PARAPHRASING IN ESAP: TEACHER-GUIDED, AI-ASSISTED OR COMMUNICATIVE ACTIVITIES
DOI:
https://doi.org/10.24193/subbphilo.2023.4.12Keywords:
paraphrasing, English for Specific Academic Purposes, English as a Second Language teaching, ESP teaching activities, artificial intelligence in educationAbstract
Paraphrasing in ESAP: Teacher-Guided, AI-Assisted or Communicative Activities. At the heart of progress in academia lies the principle of building upon other people’s ideas, linguistic expressions and/or scientific endeavours by taking note of invariably crediting the original author (Mori 2018). One way of doing this is by the usage of paraphrasing. Though paraphrasing is regarded as the prerogative of successful academic thinking and writing, what it means exactly is still ambiguous to some extent. After undertaking to formulate some working definitions, we discuss paraphrasing techniques and activities in the context of teaching English for Specific Academic Purposes to students majoring in Biology. The activities considered are grouped into three main categories with respect to the procedure involved: teacher-guided (with a focus on certain parts of a sentence/text as selected by the teacher), AI-assisted (linked to the usage of automated paraphrasing tools) and communicative (tasks having a connection to real-world communicative needs). Some examples are discussed with the purpose of determining their appropriateness in a teaching context. The article sketches an initial paraphrasing teaching toolkit, developing mainly the first category, and ends with considerations regarding future research, such as the development and implementation of AI-assisted tasks and the analysis of inferential and rhetorical processes.
REZUMAT. Parafrazarea în engleza pentru scopuri academice și specifice: activități de predare dirijate de profesor, cu sprijinul inteligenței artificiale sau comunicative. În centrul progresului în mediul academic se află principiul dezvoltării cunoașterii prin întrebuințarea ideilor, expresiilor lingvistice și/sau întreprinderilor științifice ale altor oameni, făcând referire în mod invariabil la autorul inițial (Mori 2018). Una din modalitățile prin care se realizează acest fapt este prin intermediul parafrazării. Deși parafrazarea este considerată a fi apanajul gândirii și scrierii academice de succes, însemnătatea sa este încă înconjurată de o anumită ambiguitate. După ce elaborăm câteva definiții de lucru, vom discuta despre tehnici și activități de parafrazare în contextul predării limbii engleze pentru scopuri specifice și academice studenților de la profilul Biologie. Activitățile discutate sunt grupate în trei categorii în funcție de procedura aplicată: dirijate de profesor (axate pe anumite părți ale unei propoziții/unui text selectat(e) de profesor), cu sprijinul inteligenței artificiale (având o legătură cu instrumente automate de parafrazare) și comunicative (sarcini care au o legătură cu necesitățile de comunicare din lumea reală). Se discută câteva exemple cu scopul stabilirii funcționalității lor într-un context de predare. Articolul propune un instrumentar pedagogic inițial, dezvoltând mai ales prima categorie și se încheie cu considerații privind cercetări viitoare, cum ar fi dezvoltarea și implementarea unor activități cu sprijinul inteligenței artificiale și analiza proceselor de tip inferențial și retoric.
Cuvinte-cheie: parafrazare, engleza pentru scopuri specifice și academice, predarea limbii engleze ca a doua limbă, activități de predare în ESP, inteligența artificială în educație.
Article history: Received 20 July 2023; Revised 15 November 2023; Accepted 29 November 2023;
Available online 20 December 2023; Available print 31 December 2023.
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