scholarly journals Survival strategies for teachers and researchers of ESP in economically challenging times

2016 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
CHRISTOPHER WILLIAMS
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Economic Crisis ◽  
Tertiary Education ◽  
Law Students ◽  
Survival Strategies ◽  
Science Students ◽  
University Level ◽  
Globalized World

<p class="Abstract">I outline some of the challenges for teachers and researchers of ESP in this period of prolonged economic crisis from the perspective of someone who has taught English for law students and political science students for many years, is editor of the journal ESP Across Cultures, and is Head of the Language Centre of Foggia University. I focus on three issues: 1) teaching LSP at university level in a context of contradictory pressures coming from ministerial insistence on internationalization of Italian universities in an increasingly globalized world while drastically reducing funding at all levels; 2) research in ESP, where I outline the vibrancy of ESP studies despite the economic hardships, but I surmise that this is partly the result of a shift towards providing practical language skills for future professionals in line with the marketization of tertiary education; 3) the emerging role of CLIL (Content and Language Integrated Learning), where in Italy it is now law to provide part of secondary school tuition of a non-language subject in a foreign language: I outline the ways in which ESP and CLIL can mutually complement each other. I conclude by arguing that the future looks bright for ESP studies despite the economic crisis.</p><p class="Abstract"> </p>

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

scholarly journals THE ROLE OF TECHNOLOGY IN EFL CLASSROOM

2014 ◽  
Vol 1 (2) ◽  
pp. 107-118
Author(s):  
Fahri Haswani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Ministry Of Education ◽  
Conceptual Foundation ◽  
Computer Based ◽  
English Speaking ◽  
Based Instruction

In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

scholarly journals Interaktion im studienbegleitenden Fremdsprachenunterricht zur Entwicklung von sprachlicher Handlungskompetenz im Studium, im Beruf und im Alltag

2019 ◽  
Vol 144 ◽  
pp. 293-307
Author(s):  
Karmelka Barić ◽  
Joanna Kic-Drgas ◽  
Silvia Serena
Keyword(s):  
Foreign Language ◽  
Tertiary Education ◽  
Professional Lives ◽  
University Teachers ◽  
Language Courses ◽  
Foreign Language Courses ◽  
University Course ◽  
Globalized World ◽  
Education Work

Durch die Analyse einer Auswahl von interaktionsgeleiteten Aufgaben aus einem Lehrwerk für den Deutschunterricht an Universitätsstudenten wird gezeigt, wie im studienbegleitenden Deutsch- und Fremdsprachenunterricht die Handlungskompetenz in der Zielsprache aufgebaut werden kann. Das Lehrwerk ist als Umsetzungsversuch einer Anzahl von Rahmencurricula für den studienbegleitenden Deutschunterricht entstanden, die während eines seit über zwanzig Jahren laufenden Projekts mit dem Ziel entwickelt wurden, Dozenten und Lehrbuchautoren zu helfen, Studierende auf ihre Zukunft in einer globalisierten Berufswelt vorzubereiten und ihnen durch die Fremdsprache die dafür notwenigen Kompetenzen zu vermitteln.Interaction in cross-faculty foreign language courses for development of communicative competences in tertiary education, work and everyday lifeThrough the analysis of interactional tasks taken from a university course book for teaching German, the paper shows how in this type of course, L2 competence can be radically improved. The course book applies the principles of framework curricula developed over the last twenty years in a cross-faculty language course project involving ten countries, with the aim of supporting university teachers and authors in preparing students in their professional lives in our globalized world.

scholarly journals Gamification as a method of increasing motivation of law students in learning English language

2021 ◽  
pp. 22-29
Author(s):  
Susanna Seitbilyalovna Emirilyasova
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Law Students ◽  
Linguistic Research ◽  
Educational Motivation

This article deals with the main approaches of &laquo;gamification&raquo; as a new concept in the context of higher education, as well as an exceptional peculiarity of the phenomenon in enhancing motivation of the students majoring in law. Gamification is a relatively new branch of linguistic research. Multiple scientific works are currently dedicated to virtual reality as an integral and perspective part of education, which includes certain motivational mechanisms. Special emphasis is placed on the internal and external educational motivation of students. The ways to increase motivation through gamification in the educational process are introduced. Particular attention in the article is paid to the role of the English language teacher. One of the fundamental tasks of the teacher of the XXI century consists in the introduction of gaming technologies into teaching a foreign language. It is proven that the implementation of gamified teaching methods will lead to student engagement and better attitude towards the English language, since involvement into online educational content allows the students to enjoy the immediate results of their work and feel content for the points earned. The use of gamification tools in the system of learning a foreign language is an appropriate way to improve attendance and activity of law students.

THE ROLE OF HOMEWORK IN THE ENGLISH VOCABULARY ACQUISITION

2017 ◽  
pp. 74
Author(s):  
Olga Supe ◽  
Aivars Kaupuzs
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Development Process ◽  
Scientific Literature ◽  
School Students ◽  
Foreign Language Acquisition ◽  
The Impact

The research reflected in the article focuses on the analyses of scientific literature, investigates the foreign experience on theoretical aspects of foreign language acquisition and the role of homework in the learning process. The author clarifies the current situation of English vocabulary acquisition among secondary school students, traditionally assigning homework and gathers students’ views on this, compares and analyses the results gained. The aim of the research is to investigate the impact of homework on the secondary school students’ English vocabulary development process. Methods of research: theoretical - studying pedagogical, psychological and scientific sources; empirical – a survey, document analysis, and an experiment. The article deals with students’ opinions about homework and examines the data of homework assignment at Rezekne State Gymnasium No.1.

scholarly journals The role of inter- and intralingual factors and compendiums in acquisition of Swedish as a foreign language: the case of Finns learning definiteness and the use of articles

2016 ◽  
Vol 14 (3) ◽  
pp. 297-327 ◽  
Author(s):  
Eeva-Lisa Nyqvist
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Previous Knowledge ◽  
Indefinite Article ◽  
Correct Form ◽  
Different Types ◽  
The Common ◽  
Acquisition Order ◽  
Complexity Hierarchy

This study explores the acquisition of definiteness and article use in written Swedish by Finnish-speaking teenagers (n=67) during the three years in secondary school. The studied grammatical phenomena are problematic for all L2 learners of Swedish and are especially difficult for learners, such as Finns, whose L1 lacks expressive definiteness morphologically. The informants produce complex NPs already in their first narratives. The form of NPs poses significantly more problems than the choice of a correct form of definiteness. Hence, it is possible that previous knowledge in English helps informants in the choice of definiteness. The common nominator for problematic expressions is simplification, in both formal aspects and in the relation between form and meaning. Previous research in Sweden has made similar findings. The most central types of NPs build an acquisition explainable by a complexity hierarchy between the different types of NPs. The informants master best NPs without definiteness markers. Definite singulars containing an ending are significantly easier than indefinite singulars, the indefinite article of which is notoriously difficult for Finns learning Swedish as an L2. This acquisition order, however, profoundly differs from the traditional order of instruction of their compendiums.

scholarly journals Teaching economics in Hungary after the crisis

2015 ◽  
Vol 37 (3) ◽  
pp. 357-378
Author(s):  
Pál Gervai ◽  
László Trautmann
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Economic Crisis ◽  
Growth And Development ◽  
Developed Countries ◽  
Economic Education ◽  
Teaching Economics ◽  
Economic Culture ◽  
University Level

In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education cannot exclude itself from this process.

scholarly journals BIOGRAFIA JĘZYKOWA JAKO PRZYCZYNEK DO REFLEKSJI NAD MOTYWACJĄ DO NAUKI JĘZYKA NIEMIECKIEGO

Neofilolog ◽  
2019 ◽  
Vol 2 (42/2) ◽  
pp. 181-200 ◽  
Author(s):  
Maciej Mackiewicz
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Dynamic Process ◽  
Mother Tongue ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
German Language ◽  
Linguistic Development

A language biography is most often a reflection on one’s own linguistic development and therefore can be termed “language autobiography”. In its a broad sense, a language biography may include mother tongue acquisition, yet this article focuses solely on foreign language learning, with a special emphasis on the German language. The article provides insights into factors that motivate learners of German and into changes in these factors over a period of time, including the role of intercultural motivators. A theoretical and methodological introduction is followed by the results of a qualitative study conducted in five Polish institutions of tertiary education on a group of 73 students learning German. The excerpts of biographies quoted provide a picture of motivation as a dynamic process and moreover indicate that as present-day students get older, they are increasingly more thoughtful about their learning.

scholarly journals FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT

2020 ◽  
Vol 5 ◽  
pp. 537
Author(s):  
Liudmyla Serdiuk ◽  
Olena Chykhantsova ◽  
Ingrida Baranauskienė
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Personality Development ◽  
Global Competence ◽  
Intercultural Communicative Competence ◽  
Expert Assessments ◽  
Globalized World

Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth. 

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