Writing scientific articles in pre-service english teacher training: interactive approach

Abstract

This article highlights the problem of teaching writing scientific articles in pre-service English teacher education. The author presents a scheme of work over scientific articles emphasizing the potential of interactive approach to language acquisition in academic and professional situations. It is suggested that the potential of this approach is matched by its usefulness in activating students’ linguistic knowledge and skills, in providing an opportunity for reflection and professional discourse on the basis of in-depth analysis of authentic scientific texts, in promoting MA students’ scientific literacy in the field of professional subjects. The scheme covers four stages, such as analytical stage, discussion stage, cooperative writing stage and creative stage; the tasks for each stage are described. The focus is on the interactive tasks inspiring students to qualify or justify their knowledge in light of the information discussed, to have effective practice with colleagues and promote their professional scientific discourse. The scheme was implemented in the process of teaching MA students within the course “English in Scientific and Academic Discourse”.