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1

THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL

100%

Wiertlewska J.

Scripta Neophilologica Posnaniensia

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2019

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vol. 19

223-230

PL

Currently practised methods of medical English instruction at tertiary education level often focus on medical terminology embedded in the English language classes. These strategies which comprise medical terminology and simple dialogues do not meet the needs of highly qualified medical health care workers (doctors, nurses, paramedics and many others). The new paradigm claims that medical English should be taught from the perspective of medicine and health care first and reinforced by the vocabulary acquisition; first – teach the students standards of medical practice (anatomy, pharmacology, physiology, medical sciences. and behavioural/ethical procedures), later on – concentrate on medical communication (see: M. Hull, 2004). The following paper concentrates on both formerly mentioned parameters; and also includes student and teacher motivation. Further, language acquisition as well as language learning are discussed. The new paradigm is defined as a combination of academic preparation which comprises cognitive and behavioural approaches that appear to be secondary to the context of the given class. Students are encouraged to search for synonyms, abbreviations and alternative ways of expressing meaning to communicate with each other. They also prepare their own multimedia presentations in the group and deliver speeches on subjects contained in curriculum. Concluding, the author of this paper expresses the opinion that foundational underpinnings of the curriculum of the Medical English course should be linked to the parameters for the health care professions. Context of the classes needs to be relevant to the work of the health professionals (according to Pratt and others, 2002). Over the last 10 years the paradigm for medical English teaching in North America and West European countries has changed enormously and has started to pave its new way at tertiary education level in Poland as well, which is presented briefly in this paper and – hopefully will continue to develop according to the newly occurring phenomena.

2

ACQUISITION OF LANGUAGE AND INTERCULTURAL COMPETENCES IN TOURISM AND HOSPITALITY STUDIES THROUGH ACTIVE EXPERIMENTATION IN SECOND LIFE

92%

Rico García M., Ferreira da Silva P.

Teaching English with Technology

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2018

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vol. 18

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issue 2

69-92

EN

Living in a global world involves not only mastering languages, but also dealing with different habits and values. It becomes critical with students trained to deal with a multicultural public, such as the group of learners from tourism covered by our research. Our proposal aims to analyze whether the virtual world of Second Life (SL) facilitates the development of English for Specific Purposes and the acquisition of intercultural communication. To cover the objective qualitative and quantitative research were conducted along a four-phased in/out SL instruction. Questioning about the differences between the mean score obtained by experimental and control groups shows no significant differences in the acquisition of language regarding face to face and Second Life interaction, but demonstrates a positive tendency in the case of intercultural competences.

3

Culture in Esp Syllabus: Why and How

92%

Kavalir M.

Romanian Journal of English Studies

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2013

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vol. 10

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issue 1

113-122

EN

While language and culture are generally recognised to be intimately linked, English for Specific Purposes has typically been seen as “acultural”. This paper argues that cultural information is a necessary component of any ESP course and that a contrastive-comparative approach can help the learner in appropriating other cultures.

4

HE ESP TEACHER AS RESEARCHER

92%

Potocka D., Sierocka H.

Studies in Logic, Grammar and Rhetoric

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2013

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vol. 34

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issue 1

175-188

EN

The field of language teaching, both TESOL and ESP, is undergo- ing rapid changes. It is responding to new educational trends and paradigms and institutions face new challenges connected with changes in the curriculum, national tests and student needs. As a result, language teachers need to update their professional knowledge by taking on new roles, such as those of teacher- researcher. The purpose of this paper is to present new developments in the area of general language teaching research, with a particular focus on meth- ods of qualitative research that might be found useful while examining certain aspects of teaching in the field of ESP, such as case studies, action research, interviews or observations. The presentation of research methods is followed by a review of research practice focused on pedagogical issues published in re- cent years in ESP journals, such as English for Specific Purposes, The Asian ESP Journal or Journal of English for Academic Purposes. Of major interest are articles on Legal English. The article concludes with suggestions for further study.

5

MOBILE BETTING – LEARNING BUSINESS ENGLISH TERMINOLOGY USING MALL

81%

Balula A., Martins C., Costa M., Marques F.

Teaching English with Technology

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2020

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vol. 20

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issue 5

6-22

EN

In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students’ needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA – University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students’ learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis – using Pearson’s correlation coefficient and the Friedman test – confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.

6

Analysis of ESP in the Context of Rapid Border Teams

81%

Nováková I.

Internal Security

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2018

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vol. 10(1)

243-259

EN

The study outlines current migration situation which has contributed to the establishment of rapid border teams in EU member states. In the theoretical part, the author identifies key migration terms along with ESP (English for Specific Purposes) for the needs of newly created police unit. The practical part analyses Regulation of the Ministry of Interior of the Slovak Republic on Foreign Police Unit No. 37/2017 and a new Regulation (EU) 2016/1624 of the European Parliament and of the Council of 14 September 2016 on the European Border and Coast Guard. On the basis of an international research carried out at the Academy of the Police Force in Bratislava “Language Modules for Selected Police Services” (No. 165) the author identifies the language content syllabus for specific language training of rapid border teams to be deployed in Frontex joint operations.

7

Using authentic materials for students of tourism in Slovenia: English language acquisition for students of the Faculty of Tourism of the University of Maribor

81%

Potočnik Topler J.

ExELL

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2014

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vol. 2

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issue 2

104-115

EN

The article examines the process of teaching English for specific purposes at the Faculty of Tourism of the University of Maribor, Slovenia using coursebooks and authentic supplementary materials. The survey has shown that the students of the Faculty of Tourism prefer supplementary authentic materials to coursebooks because they find them sufficiently interesting or challenging. Specially designed classroom materials that are put into the Moodle by the teacher also offer opportunities for various activities in lesson planning for teaching, listening, speaking, reading and writing. Another important aspect of supplementary materials is that they facilitate the teacher’s creativity. However, there are advantages and disadvantages to using only coursebooks or only specially prepared classroom materials, and both - coursebooks and supplementary materials - should be used only after careful consideration. Although authentic materials may contain complex grammatical structures and difficult vocabulary, they bring real-life situations into classrooms, and students therefore find them very motivating, the survey has shown.

8

DEVELOPMENTS IN ESP TEACHING

81%

Jendrych E.

Studies in Logic, Grammar and Rhetoric

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2013

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vol. 34

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issue 1

43-58

EN

The fast changing business environment and the ever-growing de- mand facing professional communicators in the 21st century pose new challenges to language learners and teachers alike. Competitive business organizations at- tempt to recruit employees who have excellent linguistic competence coupled with nonlinguistic competences and skills. It is not easy to acquire these addi- tional competences and skills. However, most of them are transferable and can be greatly improved if students are provided with adequate teaching materials and appropriate input from the teacher. The aim of the paper is to address the complexity of ESP teaching today. Firstly, it presents an overview of the changes that have occurred in the practice of teaching ESP in the last few decades. It also sheds some light on the increasing importance of needs analysis. Then it presents new developments in teaching English for professional communication at the ter- tiary level of education. These developments include (1) content-and-language integrated learning, (2) use of didactic case studies, (3) corpus studies con- ducted for teaching purposes and aimed at identifying high-frequency language elements: terms, specialized lexis items, collocations, formulae, acronyms, etc., that need to be prioritized in language courses, (4) more effective course-books with higher terminology indexes, (5) extended use of online materials, (6) teach- ing writing for specialized purposes, and (7) teaching cross-cultural and social skills. The new approach is more challenging for ESP teachers and requires much higher qualifications, such as content knowledge and transferable skills. In order to increase students’ employability and promotion opportunities, we need teaching materials and approaches that help streamline students’ efforts, economize on time, and increase the effectiveness of language courses.

9

The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

81%

Kildė L.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 1

189-200

EN

Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.

10

LANGUAGE TOOLS: COMMUNICATING IN TODAY’S WORLD OF BUSINESS

70%

Silva S. R. S. C. M. M. d.

Teaching English with Technology

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2015

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vol. 15

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issue 2

67-80

EN

In a society increasingly mediated by technology, the medium has created unparalleled opportunities. As a result, it has refocused educators’ attention on how technological literacy is both an essential learning outcome in all higher education programs, and the intermediary, the means to achieve the digital competences expected from employees. In the field of English for Specific Purposes, and at a time when technology is perceived to enable quick and effective access to a vast number of sources of information and knowledge, teaching a language confronts teachers and students with divergent views that converge into what we perceive to be interconnected paths. We critically reflect upon these interconnected paths in order to obtain further insights on how technology, namely Machine Translation and Computer-Aided Translation, is perceived by business communicators who are learning English in an ESP environment. Within the premises that translation is an act of intercultural communication, our case study addresses mirrored perceptions of the English language, the act of translation, and the use of technological tools. Our study draws on both perspectives and discusses how mirrored images of students and teachers converge through project-based approaches, rooted in practical, short visual tasks with a clear and immediately visible purpose.

11

A QUESTIONNAIRE CONTAINING A CALL COMPONENT FOR STUDENTS OF ESP – PILOT STUDY RESULTS

66%

Olejarczuk E.

Neofilolog

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2013

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issue 41/2

127-147

PL

As Arnó-Macià (2012: 89) points out: “Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP) (…)”. Although a broad range of technologies may support the process of language learning, this paper investigates those technologies which are connected with the computer and Internet use in order to learn a foreign language. A term used to refer to the above-mentioned issue is Computer-Assisted Language Learning (CALL). The paper presents results of a pilot study conducted of students of English for Specific Purposes (ESP) using a questionnaire containing a CALL component. This data collection instrument was especially designed for the purpose of the research. The main aim of the present article is to consider how to measure participants’ competences, attitudes and skills in the area of ICT (Information and Communication Technology).

12

From ESP to CLIL and back again: on linguistic aspects in vocational training

47%

Możejko Z.

Edukacja Ustawiczna Dorosłych

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2020

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issue 4

27-37

PL

Celem niniejszego artykułu jest krytyczne przedstawienie dwóch podejść do nauczania języka angielskiego – nauczanie typu CLIL (czyli zintegrowane nauczanie przedmiotowo-językowe) oraz nauczanie typu ESP (czyli nauczanie języka angielskiego dla celów specjalistycznych). Część teoretyczna podzielona jest na dwie podczęści, z których każda poświęcona jest jednemu podejściu do nauczania. W drugiej części artykułu poświęconej aspektom językowym kształcenia przywołuję cechy języka angielskiego jako języka pomostowego (English as a lingua franca) oraz omawiam taksonomię efektywnego nauczania typu CLIL na podstawie badań przepprzeprowadzonych w szkołach holenderskich przez zespół Ricka de Graaffa (Graaff et al. 2006, 2007)

EN

The aim of the paper is to offer a critical comparison of approaches to English language instruction – two CLIL and ESP provision. The theoretical section falls into two parts, each devoted to one of the respective approaches. The latter section of the paper is devoted to linguistic aspects of instruction and bring to the readers’ attention the phenomenon of English as a lingua franca, followed by a presentation of a taxonomy of effective CLIL provision based on research carried out in schools in The Netherlands by Rick de Graaff and collaborators (Graaff et al., 2006, 2007).

Refine search results

THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL

ACQUISITION OF LANGUAGE AND INTERCULTURAL COMPETENCES IN TOURISM AND HOSPITALITY STUDIES THROUGH ACTIVE EXPERIMENTATION IN SECOND LIFE

Culture in Esp Syllabus: Why and How

HE ESP TEACHER AS RESEARCHER

MOBILE BETTING – LEARNING BUSINESS ENGLISH TERMINOLOGY USING MALL

Analysis of ESP in the Context of Rapid Border Teams

Using authentic materials for students of tourism in Slovenia: English language acquisition for students of the Faculty of Tourism of the University of Maribor

DEVELOPMENTS IN ESP TEACHING

The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

LANGUAGE TOOLS: COMMUNICATING IN TODAY’S WORLD OF BUSINESS

A QUESTIONNAIRE CONTAINING A CALL COMPONENT FOR STUDENTS OF ESP – PILOT STUDY RESULTS

From ESP to CLIL and back again: on linguistic aspects in vocational training