Abstract:

In the modern world a great number of people speak at least one foreign language at the basic level. Such knowledge is quite sufficient to communicate, however it is insufficient for the academic world in which it is essential to analyse and to make logical deductions in the target language. 

This article puts a premium on the Appraisal Theory and its implementation in formal classroom learning. As a general rule, upper - intermediate and advanced level students are confident enough in writing, reading, listening and speaking skills as well. Therefore, next education level for them implies the development of critical thinking skills. It is common practice in many universities for students to translate articles from English and vice versa. The class is aimed both at improving translational skills and giving insight into the current agenda of a certain country. In order to make the translation relevant and adequate it is crucial to distinguish different kinds of evaluation as it gives a comprehensive picture of the message. The authors underline the appraisal theory offered by J.R. Martin and P.R.R. White enables educatees to discourse analysis dealing with evaluation of language. The evaluation system develops deeper understanding of a studied society and its cultural dimensions. Moreover, it illustrates language functioning and evolution: differences between native speakers depending on age, social status or education level and so on. The research depicts how values of a certain society and people’s attitude to key events or topical issues can be reflected by means of lexical units. The study’s relevance is determined by the enjoyment of Martin and White’s theory as one of the methods to master critical thinking skills during English lessons.

Keywords:

Language teaching, professional discourse, language of evaluation.