Jeļena zašČerinska


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English for Academic Purposes Activity in Language Education

Conclusion
The issue here is that the emphasis of the System-Constructivist Theory on the subjective aspect of human being’s point of view and experience that plays the central role in a construction process makes the search for a definition of English for Academic Purposes activity difficult.
The solution here is the necessity in social interactions where the expert can model the appropriate solution, assist in finding a solution, and monitor the students’ progress (Benson, 1995).
The recommendation here is the role of teachers as mentors for student self-discovery and self-realization; to help motivate students, to stimulate their interests, to help them develop their own structure and style, as well as help them to evaluate their performance and be able to apply these findings to improve (Maslo, 2007, 40) their professional development within English for Academic Purposes activity.
English for Academic Purposes activity offers many interesting opportunities for lifelong, life-near and lifewide learning.
Further research on defining English for Academic Purposes activity is considered to include structuring English for Academic Purposes activity, English for Academic Purposes activity modelling for professional development, factor analysis, determination of a system of criteria and indicators, and levels of professional development within a multicultural environment and empirical studies.


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Author: Mg. Phil. Jeļena Zaščerinska


PhD 4 year student Study programme „Doctor in Pedagogy”
Faculty of Education and Psychology University of Latvia Jurmalas gatve 74/76, Riga, Latvia LV- 1083
Tel. +371 29435142, e-mail : knezna@inbox.lv



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