English for Specific Purposes

The article is an attempt at summarizing the most important ESP developments that go back to the inception of the field in the 1960s. It first briefly refers to the emergence of the phenomenon of ESP and then goes on to discuss the most important phases of its evolution. A short description of the earliest phase referred to as register analysis is followed by a brief outline of the discourse analysis phase. The subsequent phase is characterized by the emergence of key ESP concepts, such as needs analysis, genre and rhetorical moves. The following part of the article deals with the most recent ESP phase. It not only focuses on the contribution of important international journals to the development of the field, but also gives an overview of recent investigations into genre theory and in the area of corpus linguistics. The final section summarizes the most significant achievements of ESP research practice and discusses its possible future developments.

International travel is a rapidly growing activity entailing cross-cultural communication between hosts and guests from different linguistic backgrounds. There is therefore a growing worldwide need for front-line staff (as hosts) in the hospitality industry who are able to communicate effectively with guests. This paper argues that particular patterns of language are associated with host-guest interaction. This language, corresponding to the different stages of the arrival-departure hospitality cycle, may be termed 'hospitality language'. The first two parts of the paper investigate hospitality practices and define the notion of hospitality language, outlining its evolution in the context of the United Kingdom. This is followed by an illustration of its use in a case study of four hotels in Southampton. The fourth part discusses some pedagogical implications, with an emphasis on the need to expose learners to actual hotel reception practices. Interviews with hotel staff reveal that some hospitality skills could be developed through in-service training. It is argued that such training could be viewed as an ESP/ EOP requirement of the hospitality profession. The concluding section recommends that communication skills be given more serious attention by human resources managers, researchers and educators in the field of hospitality management.

This study is part of an ongoing investigation into what we would like to identify as a unique, and so far underexplored, form of knowledge dissemination by means of online academic bionotes. By focusing on academic online identity construction, we intend to highlight the core discursive mechanisms underlying such a practice as well as differentiate specific features from more familiar ones characterising general social networking public profiles (Fitzpatrick 2015). Although a relatively new convention in the academic workplace, the practice of scholars crafting their own academic identity through online personal branding has been gaining momentum during the past decade. This is mainly due to the rapidly changing world of work and the proliferation of online social networking sites (SNS) which have blurred the boundaries between work and personal lives (Garzone 2015; Duffy/Pooley 2017). With the Web becoming a workplace, where involvement in networking practices and the construction of a social presence are no longer a choice, scholars are now seriously reflecting on the importance of defining personal branding tools for the dual purpose of individual advancement and knowledge dissemination.
Consequently, by exploring scholarly knowledge sharing practices occurring on academic SNSs, the main aim of this paper is to investigate the extent to which the social construction of academic identity overlaps and interdiscursively blends together with previously investigated and more traditional processes of disciplinary knowledge dissemination (KD) (Hyland 2012a, 2015). This study, in fact, is taking a broader approach to KD by using Hyland’s own perspective as a starting point, especially when he argues that: "In pursuing their professional goals and constructing knowledge, academics engage with others, and because of this, discourses carry assumptions about knowledge, relationships and how this should be structured and negotiated" (Hyland 2012a: 175).
Hence, our approach explores these renegotiated discourses as enacted by renewed digital knowledge sharing practices such as those occurring in dynamic Web 3.0 environments. To this end, the investigation is based on the analysis of a multimodal corpus comprising a collection of profiles crafted by university scholars and posted on the academic social networking site (ASNS) known as Acadmia.edu. This platform, which is not an educationally affiliated organization, foregrounds the entrepreneurial mission of “accelerating the world’s research”3 as it is essentially designed for academics whose main intention is to share research papers and interests as well as other general information concerning affiliation and academic engagements. Also part of Academia.edu’s mission is to afford scholars the opportunity to monitor the impact of their research through deep analytics (Price 2012) while tracking the work of other academics they choose to follow (Thelwall/Kousha 2014). Established in 2008 in San Francisco by Richard Price as part of the Open Science movement, to date, Academia.edu is reported having nearly 31,000,000 registered account-holders contributing over 20 million papers and attracting nearly 26 million unique visitors a month.
Against this backdrop, it is quite evident that data collected from ASNSs are of major interest for linguistic exploration, mainly owing to the impact that the above-mentioned academic social networking practices may have on how language is devised and packaged in order to facilitate knowledge dissemination. For the purpose of shedding light on this still grey area of language innovation, the online profiles collected from the Academia.edu site are the object of this study as they comprise multimodal instantiations of both knowledge dissemination and self-branding resources.

This paper studies how shipping forecasts are constructed and shaped. A pilot corpus of ten shipping forecasts issued by the Met Office, on behalf of the maritime and Coastguard Agency, and broadcast by BBC Radio 4 has been collected for this purpose and examined in terms of its rhetorical structure. Adopting a genre-centred approach and making use of Swales’s (1990) terminology, shipping forecasts are analysed and structured into a number of moves and steps. Findings are expected to help linguist researchers to gain knowledge of the textual organisation of shipping forecasts as a very particular type of oral discourse within the professions, and also, to provide maritime English teachers with genre-based tools that may contribute to enhance their teaching practices in maritime English classrooms.

This article deals with the comparison of the lexical features of two texts from a diachronic point of view. Interest in lexical comparison arises from the fact that the two texts belong to a specialised field within medicine-ophthalmology-and both can be considered of the same genre. The linguistic analysis focuses on morphological and etymological aspects, based on previous studies with a historical perspective in the field of medicine (Norri, 1992). As a result of the study, different implications concerning the use of words from the Germanic native stock or from other sources, together with the different social and scientific changes, are shown in this article. Resumen La terminología médica a través de los siglos: rasgos distintivos de un estudio cronológico en el campo de la oftalmología Este artículo trata de comparar las características léxicas de dos textos desde una perspectiva diacrónica. Este interés en la comparación léxica surge del hecho de que los dos textos pertenecen a un campo de especialidad dentro de la medicina-oftalmología-y ambos se pueden considerar del mismo género. El análisis lingüístico se centra en aspectos morfológicos y etimológicos, criterios basados en estudios anteriores sobre el inglés médico desde una perspectiva histórica (Norri, 1992). Como resultado de este estudio, destacan las diferentes implicaciones sobre el uso del vocabulario de origen germánico o de otras fuentes, junto con los diferentes cambios científicos y sociales que se muestran en este artículo. Palabras clave: inglés medico, lingüística histórica, lexicología, lingüística de corpus Medical terminology across the centuries: distinctive features of a chronological study in the field of ophthalmology

This paper studies the contribution of ICTs to the teaching of Maritime English (ME) around the world as perceived by ME practitioners. We will briefly examine a number of software packages available in the market for the teaching of ME and then present and discuss the results obtained from a 27-item questionnaire focused on the use of ICTs for the teaching of ME. This questionnaire was distributed worldwide among ME practitioners and answers gathered indicate, among others, that there is an awareness on the possibilities ICTs offer for ME teaching but its implementation in ME courses is not normalised practice.

Memrise to edukacyjna aplikacja działająca na stronie internetowej oraz w wersji mobilnej wykorzystująca fiszki w połączeniu z mnemotechnikami do nauki języków obcych oraz do zapamiętywania informacji z innych dziedzin, np. geografii, prawa czy matematyki. Kursy na stronie memrise mogą być tworzone przez samych użytkowników (tzw. crowdsourcing), a zatem mogą być dostosowane do indywidulanych potrzeb użytkowników i mogą służyć do nauki i utrwalania treści prezentowanych na zajęciach językowych.
Rozdział prezentuje możliwości wykorzystania memrise do nauki słownictwa branżowego z zakresu angielskiego języka prawniczego jako narzędzia pomocniczego na lektoracie języka angielskiego na wyższej uczelni, który przygotowuje studentów do przystąpienia do międzynarodowego egzaminu certyfikatowego TOLES (Test of Legal English Skills). Rozdział przedstawia przykłady ćwiczeń, które ułatwiają zapamiętywanie słownictwa, naukę kolokacji, fraz przyimkowych, rozwijają umiejętności parafrazowania i definiowania terminów prawniczych oraz ich pisowni. Wykorzystanie metody crowdsourcingu stwarza możliwości włączenia studentów w proces tworzenia treści kursów zamieszczanych na stronie memrise i jest dla nich dodatkowych motywem do kontaktu z językiem branżowym.
Druga część rozdziału jest opracowaniem wyników badania, którego celem było poznanie opinii studentów na temat memrise jako narzędzia do samodzielnej nauki specjalistycznego języka angielskiego oraz ocena wpływu pracy z memrise na wyniki osiągane przez studentów w trakcie lektoratu. Analiza porównawcza wyników osiąganych na testach została przeprowadzona wśród studentów korzystających z aplikacji oraz tych, którzy wybierali tradycyjne (niemobilne) metody nauki. Badanie będzie również próbą odpowiedzi na pytanie czy studenci współtworzący treści kursów na memrise (ang. contributors) osiągają lepsze wyniki od tych, którzy są tylko ich użytkownikami.

While a wealth of resources is available for teaching research writing of traditional IMRD research papers, instructors have little to draw on when working with graduate students in mathematics. The present study offers insight into recent mathematical research articles through an exploration guided by phrase-frames, recurring multiword units with a variable slot or blank. The paper introduces the concept of key phrase-frames. In doing so, the potential of phrase-frames for understanding subregisters and for teaching is shown. The starting point of this exploration is a 2,289,670-word corpus of 128 recent mathematics research articles collected from eight scholarly mathematics journals. Five-and six-gram phrase-frames were generated in KfNgram. Key phrase frames are identified as those with an occurrence of at least 20 per million words, occurring across 75% of journals and with a sMAPE of 1.95 cut off or higher when compared to the academic section of the Corpus of Contemporary American English as a reference. The 180 resulting frames were coded for open slot position and common pattern before being consolidated and functionally grouped. Core functions related to the aboutness, coherence and moves of the text. The discussion centers on how these groups reveal different aspects of mathematical texts

Ruth Breeze’s Corporate Discourse is a useful text in many aspects. Firstly, it covers the issue of corporate discourse from a range of theoretical backgrounds and their respective methodologies, plausibly showing how corporate ‘discourses’ both merge and differ from one another. Secondly, all the genres dealt with in the book are exemplified with authentic data, which lends validity to the author’s findings. Thirdly, although Breeze never loses sight of the two staple ideas of the company’s communicative intent – promoting a good image and legitimising corporate activities – she underscores the need for a critical evaluation of both company’s internal and external communicative and discursive practices.

In this article we explore the usefulness of the criterion of authenticity for the selection and evaluation of EAP materials. These materials were specialised listening texts used on a first year undergraduate programme at a U.K. university. Using a student questionnaire and techniques of discourse analysis based on Halliday's concepts of field, tenor and mode, we investigated the levels of

Tis work aims to present materials produced
for the subject Technical English which is part
of the Program of Post-Graduation in Cognition
and Language at Universidade Estadual do
Norte Fluminense (UENF). It is known that the
elaboration of any support material to teaching is
a hard task, demanding investigation, analysis,
technique, creativity and, above all, time.
Terefore, it is expected that the relevance of
this article contributes with the production of
future educational materials to be used within
the teaching- learning process of reading and
translation in classes of English for Specifc
Purposes (ESP).

In the next chapter Ron Scollon examines the extent to which television can be used to analyse and illustrate culture differences in patterns of conversational openings and recommends the use of television as a source of teaching materials. Martin Cortazzi and Lixian Jin, in ''Cultural mirrors: materials and methods in the EFL classroom'', consider how culture is reflected in textbooks used for teaching English as a foreign language and English as a second language. A variety of English language teaching materials from around the world are analyzed to show ways in which culture figures in textbooks. What emerges from the analyses is that a cultural focus on intercultural competence leads to communicative competence. While this volume has many strengths, one glaring weakness is in its bias towards the learning of English, despite the fact that the title of the volume suggests a more general approach to the influence of culture on language. Many other languages are being learned as second and/or languages than English, particularly in European, Asian and African contexts (Connor, 1996; Thondhlana, 2000; Valdes, 1986), and while the insights drawn in this volume can be applied to other linguistic contexts, it would be fruitful to bring on board the experiences of second language researchers, teachers and learners of these other languages. Despite this unfortunate omission, however, this volume will be invaluable to second language researchers, teachers and learners in a variety of contexts.

This paper presents the findings of a questionnaire offered to ESP students from four academic programs, both first and second year. Its purpose was to assess their perceptions of the course design that included translation activities as language learning devices, as well as the use of L1, specifically for the introduction and revision of difficult terminology related to their respective domains. The feedback was positive, in that a large majority of responders believed that these types of activities boosted their English proficiency, that they were both useful and enjoyable, and that they helped with both grammar and specialized vocabulary. Also, an overwhelming majority found it useful to be given an exact equivalent in L1 for the specialized vocabulary.

This research was exploring the use of English for a specific purpose by hotel receptionists in Sorong city. The data was conducted with quantitative but is not pure students. To collected data, the researchers used instruments such as written tests, questionnaire and speaking as instruments. The data was analyzed to descriptive analysis. The result of the study shows that the receptionists' ability in using English for specific purposes was poor. It was shown by written test that consisted of technical terms in hotel. Highest data through an English film, English books. But on the other hand, hotel management never played to improve their English speaking ability, particularly in English coursework, English training, English seminar inside and outside the hotel.

The primary objectives of university English for Specific Purposes (ESP) courses, such as Business English (BE) courses, are to train learners within relevant genres and to use language within related professional and communicative contexts. However, localised needs analyses (NAs) are required to achieve such objectives. This is because educators and course developers need to know the types of language, genre and contexts students are most likely to encounter to make BE curricula relevant and engaging. With stretched resources, oversubscribed classes and a general lack of rigour in many curriculum design processes, it is not uncommon for teachers to simply rely upon their intuition, rather than contextualised empirical data pertaining to their students’ needs, when informing teaching decisions. Undoubtedly, such teacher intuition and the resulting pedagogical decisions made are most often done so with students’ best interests in mind. However, the current literature is lacking insight investigating the extent to which students’ self-reported needs correlate with their teachers’ intuition. Therefore, this research analysed the needs of 333 Chinese undergraduate English for International Business students, preparing to complete their studies in the UK, and compared this with the intuition of 23 of their teachers. A combination of written and online questionnaires was utilised to elicit both quantitative and qualitative data. Results identified quantitative student-teacher convergence with regards to students’ preferred classroom activities and high acceptance of learner autonomy. Statistically significant quantitative student-teacher divergence was identified with regards to students’ preferred teaching materials (p< 0.05) and the amount of time students spent using English outside of the classroom (p< 0.05). Further qualitative student-teacher divergence of note centered around students’ English use, English language learning challenges and hobbies. Potential learning and pedagogical implications to Business English teaching are discussed and practical suggestions presented where appropriate. It is hoped that the results presented within can be of practical value to Business English teachers as well as course and materials designers working with Chinese undergraduate students preparing to study abroad.

Algeria joined the International Maritime Organisation in 1963 and has ratified all the international maritime conventions. It has also taken official measures in relation to the use of English for maritime communication by Algerian ship crews and port personnel. However, little is known about language practices in general and English language use and needs in particular of the Algerian port regulation staff (port officers, safety officers, radio officers, pilots). The aim of the present paper is to explore language practices and needs of the port regulation staff in the Port of Bejaia. The investigation adopted a case study methodology with non-participant observations and ethnographic interviews as the main instruments for collecting data. Three port officers, two pilots and two radio officers accepted to be interviewed. The findings of the research revealed the coexistence of five languages in the port of Bejaia, each being used for a different purpose and with a different category of interlocutors. English is used in seven main communicative events, in which Algerian maritime officers and pilots interact with foreign seafarers of diverse nationalities and for a variety of topics and purposes. The findings of this research can be used to design an ESP course for Bejaia's port regulation personnel.

Proprietà letteraria riservata © libreriauniversitaria.it edizioni Webster srl, Padova, Italy I diritti di traduzione, di memorizzazione elettronica, di riproduzione e di adattamento totale o parziale con qualsiasi mezzo (compresi i micro lm e le copie fotostatiche) sono riservati per tutti i Paesi. Nessuna parte di questa pubblicazione può essere riprodotta, distribuita o trasmessa in qualsivoglia forma senza l' autorizzazione scritta dell' Editore, a eccezione di brevi citazioni incorporate in recensioni o per altri usi non commerciali permessi dalla legge sul copyright. Per richieste di permessi contattare in forma scritta l' Editore al seguente indirizzo: redazione@libreriauniversitaria.it ISBN: 978-88-3359-272-5 Prima edizione: settembre 2020 Il nostro indirizzo internet è: www.libreriauniversitaria.it Per segnalazioni di errori o suggerimenti relativi a questo volume potete contattare:

Massive Open Online Courses are becoming popular educational vehicles through which universities reach out to non-traditional audiences. Many enrolees hail from other countries and cultures, and struggle to cope with the English language in which these courses are invariably offered. Moreover, most such learners have a strong desire and motivation to extend their knowledge of academic English, particularly in the specific area addressed by the course. Online courses provide a compelling opportunity for domain-specific language learning. They supply a large corpus of interesting linguistic material relevant to a particular area, including supplementary images (slides), audio and video. We contend that this corpus can be automatically analysed, enriched, and transformed into a resource that learners can browse and query in order to extend their ability to understand the language used, and help them express themselves more fluently and eloquently in that domain. To illustrate this idea, an existing online corpus-based language learning tool (FLAX) is applied to a Coursera MOOC entitled Virology 1: How Viruses Work, offered by Columbia University.

Scholarship on plagiarism in second language (L2) writing in the past two decades has greatly expanded our knowledge of the topic. As a result, we now know more about: The complexity of plagiarism as intertextual practice (e.g., Pecorari & Petrić , 2014); The prevalence of plagiarism in L2 academic writing (e.g., [ 6 _ T D $ D I F F ] Sutherland-Smith, 2005); L2 students' often distinct understandings of what constitutes legitimate and transgressive intertextuality (e.g., Hu & Lei, 2012); Their culturally and disciplinarily shaped attitudes toward plagiarism (e.g., Flowerdew & Li, 2007; Shi, 2012); Various intertextual practices that L2 students engage in (e.g., Pecorari, 2008); Factors contributing to the incidence of plagiarism in L2 writing contexts (e.g., Hu & Lei, 2015); Faculty's reaction to and stance on students' intertextual practices (e.g.

Pilots who fly internationally must demonstrate a basic level of English language proficiency set forth by the International Civil Aviation Authority (ICAO) in a set of descriptors outlining varying ability levels.This insures clear communication between aircraft and air traffic control (ATC), a key element of air safety. Course design addressing ab initio students / trainees and licensed pilots in need of recurrency training must take into account learners’ specific needs for operational proficiency and licensure within the greater institutional framework. English communication standards exist to foster a safe and efficient operating environment. This paper will illustrate the connection between accident prevention, the implementation of language testing in aviation training, and the techniques and materials used in the aviation classroom.

The article investigates the discourse of guidebooks in terms of
popularization, that is, in terms of the ways in which specialised and
culture-specific concepts are reconceptualised and recontextualised to meet the needs, tastes and background encyclopaedia of the ideal reader. English and Italian guidebooks for adults and for children were analysed in order to compare the communicative strategies used in the two languages and in materials meant for different age groups. Whereas guidebooks for adults are a well-established genre in both lingua-cultural systems, guidebooks for children are a relatively new subgenre in the Italian market and the first popular instances were, in fact, translations of English guidebooks for young travellers. Some noticeable differences were found crosslinguistically in guidebooks for adults. Such differences are significantly levelled out in guidebooks for children, which display a tendency towards simplification and informality in both languages. However, some of the distinctive features of the genre in Italian are preserved. For this reason, the last part of the article focuses on the impact of translation on the popularization strategies identified in guidebooks for children.

The growth of English and its further implementation in various domains have become more and more vital in Algeria. Learners are highly interested in the English language and its use effectively and appropriately. Thus, the ability to use English adeptly is essential if language learners are to achieve communicative competence to develop pragmatic competence. Many researchers have tended to heed largely on the teaching of pragmatics rather than on how students acquire pragmatic competence. Its importance has been increasingly carried out, but a few researches on how to achieve it have been done. For this reason, this study investigates students' use of language learning strategies (LLSs) to improve pragmatic competence and to enhance the learning of English as a foreign language as well. It aims also at raising learners' awareness of the importance of pragmatic knowledge and LLSs for classroom instruction. To carry out this investigation, a sample of 10 pre-intermediate, 10 intermediate and 10 advanced learners was taken. To collect data, a questionnaire was given to students in which, they are asked to fulfil the LLSs they think are necessary to improve their pragmatic competence. The results showed that applying LLSs, namely, direct strategies could help them achieve communicative competence and hence become pragmatically competent learners.

The relationship between music and politics has not yet been widely researched in the social sciences, with the corpus of work on music and politics focusing on protest songs. For this reason, it is perhaps understandable that students of political science are generally not familiar with this research area. This article explores the interface between music and politics from the point of view of a teacher of English for Specific Purposes in the classes of undergraduate students of political science at Comenius University. Experience shows that the majority of undergraduates do not seem to be aware of a connection between music and politics and initially dismiss even a possibility of it, undervaluing the potential of music as a political tool. The final part of the article describes the procedure used to raise the studentsáwareness of political messages in the lyrics of the 20 th and 21 st century pop and rock music and the role of music as a communication tool in the world of politics, integrating thus selected subject-specific content with language teaching aims. Keywords: music, messages in lyrics, English for Specific Purposes Kľúčové slová: hudba, politické posolstvá v textoch piesní, angličtina pre špecifické účely " A pamphlet, no matter how good, is never read but once, but a song is learned by heart and repeated over and over. And I maintain that if a person can put a few cold common sense facts in a song, and dress them up in a cloak of humor to take the dryness off of them he will succeed in reaching a great number of workers who are too unintelligent to too indifferent to read a pamphlet or an editorial on economic science. " Joe Hill, American song writer and labour activist

The PhraseBook for Writing Papers and Research is designed to help non-native speakers write papers, books and theses at university and research level in English. It includes about 5000 words and phrases for university and research writing. Phrases are divided into around 30 main sections that follow the structure of university and research texts, such as Introducing a study, Defining the scope of a study, Arguing for and against, Reviewing other work, Summarizing and Conclusions.

Trans rights advocacy is a social justice movement that is transforming language practices relating to gender. Research has highlighted the fact that language which constructs gender as binary harms trans people, and some trans studies researchers have developed guidelines for honouring trans people's names and pronouns. The language of academic writing is an area of discussion where questions of trans rights and trans experiences have not yet been addressed. This paper draws on two data sources to explore the citation experiences and practices of trans scholars and activists: a web-based archive of writers' perspectives built between 2015 and 2016; and a corpus-based study of 14 research articles published in TSQ: Transgender Studies Quarterly. Our analysis highlights the sensitivity that is required of colleagues who work with transgender authors' writing, furthering our understanding of citation as a collaborative and potentially intimate and caring practice. Practices of referring to work by trans scholars pose ethical questions about the social relations expressed in citation in general, enabling applied language scholars to develop a new and different awareness of the sociality of citation.

Games have always been a staple of ELT, but their use has been concentrated at elementary levels; in contrast, EAP is often thought of as too serious to warrant games in class. At the same time, “gamification” has become a buzzword in education, business and social activism. This paper draws on the practice of gamification to show, not only that games have a place in the EAP class, but more importantly, to demonstrate how we can learn from games to make learning more game-like. In particular I show how certain characteristics of online games make them addictive - notably clear long- and short-term goals, constant feedback, enhanced self-image, “flow”, and the balance of collaboration and competition – and how we can try to introduce these qualities to EAP courses.

That the English language is the prevailing language in international scientific discourse is an undeniable fact for research professionals who are non-native speakers of English (NNSE). An exploratory, survey-based study of scientists in the experimental disciplines of neuroscience and medicine seeks to reveal, on the one hand, the habits of scientists who in their research practice come across neologisms in English and need to use them in oral and written scientific discourse in their own languages, and, on the other hand, their attitudes towards these neologisms and towards English as the language of international science. We found that all scientists write and publish their research articles (RAs) in English and most submit them unrevised by native speakers of English. When first encountering a neologism in English, scientists tend to pay close attention to these new concepts, ideas or terms and very early in the reception process attempt to coin acceptable, natural-sounding Spanish equivalents for use in the laboratory and in their Spanish texts. In conjunction with the naturalized Spanish term, they often use the English neologism verbatim in a coexistent bilingual form, but they avoid using only the English term and very literal translations. These behaviors show an ambivalent attitude towards English (the language of both new knowledge reception and dissemination of their RAs) and Spanish (used for local professional purposes and for popularization): while accepting to write in their acquired non-native language, they simultaneously recognize that their native language needs to preserve its specificity as a language of science. Resumen Científicos no-nativos, difusión del conoc imiento y neolog ismos en ing lés ¿Qué ocurre en las fases más tempranas de recepc ión y reproducción? Para los científicos no nativos de inglés, la redacción de artículos de investigación en una lengua extranjera supone un reto a la hora de difundir sus resultados. En un estudio exploratorio realizado mediante encuestas a una población de neurocientíficos e investigadores médicos en España se busca descubrir, por un lado, qué hábitos prevalecen entre estos profesionales a la hora de procesar neologismos en inglés durante sus investigaciones y transmitirlos tanto verbalmente como textualmente en sus lenguas maternas y, por otro lado, qué actitudes manifiestan hacia los neologismos ingleses y hacia la lengua inglesa misma como lengua de comunicación científica. Se ha comprobado que la totalidad de los científicos encuestados escriben y publican artículos de investigación científica en inglés y que la mayoría lo hacen sin revisión nativa. Al encontrarse por primera vez con un neologismo en inglés, los encuestados dedican una atención especial a este nuevo concepto, idea o término, y en una fase muy temprana del proceso de recepción intentan acuñar expresiones equivalentes que sean aceptables, naturales y funcionales en los contextos orales y escritos donde los han de retransmitir, a menudo empleando también los neologismos primarios en inglés de forma bilingüe pero siempre evitando emplear exclusivamente el término inglés y traducciones muy literales al español. Estos comportamientos muestran una actitud ambivalente hacia la lengua inglesa (la lengua en la que llegan nuevos conocimientos y en la que estos científicos no nativos realizan la difusión de sus descubrimientos) y la española (la lengua en la que se realizan las comunicaciones profesionales más inmediatas y la popularización de sus resultados): mientras que aceptan redactar su producción científica en una segunda lengua, a la vez reconocen que su lengua materna necesita ser reconocida y conservada como lengua de expresión científica. Palabras clave: artículo de investigación científica, español, inglés para fines específicos, neologismo, neurociencia.

Číslo Prioritní osy: 7.2 Oblast podpory: 7.2.2 -Vysokoškolské vzdělávání Příjemce: Ostravská univerzita v Ostravě Název projektu: Podpora terciárního vzdělávání studentů se specifickými vzdělávacími potřebami na Ostravské univerzitě v Ostravě Registrační číslo projektu: CZ.1.07/2.2.00/29.0006 Délka realizace: 6. 2. 2012 -31. 1. 2015 Řešitel: PhDr. et PhDr. Martin Kaleja, Ph.D.