About the Journal
FLSP international journal is a collection of scientific articles presented by FLSP practitioners inside and out Armenia targeting at professional experience exchange and concurrent development of FLSP methodologies.
Current Issue
Articles
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Articles
DESIGNING AN "ENGLISH FOR CIVIL WORKERS" CURRICULUM BASED ON ESP APPROACH
AbstractIn the context of contemporary globalization and international cooperation, overcoming language barriers and improving the quality of official communication among public servants has become crucial. This article focuses on the design, necessity, urgency, and presentation of an English for Specific Purposes (ESP) curriculum tailored for civil workers. The study also analyzes the current challenges in modernizing the conceptual frameworks of foreign language teaching within the Republic of Armenia. The proposed curriculum is structured on a modular basis, encompassing key areas such as public administration, official correspondence, public speaking skills, international cooperation and diplomacy.
References1. Adeeb, S., & Herat University (Comps.). (2018). English for public administration students (English for specific purposes): Textbook. US Embassy Project. (125 p.)
2. Apresyan, M., & Bagiryan, D. (2015). A new glimpse into science. YSU Press. (186 p.)
3. Apresyan, M., Asikyan, S., Ayvazyan, A., Mnatsakanyan, L., Mkrtchyan, K., & Voskanyan, A. (2023). English for law. YSU Press. (283 p.)
4. Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. (160 p.)
5. Cotton, D., Falvey, D., & Kent, S. (2000). Market leader: Upper intermediate course book. Longman. (176 p.)
6. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press. (317 p.)
7. Gregory, A. (2001). Public relations in practice. Kogan Page. (162 p.)
8. Harding, K. (2007). English for specific purposes (Resource books for teachers). Oxford University Press. (176 p.)
9. Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press. (183 p.)
10. Ivanova, L. (Ed.). (2021). Instruments for professional communication in public administration (English for specific purposes). Prospekt. (144 p.)
11. Rogers, J. (2001). Market leader: Upper intermediate practice file. Longman. (112 p.)
12. Поляков, О. Г. (2003). Английский язык для специальных целей: теория и практика. НВИ-ТЕЗАУРУС. (188 с.)
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Articles
INTERTEXTUALITY IN POLITICAL DISCOURSE
AbstractIntertextuality as a rhetorical device plays a crucial role in political discourse, it helps political leaders to persuade people in the importance and relevance of their ideas and principles by emphasizing common values through references to history, cultural traditions, and religious beliefs. By means of such intertextual devices as quotations, allusions, references, and indirect speech political actors draw on shared background knowledge and cultural memory to strengthen the influence of their messages and ensure their credibility and trustworthiness. Intertextuality is actively used in political discourse to perform such functions as legitimizing power, delegitimizing opponents, constructing collective identity, persuading, shaping political reality, ensuring historical continuity, and maintaining or contesting power relations. At the same time, such forms of intertextuality as conversationalized discursive practices are actively employed, including through social networks, to influence audiences and strengthen the connection between speakers and listeners. It helps build relationships with the audiences, create an impression of proximity and engagement, making political communication more effective.
References1. Bakhtin, M. (1984). Rabelais and his world. Bloomington: Indiana University Press.
2. Bakhtin, M. (1981). The Dialogic Imagination. University of Texas Press, Slavic Series.
3. Bloome, D. and Egan-Robertson, A. (2004). The Social Construction of Intertextuality in Classroom Reading and Writing Lessons. Uses of Intertextuality in Classroom and Educational Research (eds. Shuart-Faris, N. and Bloome, D.). Greenwich, Conn.: Information Age Publishing.
4. Chilton, P. (2004). Analysing Political Discourse: Theory and Practice. London: Routledge.
5. Edwards, L. (2018). What Made Reagan a Truly Great Communicator. https://www.heritage.org/conservatism/commentary/what-made-reagan-truly-great-communicator (accessed 14.04.2026).
6. Fairclough, N. (2010). Critical Discourse Analysis. The Critical Study of Language. Abingdon, Oxon: Routledge.
7. Fairclough, N. (1994). Conversationalization of Public Discourse and the Authority of the Consumer. The Authority of the Consumer (eds. Keat, R., Whiteley, N. and Abercrombie, N.). L., NY: Routledge, pp. 235-249.
8. Fairclough, N. (1992). Intertextuality in Critical Discourse Analysis. Linguistics and Education, N 4, pp. 269-293.
9. Jorgensen, M. and Phillips, L. (2002). Discourse Analysis as Theory and Method.
L.: SAGE Publications Ltd.
10. Kristeva, J. (1986). Word, Dialogue and Novel. The Kristeva Reader. Columbia University Press.
11. Lakoff, G. (2016) Understanding Trump’s Use of Language. https://george-lakoff.com/2016/08/19/understanding-trumps-use-of-language/ (accessed 14.04.2026).
12. Piper, J. (2024). Trump flails for a schoolyard taunt that’ll work against Harris. https://www.politico.com/news/2024/08/17/donald-trump-kamala-harris-nicknames-00174461
(accessed 14.04.2026).
13. Reagan, R. (1983). Quotes. “In the real world, peace through strength must be our motto.” https://www.reaganfoundation.org/ronald-reagan/quotes/in-the-real-world-peace-through-strength-must-be-our (accessed 14.04.2026).
14. Reisigl, M., and Wodak, R. (2001). The Discourse-Historical Analysis of the Rhetoric of Racism and Anti-Semitism. Discourse and Discrimination: Rhetorics of Racism and Anti-Semitism (eds. Reisigl, M. and Wodak, R.). London: Routledge, pp.31–90.
15. Sheigal, E.I. (2004). Semiotics of political discourse. Moscow: ITDGK “Gnosis”.
16. van Dijk, T. A. (2015). Critical Discourse Analysis. The Handbook of Discourse Analysis (eds.Tannen, D., Hamilton, H. E. and Schiffrin, D.). John Wiley & Sons, pp.466-485.
17. van Dijk T. A. (2009). Society and Discourse. How Social Contexts Influence Text and Talk. Cambridge University Press.
18. Wodak, R. (2022). Shameless normalization as a result of media control: The case of Austria. Discourse & Society. Vol. 33(6), pp. 788–804.
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Articles
THE PERSUASIVE POTENTIAL OF LINGUISTIC EXPRESSIONS IN POLITICAL DISCOURSE
AbstractThis article examines the persuasive potential of linguistic expressive means in political discourse, viewing it as an important tool for influence and the formation of public opinion. By applying discourse, stylistic, and semantic analyses, the study identifies the main linguistic devices of persuasion, including the use of personal pronouns, evaluative vocabulary and metaphors. The analysis shows that political discourse is dominated by strategies of positive self-presentation and the “us vs. them” dichotomy, as well as by metaphorical models that enhance the persuasive impact of speech. As a result, language in political discourse is shown to function not only as a means of communication, but also as a key instrument of influence and ideological construction.
References1. Bayley P. Live oratory in the television age: The language of formal speeches / P. Bayley // Campaign language: Language, image, myth in the U.S. presidential elections 1984. – Bologna : Cooperativa Libraria Universitaria Editrice Bologna, 1985, 77–174.
2. Chilton P. Politics as Text and Talk - Analytical Approaches to Political discourse / P. Chilton C. Schäffner. Amsterdam : John Benjamins Publishing Company, 2002․
3. Fairclough, N. Critical discourse analysis / N. Fairclough., R. Wodak // Discourse as social interaction. London : Sage Publications, 1997, 258–284.
4. Fairclough, N. New Labour, New Language? / N. Fairclough. London and New York : Routledge, 2000, 178․
5. Graber D. Political languages / D.A. Graber // Handbook of Political Communication / Ed. D. Nimmo, K. Sanders, Beverly Hills: Sage, 1981․
6. Van Dijk T․ What is political discourse analysis? / T.A. van Dijk // Political linguistics. –Amsterdam : Benja-mins, 1997.
7. Van Dijk T. Ideology: A multidisciplinary approach. London, England UK: Sage Publications, 1998․
8. Арнольд И. Стилистика современного английского языка, Москва, 2002.
9. Арутюнова Н. Дискурс // Лингвистический энциклопедический словарь. М., 1990, 136–137.
10. Баранов А.Дескрипторная теория метафоры. М.: Языки славянской культуры, 2014.
11. Баранов А. Парламентские дебаты: традиции и новации, Москва, Знание, 1991․
12. Борботько В. Принципы формирования дискурса: От психолингвистики к лингвосинергетике. М.: Книжный дом «ЛИБРОКОМ», 2011.
13. Водак Р. Язык. Дискурс. Политика / Р. Водак ; пер. с англ. и нем. В.И. Карасика и Н.Н. Трошиной ; Волгогр. гос. пед. ун-т, Науч.-исслед. лаб. "Язык и личность". – Волгоград: Перемена, 1997.
14. Гончарова Е. Персуазивность и способы ее языковой реализации в дискурсе рекламы. Studia linguistica. Вып. 10. СПб., 2000.
15. Гийом Ж., Мальдидье Д. О новых приёмах интерпретации, или проблема смысла с точки зрения анализа дискурса. М.: Прогресс, 1999, 124 -136.
16. Дейк Т. ван. Язык. Познание. Коммуникация. М. : Прогресс, 1989․
17. Иванова, С. Тенденции развития и исследования современного политического дискурса / С.В. Иванова // Актуальные проблемы контрастивной лингвистики, типологии языков и лингвокультурологии в полиэтническом пространстве : сборник научных статей : Уфа : Башкирский государственный университет, 2011, 58–67.
18. Карасик В. Языковые ключи. М.: Гнозис, 2009.
19. Нарумов Б. «Архитектура языка» в концепции Э. Косериу URL: http://danefae.org/pprs/venedikt/narumov.htm (06․12․2025)
20. Норман, Б. Лингвистическая прагматика (на материале русского и других славянских языков) : курс лекций / Б.Ю. Норман. - Минск : БГУ 2009․
21. Паршин П․ Об оппозиции системоцентричности и антропоцентричности применительно к политической лингвистике, Редакция журнала Диалог со временем, 2000․
22. Чернявская В. Логинова И. Программа политической партии как персуазивный текст․ Известия РГПУ им. А. И. Герцена, Санкт-Петербург, 2005, 64-75.
23. Чудинов А. Политическая лингвистика (общие проблемы, метафора): Учебноепособие. Екатеринбург, 2003, 194
24. Чудинов А. Политическая лингвистика : учебное пособие / А.П. Чудинов. – 3-е изд., испр. М. : Флинта: Наука, 2008а․
25. Шейгал Е. Семиотика политического дискурса : дис. … д-ра филол. наук. Волгоград, 2000, 368.
26. Шейгал, Е. Семиотика политического дискурса : дис. … д-ра филол. наук. Волгоград, 2000.
27. Шейгал Е. Семиотика политического дискурса. М.: ИТДГК Гнозис, 2004.
28. Գասպարյան, Ս.Ք. Տեքստ, դիսկուրս, մեկնաբանություն: // Լեզու, խոսք, իրականու¬թյուն: Միջազգային գի¬տաժողովի նյութերի ժողովածու: Երևան, ԱՁ «Արման Ասմանգուլյան», 2017, 79-91:
Փաստական նյութի աղբյուրներ
Discours d’Emmanuel Macronv adressé aux français sur la guerre en Ukraine, mars 2022 https://www.elysee.fr/emmanuel-macron/2022/03/02/adresse-aux-francais-ukraine
President Biden's State of the Union Address, February 07, 2023 https://www.voanews.com/a/transcript-president-biden-s-2023-state-of-the-union-address/6953032.html
Déclaration de M. Emmanuel Macron, président de la République, en hommage à Jean Moulin, à Lyon le 8 mai 2023 https://www.vie-publique.fr/discours/289381-emmanuel-macron-08052023-hommage-jean-moulin
Remarks by President Biden on the Continued Battle for the Soul of the Nation, 1 September 2022 https://www.democracyinaction.us/2022/biden090122spt.html
President Joe Biden Remarks on the Continued Battle for the Soul of the Nation Independence National Historical Park Philadelphia, Pennsylvania September 1 2022 https://www.democracyinaction.us/2022/biden090122spt.html
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Articles
TEACHING ENGLISH FOR SPECIFIC PROFESSIONAL CONTEXTS: CONTEMPORARY APPROACHES IN FLSP INSTRUCTION
AbstractThis article examines contemporary methods for teaching English in Foreign Language for Specific Purposes (FLSP) classrooms, emphasizing approaches that integrate language instruction with professional content. The study reviews key pedagogical frameworks, including Communicative Language Teaching (CLT), Task-Based Learning (TBL), Content and Language Integrated Learning (CLIL), the case study approach, role-plays and simulations, the Lexical and Genre-Based Approaches, and Project-Based Learning (PBL). Drawing on literature from English for Specific Purposes (ESP) and applied linguistics, the article highlights practical strategies for adapting these methods to diverse professional domains, such as medicine, law, business, and engineering. A qualitative, descriptive methodology was employed, combining theoretical analysis with classroom-based insights. Findings indicate that a blended, needs-driven approach, which incorporates authentic materials and task-focused activities, is most effective in developing both professional communicative competence and disciplinary knowledge. The study underscores the importance of learner-centered instruction, contextual adaptation, and careful needs analysis for optimizing FLSP teaching outcomes.
ReferencesBasturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Routledge.
Marsh, D. (2012). CLIL/EMILE: The European dimension. University of Jyväskylä.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Willis, J. (1996). A framework for task-based learning. Longman.
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
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Articles
ԽՈՍՔԱՍԵՐՄԱՆ ԿԱՂԱՊԱՐՆԵՐԻ ԱՐԴՅՈՒՆԱՎԵՏ ՅՈՒՐԱՑՄԱՆ ԽՆԴԻՐԸ ԱՆԳԼԵՐԵՆԻ ԽՈՐԱՑՎԱԾ ՈՒՍՈՒՑՄԱՆ ԴԱՍԸՆԹԱՑՈՒՄ
AbstractԱնգլերենի խորացված ուսուցման դասընթացը կազմակերպելիս, հաշվի առնելով նրա հաղորդակցական բնույթը՝ տեքստը և իրադրությունը մնում են ուսուցման լեզվանյութի ընտրության հիմնական միավորներ, իսկ խոսույթն աստիճանաբար մղվում է առաջին պլան: Կարևոր է, որ բառապաշարի ընտրության ժամանակ խոսքային իրադրություններն ունենան տեղական բնույթ, այսինքն նույն իրադրությունը կարող է առաջանալ տարբեր հարալեզվաբանական վիճակներում: Խնդիրն այն է, թե ինչպես ընտրել ուսուցանվող բառապաշարը և ինչ խոսքային իրադրություններում կիրառել այն: Անհրաժեշտ է հաշվի առնել նաև խոսքային իրադրությունների բովանդակային բնութագրերը, այն առումով, որ բառերը յուրացվում են արագ ու հեշտ և մտապահվում են երկար, եթե զուգորդվում են այլ բառերի կամ իրադրությունների հետ: Բառապաշարի յուրացման գործընթացը պայմանավորված է նրանից, թե որքանով են հաշվի առնվում փոխներթափանցման առանձնահատկությունները, առաջին պլան են մղվում բառային փոխներթափանցման երևույթները: Անգլերենի խորացված ուսուցման տեսանկյունից արժեքավոր է հատկապես այն, որ խորը վերլուծության է ենթարկվել փոխներթափանցում առաջ բերող ոչ միայն լեզվաբանական, այլև հոգելեզվաբանական կաղապարները:
References1. Դանիելյան Գ.Լ. (2007): Լեզվաբանական իրազեկության զարգացման հիմնախնդիրը անգլերենի բանասիրական ուղղվածության դասընթացում // Մանկ. գիտ. թեկնածուի գիտ. աստիճանի հայցման ատենախոսություն, Երևան, 146:
2. Баратян Н.Р. (1986). Амбарцумян Н. В. Лексические трудности студентов-армян в свете проблемы билингвизма: Օտար լեզուներ: Արտասահմանյան գրականություն. № 5, 31-39:
3. Верещагин Е.М. (1967). Заметки о Моноградации. //Вопросы порождения речи обучения языку. М., 120.
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6. Егиазарян А.В., (1983). Лингвистические основы методической типологии фразеологизмов и ее значение для обучения приемам их перевода// Օտար լեզուներ, Արտասահմանյան գրականություն. Եր. N 1983, 50-62:
7. Жлуктенко Ю.А. (1974). Лингвистические аспекты двуязычия. Киев, 177.
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Articles
COMMUNICATIVE ESP TEACHING IN ARMENIA AND LEARNER NEEDS IN CONTEXT
AbstractThe paper examines communicative and experiential teaching practices in the ESP context at two universities in Armenia. It highlights both the advantages of this methodology and the cultural peculiarities that pose challenges to achieving the desired learning outcomes, as well as proposes practical strategies for addressing these challenges. Analysing prior studies in ESP, constructivism, and experiential learning and drawing on classroom-based evidence, the paper explores the practical implementation of these theoretical models in real teaching contexts. To help reconsider the existing ESP practices, the study also conducts a student needs analysis.
The study focuses on three major questions: 1) How do ESP students benefit from communicative and experiential learning? 2) What insights does the needs survey offer? 3) How can identified learner needs be translated into communicative and experiential ESP classroom practices in the Armenian context?
Overall, the survey results support classroom observations and academic discussions, pointing to topical issues and areas of concern in ESP teaching in the Armenian higher education context.
References1. Allen, A. (2022). An Introduction to Constructivism: Its Theoretical Roots and Impact on Contemporary Education. Journal of Learning Design and Leadership, 1(1), pp. 1-11. Accessed 11 January, 2026 at https://ldljournal.web.illinois.edu/wp-content/uploads/2022/09/Andrew-Allen-Constructivism_JLDL_Vol1Issue1September2022.pdf
2. Berglund, A., Heintz, F. Integrating Soft Skills into Engineering Education for Increased Student Throughput and More Professional Engineers. Paper presented at the conference “Pedagogiska Inspirations konferens”, Linköping University, Sweden, December 17. Accessed 12 January, 2026 at https://www.lth.se/fileadmin/lth/genombrottet/konferens2014/11_Berglund_Heintz.pdf
3. Cohen, L., Manion, L., Morrison, K. (2004). A Guide to Teaching Practice (5th ed.). RoutledgeFalmer.
4. Gvelesiani, I. (2023). Teaching ESP – New Strategies and Approaches. Journal of Research in Higher Education, 7(1), pp. 25-39. DOI: 10.24193/JRHE.2023.1.2. Accessed 12 January, 2026 at https://www.researchgate.net/publication/371776517_Teaching_ESP_New_Strategies_and_Approaches
5. Karapetyan, M. (2020). Teaching Public Speaking Skills Online to ESP Students. Foreign Languages in Higher Education, 2(29), pp. 76-86.
6. Karapetyan, M., Kharatyan M. (2024). The Role of Foreign Language Proficiency in Recruitment in the Armenian Job Market. Foreign Languages in Higher Education, Vol. 28, 2(37), pp. 154-174. DOI: https://doi.org/10.46991/FLHE.2024.28.2.154
7. Knutson, S. (2003). Experiential Learning in Second-Language Classrooms. TESL Canada Journal, 20 (2), pp. 52-64. DOI: 10.18806/tesl.v20i2.948. Accessed 11 January, 2026 at https://www.researchgate.net/publication/265063997_Experiential_Learning_in_Second-Language_Classrooms
8. Kolb, D. (1984). Experiential learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
9. Kolb A.Y., Kolb D. A., Passarelli, A., Sharma, G. (2014). On Becoming an Experiential Educator: The Educator Role Profile. Simulation & Gaming, 45(2), pp. 204-234. DOI: 10.1177/1046878114534383. Accessed 11 January, 2026 at https://www.researchgate.net/publication/270671768_On_Becoming_an_Experiential_Educator_The_Educator_Role_Profile
10. Kolb A.Y., Kolb D. A. (2017). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. ELTHE: A Journal for Engaged Educators 1(1), pp.7-44. Accessed 15 January, 2026 at https://www.weber.edu/wsuimages/cetl/Experiential%20Learning%20Theory%20as%20a%20guide%20for%20experiential%20educators%20in%20higher%20education.pdf
11. Lavrysh, Y. (2016). Sift Skills Acquisition through ESP Classes at Technical University. The Journal of Teaching English for Specific and Academic Purposes, 4(3), pp. 517-525. DOI: 10.22190/JTESAP1603517L. Accessed 11 January, 2026 at https://espeap.junis.ni.ac.rs/index.php/espeap/article/view/370
12. Lewis, C.C., Moss, D., Van Duzer, C. (1998). Project-based Learning for Adult English Language Learners. ERIC Digest: National Center for ESL Literacy Education. Accessed 13 September, 2000 at http://www.cal.org/nde/digests/ProjBase.htm
13. Marlowe, B., Page, M. (2005). Creating and Sustaining the Constructivist Classroom. Thousand Oaks, CA: Corwin Press.
14. Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29, pp. 133-157.
15. Parks, S. (2000). Same Task, Different Activities: Issues of Investment, Identity, and Use of Strategy. TESL Canada Journal 17(2), pp. 64-88.
16. Rogers, C. (1969). Freedom to Learn. Columbus, OH: Charles E. Merrill.
17. Stan, R. S. (2013). English for Specific Purposes in Career Opportunities. Proceedings of the Fourth. International Conference “Research People and Actual Tasks on Multidisciplinary Sciences”, pp. 215-219. Accessed 11 January, 2026 at https://www.cabidigitallibrary.org/doi/pdf/10.5555/20173295838
18. Spruck-Wrigley, H. (1998). Knowledge in action: The promise of project-based learning. Focus on Basics, 2(1-4), pp. 13-18.
19. Stem, H.H. (1990). Analysis and Experience as Variables in Second Language Pedagogy. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency, pp. 93-109. Cambridge, UK: Cambridge University Press.
20. Wilhelm, K.H. (1999). Collaborative dos and don’ts. TESOL Journal, 8, pp. 14-19.
21. Yaman, I. (2017). Constructivism and Its Contributions to the Current English Language Teaching Practices. Proceedings of the Ninth. International Congress of Educational Research, pp. 1349-1354. Accessed 11 January, 2026 at https://www.researchgate.net/publication/322078459_
CONSTRUCTIVISM_AND_ITS_CONTRIBUTIONS_TO_THE_CURRENT_ENGLISH_LANGUAGE_TEACHING_PRACTICES
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Articles
COMMUNICATIVE STRATEGIES IN TEACHING ESP IN HIGHER EDUCATION
AbstractIn the modern digital world, English has firmly established itself as the primary medium of international communication across academic, professional, and institutional domains. The increasing mobility of students and professionals, together with the expansion of international cooperation, has intensified the demand for specialized language competencies tailored to specific disciplinary contexts. In the context of increasing globalization and the growing demand for discipline-specific language competence, ESP originated a crucial approach to language instruction. The topicality of the present study is conditioned by the theoretical foundations and pedagogical applications of English for Specific Purposes (ESP) in higher education, with particular emphasis on communicative strategies applied in the process of teaching students of International Relations and Psychology. From this perspective methodological principles cover ESP, including needs analysis, learner-centered instruction, task-based learning, and the integration of authentic materials. A mixed-methods approach was adopted, incorporating theoretical analysis, comparative methodology and classroom observation.
The paper concludes by offering pedagogical as well as instructional practices recommendations aimed at improving ESP in higher education, particularly for disciplines requiring advanced communicative competence in English.
References1. Belcher, D. (2009). English for specific purposes in theory and practice. University of Michigan Press. Ann Arbor, MI, USA, 336 p.
2. Berns, M. (1990) Context of Competence: Social and Cultural Considerations in Communicative Language Teaching. Plenum Press, New York, USA, 250p.
3. Dudley-Evans, T., & St John, M. J. (1998). Developments in ESP. Cambridge University Press, Cambridge, UK, 301p.
4. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge University Press, Cambridge, UK, 183p.
5. Hyland, K. (2006). English for academic purposes. Routledge, London, UK/ New York, USA, 363p.
6. Nunan, D. (2004). Task-based language teaching. Cambridge University Press, Cambridge, UK, 222p.
7. Swales, J., & Feak, C. (2012). Academic writing for graduate students. University of Michigan Press, Ann Arbor, MI, USA, 408p.
8. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press, Cambridge, UK, 321p.
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Articles
REIMAGINING UNIVERSITY-LEVEL ELT: INTEGRATING MOBILE APPLICATIONS AND GAMIFICATION TO ENHANCE LEARNER ENGAGEMENT AND AUTONOMY
AbstractThis quasi-experimental study investigates the impact of integrating mobile applications and gamified learning tasks on student performance and autonomy in English language classrooms at the university level. Conducted over eight weeks with 92 first-year undergraduate students, the study compares traditional instruction methods with technology-enhanced, gamified approaches. Participants were randomly assigned to a control group (46 students), receiving traditional textbook-based instruction, or an experimental group (46 students), utilizing a gamified flipped-classroom model. Findings indicate that the experimental group exhibited significantly higher gains in language proficiency, with a mean improvement of 11.4 points compared to 5.4 in the control group. Furthermore, the experimental group reported a 25% increase in in-class participation and a 30% rise in out-of-class study time. The results support the integration of digital tools and game-based strategies in English Language Teaching (ELT) to foster more autonomous and engaged learners. The study concludes by offering practical recommendations for educators to align digital activities with specific instructional objectives.
References1. Cheng, J., Lu, H., & Xiao, L. (2025). Effects of gamification on EFL learning: Reading proficiency and enjoyment among Chinese undergraduates. Frontiers in Psychology, 16, Article 1448916.
2. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
3. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
4. Estrella, F. (2024). Analyzing the effects of mobile-assisted language learning on learner autonomy: A quasi-experimental study. Qeios. https://doi.org/10.32388/[DOI-if-available]
5. Godwin-Jones, R. (2021). Emerging technologies: Contextualizing mobile-assisted language learning. Language Learning & Technology, 25(3), 1–17.
6. Hafner, C. A., & Miller, L. (2025). English in the digital age: Pedagogical perspectives. Routledge.
7. Hastomo, T., Basthomi, Y., Widiati, U., Ivone, F. M., & Zen, E. L. (2025). Exploring flipped classroom integration with gamified applications for junior high school students. Journal for Foreign Languages, 17(1), 105–122.
8. Jones, R. H., & Hafner, C. A. (2021). Understanding digital literacies: A practical introduction. Routledge.
9. Kukulska-Hulme, A. (2020). Mobile learning as a catalyst for change. Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 1–5.
10. Littlewood, W. (1999). Defining and developing learner autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94.
11. Pham, L. L. N., Nguyen, H. T., & Le, V. T. K. (2021). Triggering students’ learning autonomy using the combination of m-learning and gamification. Teaching English with Technology, 21(2), 66–91.
12. Reinhardt, J. (2019). Gameful second language teaching and learning. Palgrave Macmillan.
13. Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
14. Yassin, B., & Abugohar, M. (2022). Gamified mobile-assisted formative assessment for reviving language proficiency. Teaching English with Technology, 22(2), 69–89.
15. Zimmerman, B. J. (2022). Self-regulated learning and academic achievement: An overview. Educational Psychologist. [Advance online publication/Volume/Issue if known].
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Articles
LINGUISTIC DISTORTIONS IN LEGAL DOCUMENTS: A FUNCTIONAL ANALYSIS OF LEGALLY CONSEQUENTIAL ERRORS
AbstractThis study examines how grammatical and stylistic errors in legal translation alter legal meaning and effect. Often dismissed as surface-level inaccuracies, these errors function as mechanisms of legal distortion. By analyzing modality, negation, syntactic structure, and case marking, this study demonstrates that linguistic features encode legal force and liability. Moreover, drawing on Legal Linguistics and examples from the Civil Code of the Republic of Armenia, the findings emphasize the inseparability of linguistic form and legal function.
ReferencesBandler, R., & Grinder, J. (1975). The Structure of Magic I: A Book About Language and Therapy. Palo Alto, CA: Science and Behavior Books.
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Johnson D. (1991) Handbook of Good English , Pocket Books
Khachatryan, G. (2015). Problems of Translation of International Legal Documents into Armenian.
Schroth, P. W. (1986). "Legal Translation." The American Journal of Comparative Law.
Schroth, P. W. (1986). Legal translation. The American Journal of Comparative Law, 34 (suppl_1), 47–65. https://doi.org/10.1093/ajcl/34.suppl1.47
Šarčević, S. (1997). New approach to legal translation. Kluwer Law International.
Tiersma, P. M. (1999). Legal language. University of Chicago Press.
Civil Code of the Republic of Armenia (1998).
1. Civil Code of the Republic of Armenia, Article 345
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Wong, K. (2012). A matter of competence: Lawyers, courts, and failing to translate linguistic and cultural differences. Southern California Review of Law and Social Justice, 21(Spring). https://gould.usc.edu/students/journals/rlsj/issues/assets/docs/volume21/Spring2012/4.Wong.pd
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Articles
ԻՍՊԱՆԵՐԵՆԻ ԱՆԿԱՆՈՆ ԲԱՅԵՐԻ ԱՐԴՅՈՒՆԱՎԵՏ ԴԱՍԱՎԱՆԴՄԱՆ ՄԵԹՈԴՆԵՐԸ՝ ՀԱՅԱԼԵԶՈՒ ԼՍԱՐԱՆՈՒՄ
AbstractՆերկայիս հոդվածում անդրադարձ է կատարվում հայալեզու լսարանում իսպաներենի անկանոն բայերի դասավանդման մեթոդաբանությանը: Իսպաներենի դասավանդման գործընթացում, բայական համակարգի յուրացումը խիստ կարևոր է հաղորդակցական հմտությունների ձևավորման տեսանկյունից: Իսպաներենը, լինելով քերականական կառույցներով հարուստ լեզու, առանձնանում է նաև մեծ թվով անկանոն բայերով, որոնք շատ հաճախ դժվարություններ են առաջացնում հայալեզու լսարանի համար: Նշված հանգամանքը պայմանավորված է այն իրողությամբ, որ հայերենում բայերի խոնարհման համակարգն էապես տարբերվում է իսպաներենի կառուցվածքից, իսկ անկանոն բայերի կիրառումը միշն չէ որ ենթարկվում է հստակ կանոնների: Հոդվածում ներկայացվում են այն մոտեցումներն ու արդի մեթոդները, որոնք արդյունավետ են իսպաներենի անկանոն բայերի դասավանդման տեսանկյունից ու առավել դյուրին են դարձնում դրանց յուրացումն ու ճիշտ կիրառումը հայալեզու լսարանի համար:
References1. García, M. (2017). La enseñanza del español como lengua extranjera: reflexiones y desafíos. Revistade Lenguas para Fines Específicos, 23(2), pp. 7-24.
2. Lázaro Mora, R. (2009). Tratamiento pronominal en el aula de ELE: ¿Usted o tú? Revista MarcoELE, n.9.
3. López Moratalla, N. (2004). La enseñanza de los usos de los pronominales del español. Didáctica (Lengua y Literatura), 16, 73-88.
4. Martínez, A. (2014). Métodos y enfoques en la enseñanza del español como lengua extranjera.
5. Peris Martín, E. (2000). La enseñanza centrada en el alumno. Algo más que una propuesta políticamente correcta. Frecuencia-L, 13, pp. 3-30.
6. Richards, J.C. and Rodgers, T.S. (2014) Approaches and Methods in Language Teaching.(3rd ed.)
7. Thornburry, Scott. (1999). How to Teach Grammar.
8. Рыжкина, И. Б.(2009). Коллаж как средтсво и способ организации межкультурного диалога. Русский язык и межкультурная комуникация, 8(1), сс.24-28.
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Articles
A METHODOLOGICAL PERSPECTIVE ON ADULT LEARNING DESIGN: ANDRAGOGY AND CAREER REINVENTION
AbstractWithin the context of technological advancement and great shifts in labour market demands, career reinvention has gained a defining significance among various professions. These changes shape a ground for radical transformations as contemporary workers increasingly face the necessity of continuous learning in the globalizing world. The imperative for career reinvention has laid the ground for continuous adult education and professional growth.
This article examines adult learning design from a methodological perspective, focusing on the relationship between andragogy and career reinvention. Guided by the theoretical framework of foundational theories of adult learning, transformative learning, experiential education, and contemporary workforce development, it explores how educational methodologies can effectively support adults transitioning across professions. The study argues that effective adult learning methods should integrate learner autonomy, experiential knowledge, reflective practice, and flexible educational structures. The article further proposes an integrated methodological framework for designing adult education systems oriented toward career reinvention. The findings of this paper contribute to broader debates concerning lifelong learning, workforce resilience and professional adaptation in the rapidly changing world.
References1. Brookfield, S. D. (1986). Understanding and facilitating adult learning. Jossey-Bass.
2. Knowles, M., S. (1975). Self-directed Learning. Pearson Education.
3. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
4. Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
5. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
6. Mezirow, J. (Ed.). (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
7. OECD. (2021). Skills outlook 2021: Learning for life. OECD Publishing.
8. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
9. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
10. World Economic Forum. (2023). The future of jobs report 2023. World Economic Forum.
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Articles
ANIMAL IMAGERY AND THE STRUCTURE OF DIDACTIC AND MORAL MEANING OF HUMAN TRAITS IN PROVERBS
AbstractThe present article aims to analyze the linguocognitive representation of human traits in French and Armenian proverbs with a zoonym component from the perspective of conceptual metaphor theory. In proverbial discourse, animals serve as a prism for observing human traits such as dignity, incompetence, gratitude, ingratitude, restraint, greed, cautiousness, and stubbornness. The analysis demonstrates that conceptual metaphors foreground the interrelationship between character traits and patterns of behavior. Using a comparative method, the study reveals both similarities and differences in the linguocultural and linguocognitive features of traits attributed to animals in the proverbial discourse of the linguocultures under consideration. In the context of causality, animal behavior functions as a means of explicating human traits. Within the metaphorical representation of positive and negative connotations the animal is viewed either as a moral benchmark or as a means of modeling vicious behavior.
References1. Алексеева, Т. Е. (2025). Зооморфные метафоры в английских пословицах: лексико-семантический анализ//Известия Саратовского университета. Новая серия. Серия: Филология. Журналистика. Т. 25, вып. 3, C. 266-273.
2. Babič, S. (2024). Animal Predators as a Characterising Element in Short Folklore Forms. Proverbium - Yearbook, vol. 41, no. 1, p. 1-21.
3. Baghdasarián, H. (2014). Lo universal y lo nacional en las paremias desde una perspectiva interlingual. Paremia, 23, p. 199-208.
4. Kövecses, Z. (2002). Metaphor: A Practical Introduction. New York: Oxford University Press, 320 p.
5. Lakoff, G. & Turner, M. (1989). More than Cool Reason: A Field Guide to Poetic Metaphor. Chicago: Chicago University Press, 237 p.
6. Lauhakangas, O. (2019). The Functions of Animal Metaphors in Proverbs. 12th In-terdisciplinary Colloquium on Proverbs, ACTAS ICP18 Proceedings, edited by Rui Soares, and Outi Lauhakangas. Tavira: AIP-IAP, p. 582–594.
7. Leguy, C. (2012). Des paradoxes de la référence animalière dans le discours proverbial. Michèle Cros, Julien Bondaz et Maxime Michaud (dir.), L’animal cannibalisé. Festins d’Afrique. Paris, Éditions des Archives contemporaines, p. 171-184.Mieder, W. (1993). Howl Like a Wolf: Animal Proverbs. Indiana: New England Press, p. 95.
8. Nuessel, F. (2010). Animals in Spanish Proverbial Language. Proverbium, Year-book of International Proverb Scholarship, vol. 27, p. 221–244.
Լեզվական նյութի աղբյուրներ
1. Ղանալանյան, Ա. (1960). Առածանի, Եր., Հայկական ՍՍՌ ԳԱ հրատարակչություն:
2. Նազարյան, Ա. (1994). Ֆրանսիական առածներ և ասացվածքներ ռուսերեն և հայերեն թարգմանությամբ ու համարժեքներով, Եր., Հելիոս հրատարակչություն:
3. Dictionnaire de proverbes et dictons. (1984). Choisis et présentés par Florence Montreynaud, Agnès Pierron et François Suzzoni, Les usuels du Robert.
4. Sevilla Muñoz, J.; Zurdo Ruiz-Ayúcar, M. T. [dir.] (2009). Refranero multilingüe. Madrid. Instituto Cervantes (Centro Virtual Cervantes). URL: http://cvc.cervantes.es/lengua/refranero/
