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Tytuł:
THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL
Autorzy:
Wiertlewska, Janina
Powiązania:
https://bibliotekanauki.pl/articles/1047732.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
medical English
English for Specific Purposes
university level
Opis:
Currently practised methods of medical English instruction at tertiary education level often focus on medical terminology embedded in the English language classes. These strategies which comprise medical terminology and simple dialogues do not meet the needs of highly qualified medical health care workers (doctors, nurses, paramedics and many others). The new paradigm claims that medical English should be taught from the perspective of medicine and health care first and reinforced by the vocabulary acquisition; first – teach the students standards of medical practice (anatomy, pharmacology, physiology, medical sciences. and behavioural/ethical procedures), later on – concentrate on medical communication (see: M. Hull, 2004). The following paper concentrates on both formerly mentioned parameters; and also includes student and teacher motivation. Further, language acquisition as well as language learning are discussed. The new paradigm is defined as a combination of academic preparation which comprises cognitive and behavioural approaches that appear to be secondary to the context of the given class. Students are encouraged to search for synonyms, abbreviations and alternative ways of expressing meaning to communicate with each other. They also prepare their own multimedia presentations in the group and deliver speeches on subjects contained in curriculum. Concluding, the author of this paper expresses the opinion that foundational underpinnings of the curriculum of the Medical English course should be linked to the parameters for the health care professions. Context of the classes needs to be relevant to the work of the health professionals (according to Pratt and others, 2002). Over the last 10 years the paradigm for medical English teaching in North America and West European countries has changed enormously and has started to pave its new way at tertiary education level in Poland as well, which is presented briefly in this paper and – hopefully will continue to develop according to the newly occurring phenomena.
Źródło:
Scripta Neophilologica Posnaniensia; 2019, 19; 223-230
1509-4146
Pojawia się w:
Scripta Neophilologica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ACQUISITION OF LANGUAGE AND INTERCULTURAL COMPETENCES IN TOURISM AND HOSPITALITY STUDIES THROUGH ACTIVE EXPERIMENTATION IN SECOND LIFE
Autorzy:
Rico García, Mercedes
Ferreira da Silva, Paula
Powiązania:
https://bibliotekanauki.pl/articles/955829.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Second Life
English for Specific Purposes
intercultural competence
Opis:
Living in a global world involves not only mastering languages, but also dealing with different habits and values. It becomes critical with students trained to deal with a multicultural public, such as the group of learners from tourism covered by our research. Our proposal aims to analyze whether the virtual world of Second Life (SL) facilitates the development of English for Specific Purposes and the acquisition of intercultural communication. To cover the objective qualitative and quantitative research were conducted along a four-phased in/out SL instruction. Questioning about the differences between the mean score obtained by experimental and control groups shows no significant differences in the acquisition of language regarding face to face and Second Life interaction, but demonstrates a positive tendency in the case of intercultural competences.
Źródło:
Teaching English with Technology; 2018, 18, 2; 69-92
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analysis of ESP in the Context of Rapid Border Teams
Autorzy:
Nováková, Iveta
Powiązania:
https://bibliotekanauki.pl/articles/1374867.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Policji w Szczytnie
Tematy:
migration
Frontex
border guard
English for Specific Purposes
English languages training
Opis:
The study outlines current migration situation which has contributed to the establishment of rapid border teams in EU member states. In the theoretical part, the author identifies key migration terms along with ESP (English for Specific Purposes) for the needs of newly created police unit. The practical part analyses Regulation of the Ministry of Interior of the Slovak Republic on Foreign Police Unit No. 37/2017 and a new Regulation (EU) 2016/1624 of the European Parliament and of the Council of 14 September 2016 on the European Border and Coast Guard. On the basis of an international research carried out at the Academy of the Police Force in Bratislava “Language Modules for Selected Police Services” (No. 165) the author identifies the language content syllabus for specific language training of rapid border teams to be deployed in Frontex joint operations.
Źródło:
Internal Security; 2018, 10(1); 243-259
2080-5268
Pojawia się w:
Internal Security
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books
Autorzy:
Kildė, Laura
Powiązania:
https://bibliotekanauki.pl/articles/18104618.pdf
Data publikacji:
2022-06-30
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
self-directedness
enhancement
English for Specific Purposes
ESP study books
Business English
Opis:
Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.
Źródło:
Journal of Education Culture and Society; 2022, 13, 1; 189-200
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translation students’ peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania
Autorzy:
Burkšaitienė, Nijolė
Powiązania:
https://bibliotekanauki.pl/articles/18055639.pdf
Data publikacji:
2022-06-30
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
peer feedback
English for Specific Purposes (ESP)
presentations
Translation Studies
higher education
Opis:
Aim. The use of feedback (including peer-generated feedback) for learning has been widely investigated across many fields of study, however, no research into its use in Translation studies has been conducted yet. To fill in this gap, the present small-scale study was carried out at a university in Lithuania. It investigated undergraduate translation students’ feedback on their peers’ ESP oral performance by addressing the main research question: what areas are identified as those that need further work on? Methods. The present research was conducted with the participation of 42 undergraduate students who were majors in Translation studies. To carry out the research, qualitative methodology was chosen. The data were drawn from the study participants’ feedback sheets and investigated using inductive content analysis. Results.  The study resulted in the identification and detailed description of four major categories and ten subcategories that reflect the areas that call for further work on, including the study participants’ presentation content, the use of language, presentation delivery mode, and the use of slides. Conclusion. The findings lead to the conclusion that peer feedback, as used in this study, can be viewed as a tool providing its receivers with an opportunity for learning as it supports and directs them toward further improvement.
Źródło:
Journal of Education Culture and Society; 2022, 13, 1; 173-187
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lithuanian undergraduate students approaches to learning English for Specific Purposes
Autorzy:
Burkšaitienė, Nijolė
Šliogerienė, Jolita
Powiązania:
https://bibliotekanauki.pl/articles/1366437.pdf
Data publikacji:
2021-06-17
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
approach to learning
deep learning
surface leaning
English for Specific Purposes
higher education
Opis:
Aim. It has been established by research that the nature of students’ learning is closely related to their approach to learning and to the learning environment in which learning occurs. In higher education environments, students’ approaches to learning have been widely investigated across different fields of study, however, little known research has focused on students’ approaches to learning foreign languages. To contribute to knowledge in this field, the present research aims to establish undergraduate students’ approaches to learning English for Specific purposes (ESP) at a university in Lithuania. Method. The research was conducted with the participation of 111 undergraduate students, majors in 11 different study programmes, who took a mandatory course in ESP. The data were collected from the structured questionnaires; to carry out the research, quantitative methodology was used. Results.  The analysis of students’ engagement in the study activities, their willingness to go beyond the task and their ability to self-regulate their learning revealed that the study participants demonstrated both surface approach and deep approach to learning ESP. Conclusion. The results indicate that to guide the students towards deep approach to learning ESP at the university, their engagement in study activities should be fostered. 
Źródło:
Journal of Education Culture and Society; 2021, 12, 1; 469-477
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mobile betting – learning business English terminology using mall
Autorzy:
Balula, Ana
Martins, Ciro
Costa, Marco
Marques, Fábio
Powiązania:
https://bibliotekanauki.pl/articles/2096337.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
business English terminology
English for Specific Purposes
mobile-assisted language learning
CRS
game-based MALL
Opis:
In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students’ needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA – University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students’ learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis – using Pearson’s correlation coefficient and the Friedman test – confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.
Źródło:
Teaching English with Technology; 2020, 20, 5; 6-22
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university
Autorzy:
Yang, Xiaowan
Wyatt, Mark
Powiązania:
https://bibliotekanauki.pl/articles/1047076.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher beliefs
L2 motivation
motivational practices
English for specific purposes
China
stimulated recall
Opis:
While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 41-70
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwijanie działań mediacyjnych od poziomu podstawowego – na przykładzie kursu języka polskiego jako obcego dla studentów stomatologii
Developing mediation activities from the basic level – Polish as a foreign language for dental students
Autorzy:
Biernacka, Michalina Beata
Powiązania:
https://bibliotekanauki.pl/articles/47043762.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
podejście działaniowe
działania mediacyjne
glottodydaktyka specjalistyczna
action-oriented approach
mediation activities
English for Specific Purposes
Opis:
Celem artykułu było przedstawienie sposobów wspierania działań i strategii mediacyjnych na poziomie A1. Jako przykład posłużył kurs języka polskiego jako obcego dla studentów stomatologii, którzy uczą się w Centrum Nauczania Języków Obcych Uniwersytetu Medycznego w Łodzi. Opisano przebieg prowadzenia analizy potrzeb (triangulacja) i główne założenia kursu zgodnego z podejściem działaniowym, które poskutkowały zaplanowaniem 40 godzin kursu specjalistycznego. Ze względu na to, że nie ma jeszcze na polskim rynku wydawniczym podręczników do nauczania języka polskiego jako obcego (nawet ogólnego) na poziomie A1 opartych na podejściu ukierunkowanym na działanie, za ESOKJ (2003) i CEFR-CV (2020) przytaczano informacje argumentujące konkretne zasady projektowania wspomnianego kursu. Na podstawie wybranych zadań mediacyjnych omówiono możliwości, a także trudności, jakie niesie ze sobą wprowadzanie działań mediacyjnych na najniższym poziomie nauczania jpjo. Na koniec przedstawiono wyniki ankiet ewaluacyjnych, potwierdzających skuteczność proponowanych rozwiązań metodycznych.
The aim of this paper was to present how to support mediation activities and strategies at the A1 level. An example was a course of Polish as a foreign language for dental students who study at the Foreign Languages Center of the Medical University of Lodz. The analysis of needs was described. It resulted in planning 40 hours of a specialty course, as well as the main assumptions of the course – in accordance to the action-oriented approach. There are no textbooks for teaching Polish as a foreign language (even general language) at the A1 level based on the action-oriented approach. Therefore, CEFR (2001) and CEFR-CV (2020) quoted information justifying the specific rules for designing such a course. On the basis of selected mediation tasks, the possibilities and difficulties of introducing mediation activities at such a low level were discussed. Finally, the results of the evaluation surveys were presented, confirming the effectiveness of the proposed methodological solutions.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2023, 30; 265-282
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INTEGRATING TECHNOLOGY INTO ESP CLASSES: USE OF STUDENT RESPONSE SYSTEM IN ENGLISH FOR SPECIFIC PURPOSES INSTRUCTION
Autorzy:
Asmalı, Mehmet
Powiązania:
https://bibliotekanauki.pl/articles/940972.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Clicker
mobile technology in language teaching
student response system
English for specific purposes
Kahoot!
gamification
Opis:
This paper presented the results of an experimental study investigating the impact of clicker use through a smart phone application called Kahoot!. Despite positive results of clicker use in the existing General English literature, the impact of clicker use has not been examined in the field of ESP. To address this issue, this study investigated the effectiveness of clickers by comparing pre-test and post-test scores of a control and an experimental group and the scores of male and female participants in the experimental group. The results of a 10-week implementation of clicker use with the students of tourism and hospitality department in the experimental group indicated that while post-test scores were significantly higher for the experimental group than for the control group, there was not a statistically significant difference between the post-test scores of male and female participants in the experimental group. Implications for teaching ESP with the help of technology and suggestions for further research were also provided.
Źródło:
Teaching English with Technology; 2018, 18, 3; 86-104
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Retrospective Analysis of Studies on Differentiated Instruction of English for Specific Purposes
Autorzy:
SYNEKOP, OKSANA
Powiązania:
https://bibliotekanauki.pl/articles/455548.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski
Tematy:
differentiated instruction
English for specific purposes
teaching-learning process
factors of successful English language teaching
information technology students
university
Opis:
The article represents the historical analysis of differentiated instruction of English for specific purposes at university level. It also defines the factors contributing to successful use of differen-tiated instruction in teaching English for Specific Purposes to information technology students of universities.
Źródło:
Edukacja-Technika-Informatyka; 2017, 8, 4; 103-107
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Competency-Based Approach in Differentiated Instruction of English for Specific Purposes to it-Students
Autorzy:
SYNEKOP, OKSANA
Powiązania:
https://bibliotekanauki.pl/articles/457104.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Rzeszowski
Tematy:
differentiated instruction
English for specific purposes
professional communicative foreign language competence
interdisciplinary competence
information technology students
university
Opis:
The article considers the competency-based approach in differentiated instruction of English for specific purposes at university level. It also outlines professional communicative foreign lan-guage competence and interdisciplinary competence for successful differentiated instruction of English for specific purposes to information technology students of universities.
Źródło:
Edukacja-Technika-Informatyka; 2018, 9, 1; 321-326
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LANGUAGE TOOLS: COMMUNICATING IN TODAY’S WORLD OF BUSINESS
Autorzy:
Ribeiro, Sandra
Cunha, Suzana
Moreira da Silva, Manuel
Powiązania:
https://bibliotekanauki.pl/articles/955723.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
English for Specific Purposes
Higher Education
Translation
Machine Translation
Computer Aided-Translation
Business Communication
Task-based approach
Opis:
In a society increasingly mediated by technology, the medium has created unparalleled opportunities. As a result, it has refocused educators’ attention on how technological literacy is both an essential learning outcome in all higher education programs, and the intermediary, the means to achieve the digital competences expected from employees. In the field of English for Specific Purposes, and at a time when technology is perceived to enable quick and effective access to a vast number of sources of information and knowledge, teaching a language confronts teachers and students with divergent views that converge into what we perceive to be interconnected paths. We critically reflect upon these interconnected paths in order to obtain further insights on how technology, namely Machine Translation and Computer-Aided Translation, is perceived by business communicators who are learning English in an ESP environment. Within the premises that translation is an act of intercultural communication, our case study addresses mirrored perceptions of the English language, the act of translation, and the use of technological tools. Our study draws on both perspectives and discusses how mirrored images of students and teachers converge through project-based approaches, rooted in practical, short visual tasks with a clear and immediately visible purpose.
Źródło:
Teaching English with Technology; 2015, 15, 2; 67-80
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The study of conceptual metaphors in ESAP L2 writing: range and variability
Autorzy:
Permyakova, Tatiana
Utkina, Tatiana
Powiązania:
https://bibliotekanauki.pl/articles/620641.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
metaphor
cognitive linguistics
conceptual metaphor models
academic discourse
professional discourse
English for specific purposes
English for academic purposes
L2 writing
Economics
metaphoric competence
Opis:
The article presents the study of the influence of professional competence of EFL learners on their academic writing. The task was approached through analyzing learners’ competence in specific knowledge domains - knowledge of terms and specific concepts, represented as conceptual metaphors. Conceptual metaphor models were analyzed in the English written texts produced by Russian students with different competences in economics – at both non-professional and professional levels of academic discourse (NPAD and PAD respectively). Metaphor Identification Procedure VU University Amsterdam (MIPVU) was applied to metaphor identification, and alternative metaphor and preferential conceptualization analysis was performed to compare the scope of source and the range of target in NPAD and PAD. Findings highlight the areas of commonality as well as divergence in terms of students’ professional competence represented in conceptual metaphors in L2 writing. The main differences in the scope of the source analysis are quantitative rather than qualitative. The range of target comparison between NPAD and PAD indicates a significantly larger range of targets for the professional level students, a lower level of metaphorization for the non-professional level, and inclusive strategies across the two levels. Practical recommendations suggest an improved research methodology for studying metaphor production in EAP and ESP as well as a deeper understanding of ESP content and its structure.
Źródło:
Research in Language; 2016, 14, 4
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ADDRESSING THE NEEDS OF LAWYERS IN LEGAL ENGLISH: A COMPARATIVE STUDY IN FOUR EUROPEAN UNION COUNTRIES
FORMUŁOWANIE POTRZEB PRAWNIKÓW W ZAKRESIE JĘZYKA ANGIELSKIEGO PRAWNICZEGO: STUDIUM PORÓWNAWCZE CZTERECH KRAJÓW EUROPEJSKICH
Autorzy:
SIEROCKA, Halina
CHOVANCOVÁ, Barbora
KORDIĆ, Ljubica
Powiązania:
https://bibliotekanauki.pl/articles/920887.pdf
Data publikacji:
2019-05-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
analiza potrzeb
prawniczy język angielski (ELP)
prawniczy angielski
specjalistyczny język angielski (ESP)
needs analysis
English for Legal Purposes (ELP)
legal English
English for Specific Purposes (ESP)
Opis:
The paper reports on a survey into the linguistic needs of law professionals in four European countries, with the aim of identifying their views on the importance and their use of foreign language skills as well as their preferences for ELP course content. The data, obtained from a questionnaire survey of 536 legal professionals from Poland, the Czech Republic, Croatia and Germany, show that while the respondents agree on many of the major points, there are also some differences conditioned by the respondents’ age and the specific tasks they perform in the legal profession. The article argues that these variables have to be taken into consideration in the LSP context because they determine some of the specific needs that need to be addressed in Legal English instruction. It is suggested that the findings about the lawyers’ self-perceived importance and preferred styles of learning are highly relevant for LSP practitioners, particularly when designing Legal English programmes and testing materials.
Artykuł stanowi badanie potrzeb lingwistycznych osób wykonujących zawody prawnicze w krajach europejskich, w celu określenia ich poglądów co do ważności i użytkowania przez nich języków obcych oraz pod kątem treści kursów prawniczego języka angielskiego. Analizowane w artykule dane pochodzą z ankiety wypełnionej przez 536 prawników w Polsce, Czechach, Chorwacji i Niemczech. Wskazują one, że respondenci są zgodni w zakresie głównych kwestii, jednakoż istnieją wśród nich pewne różnice poglądowe, które zależą od ich wieku oraz określonych aktywności realizowanych w danym zawodzie prawniczym. W artykule podjęto polemikę nad faktem, iż takie różnice winny być uwzględnione w zakresie nauczania języków specjalistycznych, ponieważ identyfikują określone potrzeby i z tego względu należy je brać pod uwagę w nauczaniu prawniczego języka angielskiego. Autorki sugerują, że wskazania indywidualnej oceny roli języków obcych i preferowanego stylu uczenia się powinny być aplikowane podczas opracowywania programów nauczania i oceny języka specjalistycznego, a szczególnie języka prawniczego angielskiego, kierowanego do prawników.
Źródło:
Comparative Legilinguistics; 2018, 33, 1; 57-88
2080-5926
2391-4491
Pojawia się w:
Comparative Legilinguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 19

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