Kostenko Viktoriia G, Solohor Iryna M
Higher State Educational Institution Of Ukraine "Ukrainian Medical Stomatological Academy", Poltava, Ukraine.
Wiad Lek. 2018;71(2 pt 2):261-265.
Introduction: Medical researchers, who are non-native English speakers, are facing now the growing need to publish their research results in international journals switching to an English-only policy, to apply for grants and scholarship, but at the same time this puts many authors whose native language is not English at a disadvantage compared to their English-speaking counterparts. The aim: This paper aims at analysing the existing parameters of academic writing proficiency of medical undergraduate and postgraduate students; elucidating current approaches to develop academic writing competency and to promote academic multi-literacy of junior researchers, and outlining the general recommendations to improve the quality and sophistication of their writing by incorporating the principles and achievements of academic writing pedagogy into the system of medical training.
Materials and methods: This study is an empirical applied research of a qualitative type mainly based on data elicited from informants (n=120) of the Ukrainian Medical Stomatological Academy aged from 20 - 35.
Results and conclusions: All participants were able to identify personal problem areas, and virtually all they note dissatisfaction with the use of English in their scholarly writing. They stated the obvious difficulties in sentence patterns and keeping tone of scientific narrative format. Writing in genres other than original research articles seems to be quite demanding and is often associated with the lack of self-confidence and language anxiety. Attention to developing academic writing skills should focus on the basic elements of academic writing, characteristics of written genres across the disciplines, providing a framework in which expert and practical knowledge is internally organized.
引言：医学研究人员，尤其是非英语母语者，如今面临着越来越大的需求，需要在采用纯英文政策的国际期刊上发表研究成果，申请资助和奖学金，但与此同时，这使得许多母语不是英语的作者相对于英语母语的同行处于劣势。目的：本文旨在分析医学本科和研究生学术写作能力的现有参数；阐明培养学术写作能力和促进初级研究人员学术多素养的当前方法，并概述通过将学术写作教学法的原则和成果纳入医学培训体系来提高他们写作质量和复杂性的一般建议。
材料与方法：本研究是一项定性的实证应用研究，主要基于从乌克兰医学口腔科学院年龄在20至35岁的120名受访者那里获取的数据。
结果与结论：所有参与者都能够识别个人存在问题的领域，而且几乎所有人都表示对在学术写作中使用英语不满意。他们指出在句型和保持科学叙述格式的语气方面存在明显困难。撰写除原创研究文章以外的其他体裁文章似乎要求颇高，并且常常与缺乏自信和语言焦虑相关。对学术写作技能培养的关注应集中在学术写作的基本要素、各学科书面体裁的特点上，提供一个将专业知识和实践知识进行内部组织的框架。
