1 section A reading)

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. This paper investigates expository and narrative structures of examination texts for reading purposes implemented in General Certificate of Secondary Education (GCSE) English Language Unit 1 Section A Reading). 48 texts (taken from real exam papers GCSE English Language Foundation and Higher, developed and used by Assessment and Qualifications Alliance (AQA) in 2011-2013) constituted the material of the study. The aim of the research is to define the organizational structure of the examination texts in order to help the candidates cope with tasks successfully. Such research methods as semantic analysis, qualitative and quantitative methods, descriptive statistics have led to the results, which can be applied by both testmakers and candidates. Thorough investigation of their structural features, content and keywords as well as tasks accompanying the texts revealed that text structure has a direct impact on the type of tasks and questions proposed to a candidate in exam likewise their complexity. When developing examination tasks and questions test-makers should take into consideration peculiarities of each text structure and establish methodological guidelines for the potential candidates to pass the exam swimmingly

Building research competence of graduate students by means of teaching English for academic purposes

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. The purpose of the article is to study the potential of the “English for academic purposes” course for building research competence of graduate students. The article examines approaches to designing the syllabus for the course and determines its role in the development of learners research and academic skills. The article describes and analyses the course syllabus, highlights methods, materials and techniques used in the educational process, as well as typical practical assignments

Semantic context clues in expository texts for toefl ibt reading section preparation

© 2015 Mediterranean Journal of Social Sciences. All rights received. TOEFL iBT (Test of English as a Foreign Language, Internet-Based Test) exam as an important component of the global educational environment attracts the attention of both linguists and educators. The problem of semantic context clues relating to TOEFL seems worth exploring as the results of the research can be applied by both test makers and test takers. Expository texts as the first type of texts explored constitute the material of the research, which was aimed at the revealing the types of semantic context clues employed in expository texts, their types and significance. The results of the research revealed 13 single semantic clues types and 15 patterns for double semantic clues. The primary importance is given to single direct context clues, followed by indirect description and restatement due to their structural clarity and explicit definition of the unknown word. Double context clues are employed where a single context clue is not enough to disclose the meaning of an unfamiliar vocabulary item, facilitating the process of unknown word clarification and performing the function of a supplementary informational resource. The aim of the current research is to find out the most common types of semantic clues applied in the text influencing the test-takers excerpt comprehension and educe possible ways where semantic clues can be used in determining sentence meaning. The methodology described will enable teachers to successful development in their TOEFL preparation training courses and aid potential test-takers to overcome language barrier when taking the exam

Examination text structure as an indicator of examination task type and complexity (On the basis of GCSE English language unit 1 section A reading)

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. This paper investigates expository and narrative structures of examination texts for reading purposes implemented in General Certificate of Secondary Education (GCSE) English Language Unit 1 Section A Reading). 48 texts (taken from real exam papers GCSE English Language Foundation and Higher, developed and used by Assessment and Qualifications Alliance (AQA) in 2011-2013) constituted the material of the study. The aim of the research is to define the organizational structure of the examination texts in order to help the candidates cope with tasks successfully. Such research methods as semantic analysis, qualitative and quantitative methods, descriptive statistics have led to the results, which can be applied by both testmakers and candidates. Thorough investigation of their structural features, content and keywords as well as tasks accompanying the texts revealed that text structure has a direct impact on the type of tasks and questions proposed to a candidate in exam likewise their complexity. When developing examination tasks and questions test-makers should take into consideration peculiarities of each text structure and establish methodological guidelines for the potential candidates to pass the exam swimmingly

Building research competence of graduate students by means of teaching English for academic purposes

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. The purpose of the article is to study the potential of the “English for academic purposes” course for building research competence of graduate students. The article examines approaches to designing the syllabus for the course and determines its role in the development of learners research and academic skills. The article describes and analyses the course syllabus, highlights methods, materials and techniques used in the educational process, as well as typical practical assignments

Building research competence of graduate students by means of teaching English for academic purposes

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. The purpose of the article is to study the potential of the “English for academic purposes” course for building research competence of graduate students. The article examines approaches to designing the syllabus for the course and determines its role in the development of learners research and academic skills. The article describes and analyses the course syllabus, highlights methods, materials and techniques used in the educational process, as well as typical practical assignments

Examination text structure as an indicator of examination task type and complexity (On the basis of GCSE English language unit 1 section A reading)

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. This paper investigates expository and narrative structures of examination texts for reading purposes implemented in General Certificate of Secondary Education (GCSE) English Language Unit 1 Section A Reading). 48 texts (taken from real exam papers GCSE English Language Foundation and Higher, developed and used by Assessment and Qualifications Alliance (AQA) in 2011-2013) constituted the material of the study. The aim of the research is to define the organizational structure of the examination texts in order to help the candidates cope with tasks successfully. Such research methods as semantic analysis, qualitative and quantitative methods, descriptive statistics have led to the results, which can be applied by both testmakers and candidates. Thorough investigation of their structural features, content and keywords as well as tasks accompanying the texts revealed that text structure has a direct impact on the type of tasks and questions proposed to a candidate in exam likewise their complexity. When developing examination tasks and questions test-makers should take into consideration peculiarities of each text structure and establish methodological guidelines for the potential candidates to pass the exam swimmingly

Examination text structure as an indicator of examination task type and complexity (On the basis of GCSE English language unit 1 section A reading)

© 2015, Mediterranean Center of Social and Educational Research. All rights reserved. This paper investigates expository and narrative structures of examination texts for reading purposes implemented in General Certificate of Secondary Education (GCSE) English Language Unit 1 Section A Reading). 48 texts (taken from real exam papers GCSE English Language Foundation and Higher, developed and used by Assessment and Qualifications Alliance (AQA) in 2011-2013) constituted the material of the study. The aim of the research is to define the organizational structure of the examination texts in order to help the candidates cope with tasks successfully. Such research methods as semantic analysis, qualitative and quantitative methods, descriptive statistics have led to the results, which can be applied by both testmakers and candidates. Thorough investigation of their structural features, content and keywords as well as tasks accompanying the texts revealed that text structure has a direct impact on the type of tasks and questions proposed to a candidate in exam likewise their complexity. When developing examination tasks and questions test-makers should take into consideration peculiarities of each text structure and establish methodological guidelines for the potential candidates to pass the exam swimmingly

Semantic context clues in expository texts for toefl ibt reading section preparation

© 2015 Mediterranean Journal of Social Sciences. All rights received. TOEFL iBT (Test of English as a Foreign Language, Internet-Based Test) exam as an important component of the global educational environment attracts the attention of both linguists and educators. The problem of semantic context clues relating to TOEFL seems worth exploring as the results of the research can be applied by both test makers and test takers. Expository texts as the first type of texts explored constitute the material of the research, which was aimed at the revealing the types of semantic context clues employed in expository texts, their types and significance. The results of the research revealed 13 single semantic clues types and 15 patterns for double semantic clues. The primary importance is given to single direct context clues, followed by indirect description and restatement due to their structural clarity and explicit definition of the unknown word. Double context clues are employed where a single context clue is not enough to disclose the meaning of an unfamiliar vocabulary item, facilitating the process of unknown word clarification and performing the function of a supplementary informational resource. The aim of the current research is to find out the most common types of semantic clues applied in the text influencing the test-takers excerpt comprehension and educe possible ways where semantic clues can be used in determining sentence meaning. The methodology described will enable teachers to successful development in their TOEFL preparation training courses and aid potential test-takers to overcome language barrier when taking the exam