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Ocena wiedzy i kompetencji przedmiotowych jako element dydaktyki języka obcego dla celów biznesowych w programie studiów wyższych

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Łącka-Badura J.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2017

issue 23

151-165

The paper is motivated by the widely held view that LSP pedagogy should aim to develop students' dual competence, encompassing − on the one hand − their linguistic knowledge and skills, and − on the other − their professional competence including (elements of) specialist content knowledge and the skills necessary to effectively communicate in specific purpose settings. Consequently, assessment in LSP pedagogy should take into account not only students' linguistic competence, but also measure their ability to effectively and professionally perform communicative tasks typical of the target settings. The study examines how pre-experience undergraduate students at the University of Economics in Katowice perceive assessment of their professional communicative competence, including elements of specific purpose knowledge, by a Business English teacher. The findings suggest that the degree of acceptance for the assessment of dual competence in a university Business English course is very high; importantly, it increases with students' growing business awareness and content knowledge.

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1 Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

1 2017

1 Łącka-Badura J.

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Ocena wiedzy i kompetencji przedmiotowych jako element dydaktyki języka obcego dla celów biznesowych w programie studiów wyższych