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ENHANCING AN INTERMEDIATE SYLLABUS FOR ESL STUDENTS WITH BYOD INTERVENTIONS

100%
Kilar-Magdziarz E.
Teaching English with Technology
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2016
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vol. 16
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issue 2
97-115
EN
Mobile devices such as tablets and smart phones have entered education and started being used by teachers and learners for studying. This evidence-based case study focuses on the enhancement of a syllabus with BYOD classes and the role it played in boosting motivation and classroom engagement. It shows how to enhance a syllabus for Intermediate students of English and how to implement any syllabus changes, furthermore, it shows the impact of the changes on the staff members and learners. The study was carried out in an Irish, middle- sized language school, concluding that the enhanced syllabus had a positive impact both on the learners and the teachers.
2

Business English in the Eyes of Economics and Management Students at the University of Białystok

100%
Dzięcioł-Pędich A.
Studies in Logic, Grammar and Rhetoric
|
2014
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vol. 38
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issue 1
83-102
EN
According to the regulations of the Polish Ministry of Science and Higher Education, university graduates should have to know a foreign language at B2 level, as described in The Common European Framework of Reference, and they should know its specialized variety. These are the only recommendations concerning general language courses and their specialized varieties. It is up to schools of foreign languages or other institutions providing language courses for institutions of higher education to determine requirements concerning language for specific purposes. However, students are rarely asked to contribute to the development of curricula and syllabi. This article presents the results of a survey conducted among students of Economics and Management at the University of Białystok. The survey was devoted to students’ perceptions of Business English in English courses conducted by the School of Foreign Languages at the University of Białystok. The aim of the survey was to answer the following questions: - what do students of Economics and Management at the University of Białystok believe to be the appropriate proportion of general English to Business English? - when would they like to start learning Business English? - what Business English topics do students find interesting? - how do Economics and Management students use the knowledge and skills gained in Business English classes? The article also presents possible implications of the survey for ESP course designers, and stresses the importance of needs analysis for developing ESP syllabi in the context of Polish tertiary education
3

English for International Trade Law

100%
Bilová Š.
Studies in Logic, Grammar and Rhetoric
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2014
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vol. 38
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issue 1
27-41
EN
The Faculty of Law at Masaryk University in Brno, the Czech Re- public, offers several fields of studies, one of them being the three-year Bachelor’s degree programme of International Trade Law. This programme includes two semesters of English for specific purposes which the students take in their first year of studies. However, as the programme is offered as a part time study, there are only 10 lessons of English taught within two days per semester. Preparing a course which would develop the students’ language abilities and skills in the international trade law environment appears to be rather challenging under such conditions. In the paper I would like to share the ideas and experience from re- designing the syllabus for this course of English for international trade law. I describe the process from the original syllabus to a new one in which the teaching situation and students’ needs are taken into account. The course in- tends to include both product and process oriented goals and helps to improve general professional needs. In order to cover the field specific vocabulary, language practice and soft skills development within the above mentioned limited time frame, the students need to work both before and after the classes. The course is going to be piloted this year and we expect further modifications after its evaluation.
4

SCAFFOLDING THE WRITING COMPONENT OF THE ENGLISH FOR LAW SYLLABUS AT UNIVERSITY

75%
Łuczak A.
Studies in Logic, Grammar and Rhetoric
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2013
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vol. 34
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issue 1
93-111
EN
The present paper is intended to be a practical guide for teachers who need to run writing for law classes for pre-experienced law students with no or little experience of academic or legal writing. It provides the teachers with advice on how to teach students to draft modern documents by sequencing and selecting the content that reflects the needs of practising lawyers. It shows how legal writing stems from academic and general writing. Overlapping or common elements of academic and legal writing are identified and sequenced in order to create an introductory base for writing for legal purposes. Types of texts that lawyers draft have been selected and used as the scaffold- ing for writing tasks specially designed to suit the students’ proficiency and expertise.
5
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Proposing a comprehensive framework for needs analysis in ESP – on the integrality of needs analysis in Business English course design

75%
Romanowski P.
Glottodidactica
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2017
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vol. 44
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issue 2
147-159
EN
The present paper discusses the importance of needs analysis in ESP. By delving into different theories, the author’s overall objective is to scrutinize a wide spectrum of existing frameworks that would lead to a single, comprehensive model for needs assessment. The impact of the said approaches on course design is underlined with the particular example of Business English. Ultimately, the author unveils a framework which could serve as a basis for syllabus design in all types of ESP courses.
6

Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students

75%
Chovancová B.
Studies in Logic, Grammar and Rhetoric
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2014
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vol. 38
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issue 1
43-57
EN
In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.
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