Kombinovani pristupi u nastavi jezika pomorske struke

2021 ◽  
Author(s):  
Zorica Đurović ◽  
◽  
Milena Dževerdanović Pejović
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Collaborative Teaching ◽  
Specific Form ◽  
English For Specific Purposes ◽  
Maritime Transport ◽  
Maritime Studies ◽  
Marine Engineering ◽  
Maritime English ◽  
Modern Technologies

Over the last few decades the teachers of English for specific purposes have been facing growing challenges in designing curricula and teaching materials and in applying contemporary teaching methods aiming to satisfy the communicative needs of the learners. Adding the actual requirements and constraints imposed by the Covid-19 pandemic, the concept of blended learning based on the use of modern technologies in the teaching process comes to the forefront. The aim of this paper is to show the possibilities of applying some of the latest approaches to language teaching, as well as some of the up-to-date electronic applications for distance learning. The paper rests on the examples taken from teaching Maritime English at the Faculty of Maritime Studies in Kotor. In particular, we demonstrate experience and recommendations for a specific form of team or collaborative teaching called “twinning” and the use of “Spiral” application tested in teaching ESP for the students of Marine Engineering and Nautical Studies and Maritime Transport.

scholarly journals From Content-Centeredness to Learner-Centeredness in Teaching English for Specific Purposes

2016 ◽  
Vol 5 (2) ◽  
pp. 172-178
Author(s):  
Adelija Čulić-Viskota ◽  
Maciej Denc
Keyword(s):  
Foreign Language ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Course Materials ◽  
Learner Centeredness ◽  
Maritime Studies ◽  
The Creation ◽  
Maritime English ◽  
Teaching Learning

Student / learner-created or student / learner-centred / generated content in the teaching of languages for specific purposes (LSP) is one of the possible ways-out of the intricate maze in which LSP lecturers often find themselves when dealing with a professional content different from their own. Lecturers of languages for specific purposes, mostly experts in linguistics or literature of a foreign language, are usually faced with professions different from theirs when they start their LSP adventure and are forced to master to a certain extent the profession whose language they intend to teach. Still, keeping abreast with the latest in a profession different from the LSP lecturers' own is a demanding and often hardly feasible task. Maritime English (ME) is used in an environment to which ME lecturers hardly have access, i.e. on board ocean-going and inland craft worldwide. The lecturer has to take a detour, insist on eliciting information from the professionals in the field and keep pace with the actual language requirements to meet. It still remains difficult to find adequate content for LSP purposes as the lecturer feels like a hurdles runner in a different profession field. Students interested in their future profession can often do better in this sense and should be engaged in the creation of course materials and their presentation in class. LSP lecturers should remain in their own field of the (language) coach, while students should actually run their race through the LSP course. Some ideas based in Maritime English are presented as an example of why and how student-created / centred content has become one of the principal approaches in the teaching / learning of Maritime English at the Faculty of Maritime Studies (FMS) in Split, Croatia and Gdynia Maritime University (GMU) in Gdynia, Poland.

scholarly journals Collaborative Teaching

2020 ◽  
Vol 5 (2) ◽  
pp. 167-170
Author(s):  
Wan Nurhasyimah Wan Mohd Apandi ◽  
◽  
Mohd Daud Abdul Rahim ◽  
Keyword(s):  
Teaching Methods ◽  
Team Teaching ◽  
Time Management ◽  
Collaborative Teaching ◽  
Teaching Approach ◽  
Team Members ◽  
Definition Of

Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

scholarly journals Student’s Perception on Implementation of Blended Learning in UNITEN

2020 ◽  
Vol 1 (1) ◽  
pp. 96-105
Author(s):  
Rahmat Bin Abdul Wahida Bin Abdul Wahida ◽  
T. J. Iskandar Bin Abd. Aziz ◽  
Ahmad Ikhsan Bin Abd. Aziz ◽  
Nur Hanani Binti Azami ◽  
Nur Aimi Syaqilah Binti Aziz
Keyword(s):  
Blended Learning ◽  
Adaptive Learning ◽  
Teaching Methods ◽  
Information Dissemination ◽  
Classroom Teaching ◽  
Web Based ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Four Levels ◽  
Conventional Classroom

Blended learning (BL) can be regarded as a teaching approach that combines online and face-to-face method of instructions in which it integrates the conventional classroom teaching with a combination of media, tools and teaching methods in web-based environment settings. Universiti Tenaga Nasional (UNITEN) has been implementing blended learning since 2016 on selected courses offered. The implementation of blended learning was carried out in four levels comprising of information dissemination, online assessment, flipped teaching and adaptive learning. The objectives of this study are to investigate students' awareness towards blended learning implementation and to measure their level of satisfaction on the courses they registered.

scholarly journals Syntactic ambiguity of (complex) nominal groups in technical English

2019 ◽  
Vol 19 (2) ◽  
pp. 83-102
Author(s):  
Mirjana Borucinsky ◽  
Jana Kegalj
Keyword(s):  
English For Specific Purposes ◽  
Steam Engine ◽  
Nominal Group ◽  
Syntactic Ambiguity ◽  
Engineering Process ◽  
Reciprocating Engine ◽  
Nominal Groups ◽  
Specific Meaning ◽  
Lexical Density ◽  
Marine Engineering

Complex nominal groups are common in technical English (i.e. English for Specific Purposes, ESP) as they allow lexical items to be tightly packed into a clause. This leads to increased lexical density and syntactic ambiguity. In this paper we analyze (complex) nominal groups in technical English, assuming that it is not only the context and extralinguistic knowledge (i.e. shared technical background that the ESP teacher does not necessarily possess) that help solve the syntactic ambiguity, but that the structure of the nominal group, or more precisely the position of modifiers within the group can help disambiguate the meaning. Thus, modifiers standing farthest from the head have the least specifying potential and are followed by those which restrict the meaning of the entire nominal group. In the example steam reciprocating engine (vs.*reciprocating steam engine) the participle reciprocating has a more specific meaning and is thus closer to the head of the nominal group. The results show how the type of modification (linear or non-linear) can help disambiguate complex nominal groups. The main contribution of the paper is to help the ESP teacher, who is not a specialist in the field of (marine) engineering, process, understand and successfully teach complex nominal groups.

Trends and Issues in Tourism and Hospitality Higher Education: Visioning the Future

2003 ◽  
Vol 4 (4) ◽  
pp. 367-376 ◽  
Author(s):  
Marianna Sigala ◽  
Tom Baum
Keyword(s):  
Teaching Methods ◽  
Management Skills ◽  
Technological Environment ◽  
Hospitality Education ◽  
The Future ◽  
Tourism And Hospitality Industry ◽  
Tourism And Hospitality ◽  
Tremendous Impact ◽  
Modern Technologies ◽  
Education Process

Changes in the higher educational environment are having a tremendous impact on the education process, curricula, learning outcomes and instructional practices. This paper aims to identify the challenges facing established universities in tourism and hospitality education and to provide insight of how these could be managed in the future. Five sources of change are identified: the socio-economic and technological environment; global competition; the student market; educators and teaching methods; and the tourism and hospitality industry. The exploitation of modern technologies and the development of information literacy and knowledge management skills are the two major issues that universities need to consider in the future.

scholarly journals English textbook for maritime engineers: needs and requirnments

2019 ◽  
Keyword(s):  
Teaching Methods ◽  
Professional Communication ◽  
Teaching English ◽  
Communicative Skills ◽  
English Classes ◽  
Engine Room ◽  
Complex Approach ◽  
Approach To Teaching ◽  
Maritime English ◽  
Different Levels

The article under consideration present some review of the present days textbooks created by Ukrainian specialists for teaching English in Maritime higher educational establishments. The authors attempt to analyze the existing manuals keeping in mind the needs of the future maritime engineers and the requirements of the International Maritime Organization, teaching methods are also meant. It is stressed in the article that the approach to teaching maritime engineers differ a lot from that of teaching other maritime specialists because besides general English communicative skills and maritime English they are supposed to be aware of technical terminology quite well. We make a quick review of the problems the teacher faces when working with the engineer students. The enumeration of the topics are supposed to be tackled upon in English classes is done. We touch upon the absence of one National English Standard for engine room department personal and discuss the problems it arises. It is underlined the achievements of Ukrainian Maritime English specialists are significant: the number of the textbooks and other teaching means in the field are getting larger every year what is more important their quality is getting higher as well. We have chosen these two series of textbooks for our review as they demonstrate complex approach to teaching the language and if accompanied with some extra tasks and listening and video activities they are the best one to use as basic for maritime engineers. Among the most authorized and widely used textbooks are the series of works by O. Bogomolov: there are 3 textbooks worked out for different levels. Some other series of textbooks we would like to mention are works of teachers who work in Kherson Maritime State Academy. Other series of textbooks under review are created by the group of the authors headed by V. Kudryavtseva. As it has been underlined in the preface to these textbooks, the purpose of the manuals is the development of professional communication skills of maritime engineers.

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