INFOGRAPHICS AS A TOOL IN DEVELOPING DISCOURSE COMPETENCE IN THE EAP COURSE

Abstract

Purpose of the study: The objective of the study is to develop a discourse competence in the EAP classroom taking into account learners’ academic knowledge background and cognitive abilities. The use of static data visualization method contributes to the development of students` academic communication skills by through the integration of specialist reading, academic writing and speaking within a project-based learning approach. Methodology: Within the scope of the experimental project-based learning, we used a productive method of text interpretation through static data visualization. Students have to create an infographic following the proposed algorithm, including four stages necessary and sufficient for developing specific skills as components of a discourse competence. Main Findings: The experimental results show a significant improvement of such discourse competence indicators as unity and coherence, conciseness and comprehensiveness, and selection and categorisation. This implies that the static data visualization method proves to be effective for developing academic foreign language skills through a guided multi-stage text interpretation. Applications of this study: The authors conducted a pedagogical experiment within the framework of the discipline “English for Academic Purposes” teaching master students of Applied Mathematics of Peter the Great Saint Petersburg Polytechnic University. The use of the proposed algorithm proves to be effective for teaching English for specific/academic purposes at all non-language faculties. Novelty of this study: For the first time a proposed static data visualization method was used to integrate students` academic knowledge and cognitive abilities into creating a meaningful project, which required the reasonable choice of source materials in a foreign language, analysing quality and quantity maxims based on previous academic experience but sufficient for the subject matter discussed, and resulted in converting existing knowledge into a new academic product.