Title screen

[References: 7 tit.]

Teaching written academic discourse as a part of foreign language for specific purposes, though an important aspect of business and professional communication, remains the most problematic andunderstudied in language methodology. Written language often acts only as a means for achieving proficiency in oral communication aimed at a public performance where written discourse takes a formof notes to support the speaking activity. As a result of such approach, written language proficiency for nonlinguistic students often remains at the basic level.