scholarly journals El papel de los diccionarios pedagógicos especializados en la enseñanza/aprendizaje del ESP

2012 ◽  
pp. 277
Author(s):  
Pedro A. Fuertes-Olivera ◽  
Beatriz Pérez Cabello de Alba
Keyword(s):  
Team Teaching ◽  
Teaching And Learning ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Lingua Franca ◽  
Business Economics ◽  
New Approach ◽  
Professional Activities ◽  
Recent Developments ◽  
English As Lingua Franca

Con el nombre de Inglés para Fines Específicos, mas conocido por el acrónimo inglés ESP, nos referimos a la variedad de la lengua inglesa que se enseña a los estudiantes matriculados en carreras como Económicas, Turismo, Medicina e Ingenierías. Desde sus inicios hasta la fecha hemos asistido a un gran crecimiento en el número de estudiantes y cursos ofertados, que ha obligado a poner en marcha prácticas docentes autónomas, es decir sin la participación de expertos en el campo, y replicativas, es decir prácticas que fueron inicialmente diseñadas para el aprendizaje de las destrezas profesionales, como por ejemplo el uso del estudio de casos procedente de los Masters of Business Administration (MBA). Ambos procesos, unidos al desarrollo del inglés como lingua franca y al interés por el desarrollo de una metodología que favorezca la autonomía de los estudiantes, se han traducido en un desarrollo espectacular de herramientas docentes de Internet. En este marco se sitúa este trabajo que se organiza en tres grandes apartados: (1) una precisión del concepto de ESP y una reinterpretación del mismo; (2) una revisión del concepto de lexicografía y del diccionario pedagógico; (3) una descripción de las posibilidades que ofrecen los diccionarios de Internet para poder leer textos de inglés empresarial/inglés económico. El artículo finaliza resumiendo las principales ideas defendidas en este trabajo.From its inception in the early 1960s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching. ESP is usually concerned with the teaching of English used in academic studies and/or professional activities, especially the teaching of English related with Business/Economics, Tourism, Medicine, and Engineering. As the number of courses and students has grown considerably the original team teaching methodology is being substituted by a more autonomous approach in which both ESP instructors and students have to acquire knowledge of the basic concepts of the field by themselves, as well as upgrade their discourse competence. This new approach lends support to recent developments in the field of learner’s autonomy, especially those based on Internet (for example, Moodle) that are being promoted in this era of shortages and lack of resources. Within this framework, this article offers a review of the state of art regarding ESP, formulates a reconceptualization of the concept with the aim of making room to two recent developments: the consolidation of English as lingua franca; and the possibilities offered by the Internet for teaching and learning. It also enumerates the main basic requirements of pedagogically-oriented specialised dictionaries and illustrates some of their potentialities for assisting users in a reading situation. The article finishes by summarising the main conclusions drawn.

scholarly journals Assessment and Comparison of Tourism Vocabulary Skills in ESL Learners

2017 ◽  
Vol 3 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Martina Pokupec ◽  
Diana Njerš ◽  
Hilarija Lozančić Benić
Keyword(s):  
Communication Skills ◽  
Teaching And Learning ◽  
Language Skills ◽  
Rank Correlation ◽  
Vocabulary Knowledge ◽  
Teaching Methodology ◽  
Business Economics ◽  
General Hypothesis ◽  
Vocabulary Skills ◽  
Tourism And Hospitality

Abstract Teaching and learning English for professional purposes largely involves the acquisition of specialised vocabulary, with teaching methodology focusing on the development of understanding and usage of specific vocabulary items. Within the wide variety of professional purposes the language is acquired for, teaching learners of tourism and hospitality also requires a focus on a range of specific language skills, mostly based on understanding of diverse types of discourse and strong communication skills in varied language situations and contexts. English for professional purposes thus becomes more specific - English for Tourism and Hospitality - signalling a slightly different approach to teaching and learning, i.e. not heavily based on acquiring vocabulary skills, but shifting focus on strong communication skills and enhancement of the four elementary language skills: reading, writing, listening and speaking.This paper focuses on assessing and comparing receptive and productive vocabulary skills of learners of English as a Second Language (ESL), with a general hypothesis that learners with greater general language competences do not exhibit major problems in inferencing the meaning of specialised urban tourism vocabulary items.For this purpose, we selected 10 vocabulary items in context sentences and conducted the Vocabulary Knowledge Scale (VKS) test developed by Wesche and Paribakht (1996) with 1st years students of Tourism and Hospitality and students of Business Economics of the Libertas International University. The results obtained by descriptive statistics, Mann-Whitney U test and Spearman’s rank correlation confirm our general hypothesis.

Challenges of Teaching ESP: A Review

2021 ◽  
Vol 8 (2) ◽  
pp. 1-8
Author(s):  
Lisa Vangohol Jande ◽  
Noor Mala Ibrahim
Keyword(s):  
Key Words ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Review Paper ◽  
English For Specific Purposes ◽  
Google Scholar ◽  
Teaching Methodology ◽  
Effective Learning ◽  
To Receive

English for Specific Purposes (ESP) has Noor Mala Ibrahim gained prominence and abundant research has been conducted on issues associated with it. However, research addressing the challenges of ESP teaching and learning continues to receive extensive attention focusing on issues ranging from the most appropriate methodology to use in ESP classrooms and contents to cover for   effective learning outcomes for the learners. The aim of this review paper is to give a brief overview of what ESP is all about, it also covers some issues faced by ESP practitioners while in the process of teaching. During the course of this review, the key words “ESP Challenges”, “ESP teaching methodology”, “ESP teacher” were used on Google scholar to search for relevant materials to the topic covering the range of years from 2012 - 2021. Twenty relevant materials were finally selected which are used for this review. This review finally concludes by offering solutions as to how these challenges can be overcome by practitioners to make ESP teaching more effective.

Acquisition of Practical Skills of Manufacturing Engineering - The Case of the Chair FERSA-University of Zaragoza

2017 ◽  
Vol 903 ◽  
pp. 40-47
Author(s):  
S. Gimeno ◽  
S. Santo Domingo ◽  
C. Chacón ◽  
M. Povar ◽  
J.J. Aguilar
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Practical Skills ◽  
Professional Activities ◽  
Manufacturing Engineering

The aim of this work is to analyze the teaching and learning process applied to degrees that enable regulated professional activities with competences related with Manufacturing Engineering; and raise the training paths followed in relation to FERSA-University of Zaragoza Chair to improve the acquisition of practical skills related to manufacturing engineering. The weaknesses that currently exist in the curricula and the developed mechanisms to better adapt to the acquisition of skills and learning outcomes will be analyzed.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

Recent Developments of the Theory of Turbulence

1937 ◽  
Vol 4 (3) ◽  
pp. A105-A108
Author(s):  
Hugh L. Dryden
Keyword(s):  
Turbulent Motion ◽  
New Approach ◽  
Recent Developments

Abstract A brief account is given of the principal concepts which have been utilized in the formulation of theories of the turbulent motion of fluids prior to 1935 and the new approach originated by G. I. Taylor in that year. A bibliography of 31 papers is included.

The use of teaching methodology in the development of online courses on personal data protection

2021 ◽  
pp. 227-239
Author(s):  
Светлана Александровна Корягина
Keyword(s):  
Educational Institution ◽  
Cognitive Activity ◽  
Personal Data ◽  
Educational Process ◽  
Quality Level ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Personal Data Protection ◽  
The University

Основные проблемы современного образования нельзя решать без его развития. Ученые и практики обращают внимание на устаревшие формы и технологии управления работой со студентами. В современных условиях решать проблемы образования традиционными системами управления и методами становится все сложнее, поэтому возникает необходимость в адекватном построении методической оснащенности образовательного процесса в учебном заведении, что актуализирует необходимость обеспечения системы образования методическими  разработками, дидактическими материалами, которые отвечают современным требованиям педагогической практики. Организационными формами методической работы вуза являются: научно-методическая и педагогический совет; аттестация преподавателей; предметные кафедры, творческие лаборатории преподавателей; школа молодого преподавателя; психолого-педагогические и методические семинары; методические школы преподавателей-новаторов; подготовка методических пособий, публикаций в периодических и профессиональных изданиях. Большинство вышеупомянутых видов методического обеспечения являются традиционными, но все они дают возможность внедрять инновации. Однако обращается внимание только на формы и методы организации образовательного процесса, а не на психолого-педагогическое сопровождение познавательной деятельности преподавателей и методическое обеспечение управленческой деятельности как источника качества и результативности их профессиональной деятельности. Реалии выдвигают новые требования к методическому обеспечению образовательного процесса в вузt, требуя менять цели, функции и содержание, превращая уровень его качества в научно-методический. Суть и назначение научно методического обеспечения заключается в создании условий для формирования и личностно-профессионального становления преподавателей, развития их педагогических способностей, творческого потенциала. The main problems of modern education cannot be solved without its development. Scientists and practitioners pay attention to outdated forms and technologies of managing work with students. In modern conditions, it is becoming increasingly difficult to solve the problems of education with traditional management systems and methods, therefore, there is a need for an adequate construction of methodological equipment of the educational process in an educational institution, which actualizes the need to provide the education system with methodological developments, didactic materials that meet modern requirements of pedagogical practice. Organizational forms of methodological work of the university are: scientific and methodological and pedagogical council; certification of teachers; subject departments, creative laboratories of teachers; school of a young teacher; psychological, pedagogical and methodological seminars; methodological schools of innovative teachers; preparation of methodological manuals, publications in periodicals and professional publications. Most of the above-mentioned types of methodological support are traditional, but all of them make it possible to introduce innovations. However, attention is drawn only to the forms and methods of organizing the educational process, and not to the psychological and pedagogical support of the cognitive activity of teachers and methodological support of managerial activities as a source of quality and effectiveness of their professional activities. The realities put forward new requirements for the methodological support of the educational process at the university, requiring changing the goals, functions and content, turning its quality level into a scientific and methodological one. The essence and purpose of scientific and methodological support is to create conditions for the formation and personal and professional development of teachers, the development of their pedagogical abilities, creative potential.

Innovation in Teaching Methodology: Level of Student Acceptance of ‘Boyles Law Apparatus’ Teaching Aids in Thermodynamics Course

2021 ◽  
Vol 2 (1) ◽  
pp. 46-54
Author(s):  
Suhaila Mohd Sharif ◽  
Mohd Fitri Basiran ◽  
Norhazlina Amon
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Teaching Methodology ◽  
Perfect Gas ◽  
Teaching Aids ◽  
Clear Vision ◽  
Spss Software ◽  
High Level ◽  
Boyle’S Law ◽  
Student Acceptance

Boyle's law is used to explain the inverse relationship between pressure and the volume of gas at a constant temperature. This law states that when the pressured container is filled by increasing gas, thus the total volume will decrease. This research paper aims to study the level of student acceptance of teaching based on teaching aids (TA) Boyle's Law Apparatus (BLA) in the teaching and learning for the DJJ20063 Thermodynamics course. The questionnaire study was distributed to 66 respondents, namely Port Dickson Polytechnic‟s students of semester 2, Diploma in Mechanical Engineering program December 2019 session who involved in lectures where TA is used to give the students a clear vision in understanding the concept of Boyle Law in the topic of Perfect Gas. The data were analysed by using SPSS software through descriptive analysis statistics. The results of the study showed that the level of effectiveness of this TA is at a high level with an average mean score of 3.70 and standard deviation 0.447. Therefore, studies showed that the use of this teaching aids among students provides a better understanding, especially on the topic of Perfect Gas compared to teaching methods without the teaching aids that had been produced before. Through this method as well, the study found that students' interest and determination to deepen a lesson can be nurtured in more depth.

The flipped classroom: Does viewing the recordings matter?

2017 ◽  
Vol 19 (3) ◽  
pp. 211-223 ◽  
Author(s):  
Thamar Melanie Heijstra ◽  
Margrét Sigrún Sigurðardóttir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Classroom Teaching ◽  
Older Students ◽  
New Approach ◽  
Final Grade ◽  
Research Results ◽  
Course Grades ◽  
Additional Value

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines the viewing pattern of students regarding recorded lectures in a course that has been flipped. The findings reveal a decline in the number of students who view the recordings over the duration of the course semester. Furthermore, the findings support earlier research results revealing that women and older students rely more on recorded lectures than other students. In addition, the study shows that there is a positive correlation between viewing the recorded material and the final grade of students in the course. It is thus surmised that even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them. The flexibility of viewing recordings more than once and at the most relevant and convenient time seems to increase students’ understanding, and is regarded an important asset of flipped classroom teaching.

Compressed wavefield extrapolation

Geophysics ◽  
2007 ◽  
Vol 72 (5) ◽  
pp. SM77-SM93 ◽  
Author(s):  
Tim T. Lin ◽  
Felix J. Herrmann
Keyword(s):  
Wave Propagation ◽  
Compressed Sensing ◽  
Signal Recovery ◽  
New Paradigm ◽  
New Approach ◽  
Measurement Basis ◽  
Recent Developments ◽  
Data Volume ◽  
Extrapolation Problem ◽  
Wavefield Extrapolation

An explicit algorithm for the extrapolation of one-way wavefields is proposed that combines recent developments in information theory and theoretical signal processing with the physics of wave propagation. Because of excessive memory requirements, explicit formulations for wave propagation have proven to be a challenge in 3D. By using ideas from compressed sensing, we are able to formulate the (inverse) wavefield extrapolation problem on small subsets of the data volume, thereby reducing the size of the operators. Compressed sensing entails a new paradigm for signal recovery that provides conditions under which signals can be recovered from incomplete samplings by nonlinear recovery methods that promote sparsity of the to-be-recovered signal. According to this theory, signals can be successfully recovered when the measurement basis is incoherent with the representa-tion in which the wavefield is sparse. In this new approach, the eigenfunctions of the Helmholtz operator are recognized as a basis that is incoherent with curvelets that are known to compress seismic wavefields. By casting the wavefield extrapolation problem in this framework, wavefields can be successfully extrapolated in the modal domain, despite evanescent wave modes. The degree to which the wavefield can be recovered depends on the number of missing (evanescent) wavemodes and on the complexity of the wavefield. A proof of principle for the compressed sensing method is given for inverse wavefield extrapolation in 2D, together with a pathway to 3D during which the multiscale and multiangular properties of curvelets, in relation to the Helmholz operator, are exploited. The results show that our method is stable, has reduced dip limitations, and handles evanescent waves in inverse extrapolation.

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