Analysis of Technical Specialists’ Scientific Training: The Role of Written Academic Discourse

Abstract

The development and implementation of the written academic discourse course as one of the aspects of technical specialists’ scientific training gives students an opportunity to get acquainted with research culture that promotes the introduction and development of research skills in future engineers. The article presents an overview of the existing practices of written academic discourse in the process of scientific training technical specialists on the basis of interdisciplinary theoretical understanding. The authors review the previous experience of research that reflects the linguacultural, psychological, communicative characteristics of written academic discourse in the context of analysis of the main types of students’ scientific training. The authors consider in detail the characteristics of written academic discourse in the expanded understanding of the term, conduct a comparative analysis of domestic and foreign experience, outline ways of further research of its influence on the process of technical specialists’ teaching. The present study was carried out in the of implementation of the project «Intensification of scientific and professional language training of technical specialists in the context of education digital transformation» for 2023-2025, with the financial support of the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. 19678460). In this paper the authors analyze the main types of scientific training of students on the basis of comparative analysis of the domestic and international best practices and consider in detail the aspects of written academic discourse and its impact on the training process in the sphere of research.