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Journal

2013 | 41/2 | 99-112

Article title

ROLA ANALIZY POTRZEB I EWALUACJI KURSU W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO

Content

Title variants

EN
The role of needs analysis and course evaluation in teaching Language for Specific Purposes (LSP)

Languages of publication

PL

Abstracts

PL
The objective of the present paper is to discuss pre-course needs analysis and post-course evaluation, and their role in teaching Language for Specific Purposes. Though these two key stages have different aims and perspectives, they should not be treated as separate, linearly-related activities but rather as overlapping and interdependent phases of LSP course design. The repeated needs analysis that is built into the formative evaluation process contributes to making the resultant LSP course more responsive to the needs of the learner group.
EN
The objective of the present paper is to discuss pre-course needs analysis and post-course evaluation, and their role in teaching Language for Specific Purposes. Though these two key stages have different aims and perspectives, they should not be treated as separate, linearly-related activities but rather as overlapping and interdependent phases of LSP course design. The repeated needs analysis that is built into the formative evaluation process contributes to making the resultant LSP course more responsive to the needs of the learner group.

Journal

Year

Issue

Pages

99-112

Physical description

Dates

published
2020-02-17

Contributors

  • Uniwersytet Muzyczny Fryderyka Chopina, Warszawa

References

  • Basturkmen, H. 2010. Developing Courses in English for Specific Purposes. New York: Palgrave Macmillan.
  • Bolsher, S. i Smalkoski, K. 2002. “From Needs Analysis to Curriculum Development: Designing a Course in Health-Care Communication for Immigrant Students in the USA”. English for Specific Purposes Journal 21: 59-79.
  • Crandall, E. i Basturkmen, H. 2004. “Evaluating Pragmatics Focused Materials”. English Language Teaching Journal 58: 38-49.
  • Dakowska, M. 2001. Psycholingwistyczne podstawy dydaktyki języków obcych. Warszawa: Wyd. PWN.
  • Dudley-Evans, T. i Jo St. John, M. 2009. Developments in English for Specific Purposes: A Multidisciplinary Approach. Cambridge: Cambridge University Press.
  • Gajewska, E. i Sowa, M. 2010. „Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych”. Neofilolog 35: 243-253.
  • Gillet, A. i Wray, L. 2006. “EAP and Success” (w) Assessing the Effectiveness of EAP Programmes (red. A. Gillet i L. Wray). London: British Association of Lecturers in English for Academic Purposes: 1-11.
  • Grucza, S. (2010). „Specyfika uczenia języków specjalistycznych w świetle antropo-centrycznej teorii języka”. Lingwistyka stosowana – języki specjalistyczne – dyskurs zawodowy. Warszawa: Wyd. KJS UW: 107-130.
  • Henry, A. 2007. “Evaluating language learners’ response to web-based, data-driven, genre teaching materials”. English for Specific Purposes, 26(3): 462-484.
  • Hewings, M. i Dudley-Evans, T. (red.) 1996. Evaluation and Course Design in EAP. Review of ELT, 6, 1. Hemel Hempstead: Prentice Hall Macmillan in association with the British Council.
  • Hyland, K. 2008. “The Author Replies”. Teaching English to Speakers of Other Languages Quarterly 42: 113-4.
  • Kubica, M. 2010. „Nauczanie i rozwijanie sprawności komunikacyjnych w obcojęzycznym dyskursie specjalistycznym. Potrzeby, wyzwania, innowacje”. Neofilolog 35: 117-128.
  • Lesiak-Bielawska, E.D. 2012. “The Impact of Blended Learning on Teaching English for Vocational Purposes”. Glottodidactica XXXIX.1: 47-56.
  • Lesiak-Bielawska, E.D. 2013a. Różnice indywidualne w procesie akwizycji języka. Oficyna Wydawnicza Łośgraf: Warszawa.
  • Lesiak-Bielawska, E.D. 2013b. “Exploring the Impact of Two Differing Blended Learn-ing Procedures on ESP Vocabulary Acquisition” (w) E-learning & Lifelong Learning, Monograph, Sc. Editor Eugenia Smyrnova-Trybulska. University of Silesia. Katowice-Cieszyn: Studio Noa: 267-276 (w druku).
  • Pickett, D. 1989. “The Sleeping Giant: Investigations in Business English”. Language International 1.1: 5-11.
  • Robinson, P. 1991. ESP Today: a Practitioner’s Guide. Hemel Hempstead: Prentice Hall International.
  • West, R. 1997. “Needs Analysis: State of the Art” (w) Teacher Education for LSP (red. R. Howard i G. Brown). Clevedon: Multilingual Matters: 68-79.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.ojs-issn-2545-3971-year-2013-issue-41_2-article-21789
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