The Journal of Languages for Specific Purposes » archive

Archive for the ‘archive’ Category

11th Issue – March 2024

Friday, February 9th, 2024

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 11th Issue – March 2024

Title: ROLL UP YOUR SLEEVES: DESIGNING A COURSE ON ITALIAN FOR HEALTHCARE

Author(s): Sarah Annunziato

Abstract: This article will discuss the design and implementation of an intermediate level Italian for HealthcareLanguage class. Since 2016, the language of Dante has experienced a marked decline in enrollment in many higher education institutions in the United States. Some recent studies related to this issue suggest that providing students with a wide variety of course options, including ones related to professional fields, is key to reversing this trend. Nevertheless, Italian presents somewhat of a challenge in this regard as it is the norm rather than the exception for learners to first encounter the language only when they begin their studies at college or university. However, in many instances, such as in healthcare, language for specific purposes courses target more advanced students. Therefore, introducing these types of classes earlier in the learning experience might prove to be instrumental in encouraging more students to continue studying Italian at advanced-level and perhaps even beyond. The present course was offered to learners who had previously completed three semesters of college-level Italian from beginner level to intermediate. People enrolled in the class had already attained an upper-intermediate level of skill in the target language. Since the course focused on healthcare, it emphasized the acquisition of new terms and communicative modes to help learners better interact with patients or clinicians in a medical setting. It was also designed around the Five C’s (Communication, Cultures, Connections, Comparisons, and Communities) made popular by ACTFL’s World Readiness Standards for Learning Languages. Overall, Italian for Healthcare Professionals relied on both an experiential and project-based methodology through which students completed tasks that reflected challenges that they might realistically encounter while working in the allied health professions in Italy or with Italian-speaking diasporas in other parts of the world. Learners reported benefiting from both the variety and realistic nature of the activities. This article will explore the need for such a course in Italian Studies, its structure, as well as examples of projects and activities that it might include. Ultimately, student response to the course suggests that such offerings can be made available to intermediate-level learners of Italian with promising results.

Keywords: Italian; Intermediate Level; Healthcare; Experiential Learning; Project-Based Learning.

Pagination: 7-15

Title: TEXTBOOK EVALUATION AND MATERIALS SELECTION IN THE CONTEXT OF ENGLISH FOR NURSING COURSE DEVELOPMENT

Author(s): Elena Spirovska Tevdovska

Abstract: The paper analyses the process of textbook selection and materials adaptation in the context of ESP (English for Specific Purposes) courses and in the context of English for Nursing course. Textbooks and materials are essential components of ESP course design, which frequently contribute to the success or failure of the course in completing the course objectives. However, the process of selecting a specific textbook for the course, which will address the course objectives, is not straightforward or simple. In the ESP literature, the views about the need of using textbooks in ESP courses are polarised. The study will examine the benefits of using textbooks in ESP context, which include available sources for the students and facilitate the class preparation for the teachers, as well as the drawbacks which include the impossibility of finding a textbook which corresponds entirely to learners’ needs. The research includes the evaluation of the selected textbook in the context of English for Nursing. The evaluation is based on the literature review on the topic of textbook evaluation in ESP and language teaching and learning context in general. The evaluation described is based on the set of criteria provided by Miekley (2005), which includes the following criteria: content, vocabulary and grammar, exercises and activities, attractiveness of the text, the quality of the teacher’s manual and the context. Two textbooks are examined and compared, in order to select the appropriate one. Apart from the textbook analysis, the paper aims to provide suggestions and recommendations regarding materials adaptation and development of materials which can be used in English for Nursing and Medical English Courses.

Keywords: English for Specific Purposes; English for Nursing; textbook; evaluation.

Pagination: 19-26

Title: PEDAGOGICAL METHODS BEHIND TEACHING THE PRACTITIONER-PATIENT INTERVIEW IN FRENCH

Author(s): Ariel-Sebastián Mercado

Abstract: The practitioner-patient interview has been the subject of several studies in the world of medicine and in the field of teaching languages for specific purposes It has been considered one of the most critical oral genres in language teaching for medical-health purposes. Every health professional has to know and understand why the patient has come for a consultation; they must have the necessary skills to obtain as much information about the patient’s health problem as possible, and if necessary, they have to perform a physical examination. The practitioner-patient interview is divided into several steps. Each step consists of a specific task with its specific objectives for the practitioner. For about fifteen years, the French Language Centre of McGill University, an English-speaking university in Montreal, Canada, has been offering French courses to students specializing in different areas of the Faculty of Health Sciences and Social Work who wish to do their clinical placements and pursue their professional career in the province of Quebec. Most of McGill’s students are native English speakers from different parts of Canada and the United States or international students whose first language is not necessarily English. One of the most important oral genres which must be taught to these students is the practitioner-patient interview in French, since one of their principal tasks as healthcare professionals will to interact with patients. Furthermore, students who have obtained a degree in any healthcare profession from an English-speaking university in the French-speaking province of Quebec must take a French language exam offered by the Office québécois de la langue française (OQLF). In one of the activities of this exam, the candidates must interview a patient or a caregiver in French. Therefore, this constitutes another reason to teach the practitioner-patient interview to our students. Unfortunately, there is little extant literature on how to teach students to carry out a practitioner-patient interview in French as a second language. Moreover, the possibility of recording actual interviews for use in class is practically impossible to respect patient confidentiality. This paper aims to share with the scientific community and with other language for specific purposes instructors how the practitioner-patient interview is taught at McGill University to non-native French speakers who wish to work in Quebec.

Keywords: French for specific purposes, French for health sciences, French for healthcare professionals, practitioner-patient interview, doctor-patient interview, OQLF Exams.

Pagination: 27-43

Title: IDENTITY CONSTRUCTION IN THE PROFILE NAMES OF YORUBA FACEBOOK USERS

Author(s): Ayo Osisanwo, Oluwakemi Akinade

Abstract: Name or naming is significant in the construction of identity. While studies on online identity constructions have concentrated on examining textual or graphical discourse to reflect identities, identity construction based on profile names has received very little attention. This study examines identity construction in naming among Yoruba Facebook (FB) users. Fifty purposively selected FB profile names were analysed using Castells’(2010) identity construction framework. Four identified identities in the Profile names of Yoruba Facebook Users, namely religiously pious, innovators, football lovers and entertainers were indexed by six linguistic features – hybridisation of orthography (HOO), back formation, blending, compounding, clipping and hypocorism. The linguistic features showed the connection between the linguistic peculiarities of FB profile names and the identity constructed in the social media platform.

Keywords: Hybridization; Identity construction; linguistic features; profile name; social media platform; Yoruba Facebook Users.

Pagination: 45-58

Title: FROM A SIMULATED PATIENT INTERVIEW TO A CASE PRESENTATION

Author(s): Kata Eklics, Judit Fekete

Abstract: Medical communication skills are learned during undergraduate studies and residency programmes by future doctors through case presentations, medical interviews, and healthcare staff interactions. Approaches like peer tutoring, simulation-based education, and blended learning enhance these skills. Our study aims to draw attention to the significance of doctor-patient and doctor-doctor scenarios by presenting a course that facilitates sociopragmatic, pragmalinguistic, and code-switching skills that medical students need to successfully employ in future healthcare settings. We consider patient information, case presenting, and interviewing skills, as well as profound knowledge of medical language equally important elements. While highlighting the essential components of the doctor-patient discourse and revealing the students’ development of code-switching abilities, this article shares the results of a feedback survey completed by participants in a course entitled ‘History taking with actors; simulation practices in the mediskillslab’. We can see the gradual improvement in using medical terms, and the growing confidence of students presenting cases. The programme’s assessment approach, which provides constructive feedback from three perspectives—clinician, simulated patient, and communication instructor—helps the students pinpoint their areas for enhancement. Most students report no major difficulties in taking medical history by employing a simplified ‘patient-friendly’ language understandable to laypeople. However, when they intentionally choose a different code for reporting on their patients by using medical terms, younger students face challenges in creating a brief medical text. The most demanding task for senior participants proved to be delivering bad news; both emotionally and code-switch wise. Our study identifies these difficulties from history-taking simulations to case reports to raise awareness of levels of medical communication. As a conclusion, we believe that an early onset and gradual introduction of activities including history taking, case presentation, and breaking bad news should be incorporated into medical curricula to assist in the acquisition of highly professional, assertive, and empathetic communication skills by graduation.

Keywords: simulation; medical communication; code-switching skills; bad news; case report.

Pagination: 59-70

Title: STUDENTS’ ATTITUDES TOWARDS TRANSLATION IN THE LSP CLASSROOM AT INSTITUTIONS OF HIGHER EDUCATION

Author(s): Mladen Marinac, Iva Barić

Abstract: From the era of Grammar-Translation Method to the onset of Communicative Language Teaching, the role of translation in language learning has completely changed. Nowadays, the use of translation activities in the language learning classroom remains a contentious issue, namely, there are arguments for and against their use. Given that attitudes are one of the factors that affect the way students learn and the level of proficiency they achieve, the aim of this quantitative study is to find out what the attitudes of higher education students in Croatia are towards the use of translation in learning languages for specific purposes. The responses were collected via a questionnaire, which was completed by 618 students who were enrolled in eight different LSP courses, i.e. medical, maritime, business, agriculture, tourism, safety, IT and transport. The participants come from five institutions of higher education in two Croatian towns (Zagreb and Rijeka). The majority of the respondents (86.4%) claim they use translation in their LSP classroom, but the frequency in using translation varies greatly. On the other hand, translation is used in assessment less frequently, 37.4% of the participants state they have encountered translation in tests. While they believe that other more communicative methods are more beneficial for their language learning, and they only partially enjoy doing translation activities, most of them are sure that translating both from their L1 into L2 and L2 into L1 is very useful for their language learning, especially when it comes to learning new vocabulary. A statistical difference occurred between genders; namely, male students seem to be more positive towards translation. Also, statistical differences were confirmed among students of different study programs in relation to their attitudes towards enjoyment, usefulness and demand of translation activities. Future research should focus on investigating how translation activities are implemented and account for gender and study program differences.

Keywords: language for specific purposes; English for specific purposes; students’ attitudes; tertiary education; translation in language teaching.

Pagination: 71-83

Title: STATISTICAL LITERACY AMONG EFL MASTER’S STUDENTS: ACTION RESEARCH

Author(s): Kamila Ammour

Abstract: The Social Package for the Social Sciences (SPSS) is among the most common programs used by researchers in language studies to explore, examine, and analyze quantitative data for the sake of drawing valid conclusions. The current action research aims to offer insights into the utilization of SPSS by Master’s students in their empirical studies for statistical analysis. Specifically, it attempts to depict the way SPSS is employed in academic pursuits, and discern the inherent challenges faced by students, offering insights into the obstacles that may impede their effective use of SPSS as a tool for statistical exploration and interpretation in academic research. To reach these objectives, ten Master’s dissertations written by EFL students at the Department of English at Mouloud Mammeri University in language studies were scrutinized though a qualitative content analysis. Findings indicate that the students limit the scope of their use of SPSS to quantitative variables and descriptive statistics. In addition, it has been found that the most commonly used statistical technique is ‘the mean’ or ‘the average’ that could be easily measured without any sophisticated software. Furthermore, no reference to inferential statistics in order to compare among groups or to measure the impact of a variable on another is made. The overall conclusion drawn from the analysis of the corpus is that students exhibit reluctance to the use of inferential statistics in their empirical studies and unconsciously believe that SPSS, inferential statistics, or any other sophisticated software are tightly related to natural sciences and could not be easily applied in social sciences. On the basis of the findings, a number of recommendations are suggested like organizing workshops with computer scientists. In addition, students’ self-confidence should be increased in order to change their perception of their potential and abilities to feel more at ease with statistics and technologies while doing academic research in language studies.

Keywords: Inferential statistics, Novice EFL researchers; Social sciences; SPSS, Statistical Literacy.

Pagination: 85-95

Title: GRAMMATIKKOMPETENZ IM NEUEN MILLENIUM. VERGLEICHENDE STUDIE RUMÄNIEN-UNGARN

English Title: GRAMMAR COMPETENCE IN THE NEW MILLENIUM. COMPARATIVE STUDY ROMANIA-HUNGARY

Author(s): Andrea Hamburg

Abstract: The experiences of the past few years in teaching German at the Faculty of Economic Sciences of the University of Oradea, Romania, have given the impulse for writing the following study. Rendering grammar issues has stumbled time after time over the impossibility of relating to students’ previous grammar knowledge in their mother tongue, i.e. Romanian, resulting into the feeling that they might lack basic grammar concepts in general. To check if the hypothesis of students’ deficient grammar knowledge is a mere subjective perception of the author of this article or rather an existent generational, possibly global phenomenon, quantitative research methods like descriptive statistics and a short grammar test (four questions related to morphology and one syntax issue) were applied. Lacking data referring to Hungary, the statistical inventory included only the results obtained in Romania, in the time span 2017-2022, at the national graduation exam at the end of the 8^th grade, in the discipline Romanian language and literature, while the grammar test was applied in an approximately equal number to first and second year Economic students both at the University of Oradea, Romania, and respectively the University of Debrecen, Hungary. The results obtained in the Romanian exam mentioned above, mainly for 2017 and 2018, when students included in the study took it, seem to be in concordance with the hypothesis initially formulated, but the results of the grammar test applied at the University of Oradea do not give a clear-cut proof of it. Still, these data are on both sides – Romanian and Hungarian respectively – anything else than comforting. In my opinion, the causes of this state of affairs are not to be found only in the limited analytical skills, induced by digitalisation, and the aversion of generation Z for grammar. Other factors have also contributed to it, to the same extent, namely the syllabi for Romanian for the 5^th-8^th grade pleading for the avoidance of conceptualisation of linguistic phenomena, valid for Romania, and the insufficient importance given to grammar both in teaching/learning and in the exam subjects in both countries analysed. As for improvement measures, one can identify changes in syllabi, on the institutional side, in the sense of a more conscious, conceptualised knowledge transfer and, on the other hand, giving more importance to teaching grammar at all levels, high school included. On the individual level, teachers can support this process by creating digital auxiliary didactic materials like explanatory videos put up using simpleshow video maker, or resorting to qualitative YouTube-videos when teaching grammar. The animated form, more appealing for young people, is likely to bring grammar and language rules, abstract concepts closer to them.

Keywords: grammar in foreign language classes, students’ previous knowledge, syllabi for language and communication, avoiding terminology, shortcomings of the communicative method.

Pagination: 97-108

Title: MORPHO-SYNTAKTISCHE MERKMALE DER IRONIE ALS BEWEIS FÜR CROSSWRITING IN ERICH KÄSTNERS DER GESTIEFELTE KATER

English Title: MORPHO-SYNTACTIC FEATURES OF IRONY AS PROOF OF CROSSWRITING IN ERICH KÄSTNER’S PUSS IN BOOTS

Author(s): Liana-Mărioara Colban, Anita Andrea Széll

Abstract: Irony is a complex linguistic phenomenon that plays an important role in children’s literature. The use of irony in a children’s literary text opens up new possibilities for interpreting the text and also brings about an important change in the level of reception of the work, as it awakens not only the curiosity of the children but also the interest of the adults. The aim of this paper is to examine the forms of irony based on Erich Kästner’s fairy tale “Puss in Boots” and to discuss the role of morphology and syntax in generating irony. A detailed analysis of the morpho-syntactic elements of irony should show that Kästner’s text can be classified in the category of crosswriting. The paper also deals with the writing style of Kästner. Typical of the German author is that he has often made adaptations of famous works of children’s and young people’s literature. “Till Eulenspiegel”, “Münchhausen” and “Die Schildbürger” are adaptations that show that Kästner is interested in works that have the potential to be humorous. Earlier versions of the fairy tale “Puss in Boots” are also briefly mentioned in this paper to illustrate the popularity of the pre-text. Because Kästner’s text is an adaptation of the fairy tale of the Brothers Grimm, the following important terms are also to be explained: irony, humour and intertextuality. However, the article focuses mainly on the morpho-syntactic peculiarities of Kästner’s adaptation. Different grammatical categories such as modal particles, modal verbs, attributes and punctuation are examined in the paper and this analysis tries to determine to what extent they play a role in the manifestation of irony. Such an analysis opens up new perspectives and possibilities of interpretation of the fairy tale “Puss in Boots” by Kästner.

Keywords: irony, humor, crosswriting, Puss in Boots, adaptation, morphology, syntax.

Pagination: 109-128

Title: DIE SPRACHE UND DAS PHÄNOMEN HÖFLICHKEIT AM BEISPIEL EINES YOUTUBE-INTERVIEWS

English Title: THE LANGUAGE AND THE PHENOMENON OF POLITENESS IN THE CONTEXT OF A YOUTUBE INTERVIEW

Author(s): Gëzim Xhaferri, Biljana Ivanovska

Abstract: The aim of this paper is the language analysis of an online-YouTube-interview, where the politeness is defined as a sociocultural entity. In this paper, the most influential theories of politeness are presented and the concept of face is explained. In addition to this, it presents in detail the difference between the positive and negative politeness. The data shows that politeness influences the choice of language means and how the language means can change the communicative situation where the functions of language means in adapting language are illustrated and shown.The results are based on an online-YouTube-interview which is analyzed linguistically by defining and showing the relationship between the participants in the given communication. It also shows how the speakers adapt the politeness forms in relation to the conversation partner. The analysis of the language of the moderator and the guest confirms the assumption that the language is related to the situational context and that the speakers adapt their language depending on the communicative situation, which has been shown by the tendency of the moderator and the interviewed guest to reduce distance, through the use of interpersonal discourse markers as well as other language means.

Keywords: Interview; politeness; language elements; emotional intensifiers.

Pagination: 129-140

Title: „DEUTSCH FÜR AKADEMISCHE ZWECKE“ IM BACHELOR-STUDIUM AN DER UNIVERSITÄT IOANNINA IN GRIECHENLAND: ERGEBNISSE DER BEFRAGUNG DER STUDIERENDEN ZUM ERLERNEN DER DEUTSCHEN FACHSPRACHE

English Title: “GERMAN FOR ACADEMIC PURPOSES” IN BACHELOR STUDIES AT THE UNIVERSITY OF IOANNINA IN GREECE: RESULTS OF A QUESTIONNAIRE ON STUDENTS’ VIEWS ON LEARNING GERMAN SCIENTIFIC TERMINOLOGY

Author(s): Ioanna Katerini

Abstract: In the faculties of medicine and psychology at the University of Ioannina, Greece, German courses are held for learning specific, academic terminology. In addition, language courses for German as a foreign language (levels A1 to B1) are offered during Bachelor studies. Due to the increasing interest of students in learning German language for special, academic purposes, a questionnaire survey was carried out to discover the opinions and needs of the students regarding the methodological process of teaching German for academic purposes and the difficulties in learning the German terminology. A questionnaire survey with 135 undergraduate students-participants from all faculties of the University of Ioannina, Greece was conducted. The participants were asked whether they considered German technical language to be important for their studies, why they wanted to learn German terminology, which year of their Bachelor-studies would be the most appropriate for them to learn it in, and which teaching materials were considered as the more effective for learning. In addition, the respondents were asked to mention difficulties in learning German for academic purposes and to make suggestions that could help enrich methodologically and didactically the German-terminology courses.

Keywords: German technical language; German for academic purposes; views from students in Greece.

Pagination: 141-153

Title: MARIE-ANNE CHÂTEAUREYNAUD / PETER JOHN (Editors): LSP TEACHER TRAINING SUMMER SCHOOL. THE TRAILS PROJECT

Author(s): Andrea Hamburg

Abstract: Book Review

Keywords: Book Review

Pagination: 155-158

Posted in archive | Comments Off on 11th Issue – March 2024

10th Issue – March 2023

Wednesday, March 1st, 2023

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 10th Issue – March 2023

Title: CULTURE MATTERS: DESIGNING AND DELIVERING A FRENCH FOR SPECIFIC PURPOSES (FSP) COURSE FOR THE MEDICAL SOFTWARE SECTOR IN BELGIUM

Author(s): Sage Goellner

Abstract: This article describes the creation of French for specific purposes (FSP) materials for the medical technology sector for in a week-long course designed for non-specialist French speakers going to Belgium on a three-year medical software project. Language for specific purposes (LSP) generally incorporates general cultural competence, which has long been considered a central component of foreign language education, along with developing competencies and skills based on employers’ requirements, language awareness, and professional competencies. Alongside key linguistic skills – for example, vocabulary building in a certain area such as law, medicine, or technology – LSP courses need to equally consider individual regional cultural elements including linguistic variants as an integral part of their specific purpose, instead of adding it as an ancillary aspect. Because of the interconnectedness of language and culture, LSP educators must explicitly and methodically consider cultural familiarity as an outcome by integrating it into the needs analysis, development, delivery, and conclusion of the course. In this example, the instructional team collected and modified materials from textbook and web resources to create an FSP course that included an overview of French medical and technological terminology as well as an introduction to Belgian French, relevant cultural material, and a focus on linguistic authenticity. Using qualitative methods, this article presents the ways in which the FSP course foregrounded culture and demonstrates specific examples from the pedagogical materials designed for students. This curriculum model can serve as a framework for those interested in infusing their FSP curriculum with cultural relevance as an additional specific purpose.

Keywords: French for Specific Purposes; Belgium; pedagogy; culture; designing and implementing; medical software sector.

Pagination: 7-15

Title: EDUCATION DURING COVID-19 PANDEMIC IN ROMANIA AND ABROAD

Author(s): Monica Condruz-Bacescu

Abstract: The purpose of the paper is to show the changes underwent by the education system worldwide during covid-19 pandemic both in schools and universities. The education system is undergoing radical changes, with a significant increase in e-learning, distance learning through digital platforms. The main problem with digitizing education is that not all children/students have access to the Internet or do not have the necessary technology. The closure of schools and universities, in the context of the COVID-19 pandemic, has had negative consequences both on children/students’ educational progress and on their emotional health and, moreover, on their online safety. One of the urgent measures recommended was to support families affected by poverty, so that all children/students participate equally in the online educational process, providing them with digital devices such as laptops and a secure wi-fi connection. After the initial shock, teachers, professors and members of administrative and technical bodies in education systems around the world reacted in a truly extraordinary way, trying to transfer the entire teaching activity to the online environment and, in just a few weeks, to become familiar with the operation of digital platforms such as Zoom, Google Meets and Microsoft Teams, which in most cases they were not even aware of before this crisis. Most of them have adapted surprisingly well to the new systems, appreciating the advantages they bring and trying to quickly overcome the inherent problems. The pandemic also had negative effects on interpersonal relationships, as students/children no longer have the context to work and collaborate as a team to develop a task. An undesirable conclusion is that, regardless of the country, the poorest and most marginalized children are in danger.

Keywords: education; covid-19 pandemic; digitization; university system; students; innovation.

Pagination: 17-29

Title: THE INTERRELATIONSHIPS BETWEEN STUDENTS’ PERCEPTIONS OF FOREIGN LANGUAGE SKILLS AND INTERCULTURAL COMMUNICATIVE COMPETENCES

Author(s): Tímea Lázár, János Farkas, Ildikó Tar, Mária Czellér

Abstract: Globalisation and internationalisation have caused massive changes in several fields of life worldwide, with significant transitions in Hungary. The advent of multinational companies, including SSCs (Shared Service Centres), has impacted the labour market both internationally and domestically. The activity and the management of these companies have increasingly required good intercultural communication competencies and a high level of foreign language skills from graduate entrants. Considering multinational companies’ predominantly culturally diverse environments, where employees can only complete their jobs effectively and successfully if they possess the necessary skills, the expectations are hardly surprising. Internationalisation has also influenced university education. International students often come to Hungarian higher education institutions to participate in international programmes offered by universities. Excellent intercultural communication competencies and foreign language skills may be the key to students’ success.

Keywords: intercultural communication competencies, university language teaching, non-parametric statistical procedure, foreign language use at work.

Pagination: 31-48

Title: „MEINE LYRIK SEI IN MEINER PROSA ENTHALTEN.“ LINGUISTISCHE ÜBERLEGUNGEN ZUR LYRIK UND ZUR PROSA VON HANS BERGEL

English Title: “MY LYRIC IS CONTAINED IN MY PROSE” – ABOUT THE LANGUAGE IN THE LYRIC AND PROSE OF HANS BERGEL

Author(s): Anita Szell

Abstract: Writing about the lyric of Hans Bergel is an unusual challenge for the researcher. The Transylvanian author, who emigrated to Germany, is known especially for his prose texts; his lyric falls on the second place in his writings, but this doesn’t mean, that Hans Bergel’s poems aren’t successful lyrical texts. He describes in them a variety of places, in which the atmosphere and colours reflect not only the lyrical side, but also the narrative side of the author. Bergel approaches the description of a place contemplatively and reflects on its spiritual correlations. His astonishing wealth of thoughts manifests itself in an inspired stream of language to which he entrusts himself. Each of Bergelʼs literary statements has in common the musicality and richness of the language. In everything Bergel writes, one can find his entire personality, his rich experience with literature and the world. He registers the experiences, feelings and thoughts that he has recorded along his life path and he relives his experiences through language. Therefore a story cannot exist without the music of the language, a poem without philosophical and essayistic incursions. The research on the contemporary Transylvanian literature does not focus on this side of Hans Bergel, but there are a few philologists, who refer concisely to the lyric of the author. This paper with the above title would like to widen this research, by revealing new aspects of the work of Hans Bergel. The study of Transylvanian-German literature as minority literature has subject-related risks, because research focuses from the outset on a specific context and operates within a quasi-prescribed framework. One wonders, however, whether it is possible to break out of this framework with either traditional or modern means, and suggest new ways of addressing Bergelʼs work as a theme. This paper seeks to answer this question.

Keywords: Bergel, lyric, prose, linguistic structure, visuality, essayistic excursions.

Pagination: 49-61

Title: DISKURSMARKER IN DER INTERIMSPRACHE BEI DEUTSCHSTUDIERENDEN IN DER REPUBLIK NORDMAZEDONIEN

English Title: DISCOURSE MARKERS IN THE INTERLANGUAGE BY STUDENTS OF GERMAN IN THE REPUBLIC OF NORTH MACEDONIA

Author(s): Biljana Ivanovska, Gzim Xhaferri

Abstract: The study presented in this paper is part of a research project entitled “The role of explicit instructions in developing pragmatic competence in learning English and German as a foreign language,” currently being conducted at the “Goce Delchev” University in Shtip, Republic of North Macedonia. This study examines the use of pragmatic markers by Macedonian students of German. Speakers use them to achieve smooth speech flow and help their conversation partners appropriately decode the meaning of their utterances. The study describes the investigation of the discourse markers in the interlanguage of the Macedonian foreign language students. The interlanguage refers to the language used by students during the process of learning a foreign language. Investigating discourse markers in the interlanguage of the Macedonian foreign language students could contribute to improving our understanding of their use of discourse markers in the context of foreign language learning. This contribution attempts to analyze the use of pragmatic markers in the speech of the Macedonian learners of German and to present their frequency and function in the language. The analysis was conducted with 30 participants who are studying German at the Department of German Language and Literature at the “Goce Delchev” University in Shtip. The analysis of the data examines whether and how explicit instructions influence the use of pragmatic markers. The results of this study can help learners and teachers better understand the role of explicit instructions in learning and teaching the German language and develop more effective teaching methods.

Keywords: pragmatics; discourse markers; interlanguage; pragmatic function and frequency of use.

Pagination: 63-75

Title: ITALIANO LINGUA TERZA. APPRENDERE E INSEGNARE L’ITALIANO SPECIALISTICO: IL CASO DEL LINGUAGGIO MEDICO

English Title: ITALIAN AS A THIRD LANGUAGE. LEARNING AND TEACHING ITALIAN FOR SPECIAL PURPOSES: THE CASE OF ITALIAN FOR MEDICINE

Author(s): Katarzyna Maniowska

Abstract: In the present paper the issue of teaching medical language in the context of learning Italian as LS will be analysed. The first part of the article consists of general notes on different definitions of the Italian for specific purposes, as well as different aspects of teaching process (teaching materials, time, language abilities in the field of Language for Specific Purposes). The second part of a practical nature analyses the aspect of how the levels of knowledge of the Italian language are interconnected with the ability to understand specialized texts. For the purposes of the research, a study was conducted on a group of LS Italian learners with different linguistic abilities, as well as on a group of native speakers. A short questionnaire of 10 gradually difficult questions was submitted to the heterogeneous group of Italian speakers and LS Italian learners. It was assumed that native speakers would answer more questions correctly. It’s interesting to see though, that the results of the research disproved the initial hypothesis.

Keywords: Italian for Medical Purpose; Language for Specific Purposes; language skills.

Pagination: 77-96

Title: CARMEN BUENO MUÑOZ / LUIS R. MURILLO ZAMORANO / JOSḖ ÁNGEL LÓPEZ SÁNCHEZ: GAMIFICATION AND ARTIFICIAL INTELLIGENCE DURING COVID-19: CASE STUDIES IN HEALTH AND EDUCATION

Author(s): Andrea Hamburg

Abstract: Book Review

Keywords: Book Review

Pagination: 97-99

Title: JULIAN BÖHNISCH: CULTURE’S INFLUENCE ON THE WEBSITES OF GERMAN AND

CHINESE COMPANIES. AN ANALYSIS OF CULTURAL DIVERSITY ON THE INTERNET

Author(s): Andrea Hamburg

Abstract: Book Review

Keywords: Book Review

Pagination: 101-104

Title: SIMON WILLIAMS’ DISFLUENCY AND PROFICIENCY IN SECOND LANGUAGE SPEECH PRODUCTION

Author(s): Ioana Claudia Horea

Abstract: Book Review

Keywords: Book Review

Pagination: 105-110

Posted in archive | No Comments »

9th Issue – March 2022

Wednesday, March 9th, 2022

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 9th Issue – March 2022

Title: LANGUAGE+1: A CURRICULUM DESIGN AND IMPLEMENTATION FOR BUSINESS CHINESE

Author(s): Amily Guenier, Jinghui Wang, Minjie Xing

Abstract: Recently, more and more Chinese language learners not only learn the language but also use the language to learn an additional subject (language+1) and therefore a curriculum of Chinese for Specific Purposes is needed. This study explores the theory and practice for such a curriculum starting with Business Chinese (BC). The research methods include a Needs Analyses survey at the beginning of the study, thirty-six hours of class observations during the study, and a National Student Survey (NSS) at the end of the study. To triangulate the quantitative data, a focus-group interview is conducted for a deeper understanding of students’ attitudes towards and insights on the curriculum. The study is carried out at University of Manchester, UK with 72 Chinese-majored degree students. A curriculum design committee consisting of professionals, graduate entrepreneurs, subject lecturers, language tutors and current student representatives is set up for designing, implementing and monitoring the curriculum. The Content and Language Integrated Learning (CLIL) approach is employed for students to learn the subject knowledge while practising the language. The subject knowledge is introduced via lectures and discussed at seminars; business content is practised by students setting up and running their own companies, virtual or real; and language skills are trained via presenting their companies to potential clients and customers, negotiating with counterparts and by writing business reports etc. The NSS results with 100% satisfaction rate show students’ positive attitudes towards the curriculum, and students welcome the curriculum in that they are learning BC by running their own business and that during the process, they apply the subject knowledge into their own companies and the target language is used throughout the process. By managing their own companies, they go through business procedures, develop related knowledge and skills, share ideas with peers and obtain practical advice from professionals. Students appreciate the engagement and empowerment by running their own companies. This curriculum model can be suggested as a framework for those who are to design and develop curriculum for language for specific purposes.

Keywords: needs analysis; Business Chinese; Chinese for specific purposes, CLIL, Language +1.

Pagination: 9-21

Title: TWO IN ONE: INCORPORATING COVID-19 RESEARCH INTO THE ENGLISH FOR MEDICAL PURPOSES CLASS TO IMPROVE THE 4+1 LANGUAGE SKILLS

Author(s): Timea Németh, Annamária Sütő, Balázs Sütő, Gabriella Hild

Abstract: While the COVID-19 pandemic continues to make a profound impact on all aspects of life around the world, from the perspective of medical education it is also an opportunity not only a threat, and can be integrated into the medical curriculum, including English for Medical Purposes classes. The aim of this paper is to share our experience regarding the integration of a research study on the willingness of young people to get the COVID-19 vaccine into an English for Medical Purposes class. Student interviews, presentations, Think-Pair-Share activities and disputes in class are special pedagogical and methodological tools that assist the teaching and the learning process. As a result, students are inspired and engaged, which facilitate the development of not only their 4+1 language skills, and medical English proficiency, but also their collaboration, communication, and problem-solving skills, as well as their creativity and critical-thinking. This paper seeks to inform and inspire English for Medical Purposes teachers to incorporate meaningful and intellectually stimulating research studies into their classes that allow students to not only learn medical English, but more importantly, to understand complex perspectives, use numerous forms of media, and collaborate with others. Therefore, the authors suggest that teachers of English for Medical Purposes create room in their classes for up-to-date research representation in order to engage and motivate students’ learning process. Furthermore, the authors believe that the latest research studies, presentations, Think-Pair-Share activities and disputes can be implemented in any content and language integrated classes, as well as languages for specific purposes classes, thus providing educators with effective tools to achieve broad educational goals,

Keywords: COVID-19 research; English for Medical Purposes, Languages for Specific Purposes; 4+1 language skills.

Pagination: 23-35

Title: GRAMMATICAL COHESION IN FRENCH JOURNAL ABSTRACTS AND THEIR ENGLISH EQUIVALENCE

Author(s): Benjamin Amoakohene, Richard Senyo Kofi Kwakye, Osei Yaw Akoto

Abstract: As one of the key sub-genres in academic discourse, the research article’s abstract, has attracted the attention of scholars within the linguistics and applied linguistics literature. This has led to the upsurge in studies that have explored this all-important genre, with different analytical lenses and focuses. Dominant among these studies are those that have explored connectivity in the abstracts of research articles. However, the literature reveals a dearth of studies on the use of cohesive devices in source and target languages, specifically those written in French and their translated versions in English. This study therefore explored grammatical cohesion in research article abstracts written in French and English. The study specifically did a contrastive analysis of the types, frequency and functions of grammatical cohesive devices in these two sub-corpora. In all, a total of 40 research article abstracts formed the corpus of the study; twenty of these taken from erudit.org and another twenty taking from persee.org. Halliday and Hasan’s (1976) cohesive theory was used as the framework to analyse instances of grammatical cohesive devices in the abstracts written in the source language – French – and their translated versions in the target language – English. The findings showed that the French corpus tend to use a slightly higher number of cohesive devices than their English counterparts. It was also found that the most dominant grammatical cohesive device within the two sub-corpora were references, which were in turn dominated by personal references, followed by demonstrative and comparative references. Next were the conjunctive devices which were also dominated by additive (especially et, and its English equivalent, and), temporal, causative, and adversative conjuncts in that order. The least used cohesive devices in each of the two sub-corpora were ellipsis and substitution. The findings add to the ongoing debate on how the act of translating a text in a source language to a target language affects the use of cohesive devices, especially, grammatical cohesive devices.

Keywords: Cohesion; Contrastive Rhetoric; Translation; Translation Studies; Texture.

Pagination: 37-54

Title: A MULTIDISCIPLINARY APPROACH: TEACHING MEDICAL SPANISH TO MEDICAL STUDENTS USING ROLE-PLAY

Author(s): Khashayar Mozaffari, Rebecca Kolodner, Yagiz Akiska, Benjamin Blatt

Abstract: The Hispanic community is the most rapidly growing minority group in the United States, making up 18.3% of the population, with 40% reporting limited English proficiency. To address this need, many health sciences institutions have implemented medical Spanish courses to increase Spanish proficiency among future health care providers. Although interactive courses have shown efficacy in teaching field-related terminology, barriers to medical Spanish curriculum implementation persist. Our non-randomized experimental pilot study aims to investigate the benefit of role-play in a medical Spanish course. Nineteen second-year medical students were recruited to participate. Based on their placement test performance, students were assigned to a beginner or intermediate group, and met weekly for one-hour sessions over five consecutive weeks. Students assumed the roles of Spanish-speaking patient, English-speaking provider, and interpreter to practice various medical scenarios. Students completed pre- and post-course examinations to assess Spanish proficiency improvement. A p-value <0.05 was considered statistically significant. Seven students, all members of the intermediate group, completed the course. Class attendance among this group was 77.4%. When comparing examination scores, there was statistically significant improvement in oral translation of phrases from Spanish to English (p=0.03).Statistically significant improvement in oral translation of phrases from Spanish to English was accomplished through a minimal time requirement of one hour per week utilizing role-play. Given that limited time poses a barrier to implementing medical Spanish curricula, our findings highlight the potential benefit of this teaching methodology with a special emphasis on the under-utilized yet promising modality of role-play and call for its further evaluation.Furthermore, our study demonstrates the necessity of implementing medical Spanish course as an accredited class in medical schools to encourage student participation, which would provide legitimacy to the curriculum as the need for Spanish-speaking doctors increases with the rising Hispanic population in the US.

Keywords: medical Spanish; medical education; role-play; medical school curriculum; medical student.

Pagination: 55-65

Title: MULTILINGUALISM AND ITS PURPOSES – INTERDISCIPLINARY APPLICATIONS IN LANGUAGE EDUCATION AND ADVOCACY

Author(s): Kathleen Stein-Smith

Abstract: Within the context of multilingualism as a tool, this article will examine the benefits and uses of languages by individuals, within organizations, and in our lives as citizens, both locally and globally. Viewed through the lens of the social, global, and economic value proposition for languages, the significance of purpose in developing sustainable language learning and multilingualism will be highlighted, along with the necessity of linking language learning and the purpose of multilingualism in curriculum, experiential learning activities, and in a variety of organizational settings. The linkage of motivation and a sense of purpose in supporting both interest in language learning and successful learning outcome is explored. In order to achieve this goal of sustainable language learning and multilingualism, the importance of an early start to language learning, of immersion programs, of appropriate pre-professional curriculum, and of flexible workplace learning will be discussed, as well as – most importantly – the role of heritage languages. Central to the discussion is the concept of accessibility, which includes both affordability and the available of online, hybrid, and flexible learning opportunities for learners of all ages. In conclusion, the role of language advocacy is essential in ensuring that the conversation on language learning remains focused on multilingualism as a tool for personal empowerment, communication within our multilingual society, organizational success, and effective global communication even in times of crisis. It is essential to focus consistent attention to the nature and diversity of purposes among current and potential language learners.

Keywords: purpose; motivation;values; language learning;multilingualism.

Pagination: 67-79

Title: ASPECTS OF SATISFACTION WITH LSP TEACHING IN HIGHER EDUCATION

Author(s): János Farkas, Mária Czellér, Ildikó Tar

Abstract: This article discusses a questionnaire research carried out in order to collect information regarding the issue of student satisfaction within the context of Language for Specific Purposes (ESP) course. The data were collected through an online, self-completed, voluntary, anonymous EvaSys questionnaire. The students requested to complete the questionnaires covered a wide range of economic/business disciplines. The target population of students studying in economic/business disciplines was the following: economics-management, finance and accounting, banking and finance, tourism and catering, international relations, commerce. The aim of the research was to look into the satisfaction of students with teaching language with business purposes. The quantitative results of student satisfaction with LSP teaching revealed that the students of business and economics at Hungarian universities are satisfied with the executive, technical and learning environment. The descriptive statistical analyses have shown that the field of economics has become more feminised. Female students find it more challenging to complete courses than male students and students living in cities find it easier to complete language courses than students living in villages. Students think their skills are improving more than average during the courses. Male students rated their skills development as a small percentage better than female students. Both female and male students considered the number of contact hours sufficient. No large percentage differences were found in the satisfaction of students with their teachers’ work, depending on the educational level of the parents.

Keywords: student satisfaction; higher education; social variables; descriptive statistics; questionnaire survey.

Pagination: 81-95

Title: HOW TO MEET THE REQUIREMENTS OF ORGANISATIONS FOR FOREIGN LANGUAGE SKILLS AND INTERCULTURAL COMMUNICATION COMPETENCIES BASED ON INTERVIEWS WITH LSP TEACHERS AT THE UNIVERSITY OF DEBRECEN

Author(s): Tímea Lázár, Zita Hajdu

Abstract: Globalisation and internationalisation have caused enormous changes in several fields of life all over the world, with significant transitions in Hungary. The emergence of multinational companies has remarkably affected the labour market. These companies increasingly require intercultural communication competencies and a high level of foreign language skills from graduate entrants. The primary responsibility of universities is to educate and prepare students for a new environment and expectations in the international labour market. Although intercultural communication and foreign language skills have become key competencies in the labour market, recent graduates’ levels in these competencies do not meet the requirements of organisations. The importance of the topic is significant since it would be the common interest of universities, students, and organisations to have more and more employees with excellent language competencies who can perform well in a diverse, multicultural environment. The main goal of this paper is to detect the roots of the problem in tertiary education and define some proposals for improving the quality of university training, based on the recommendations of LSP (Languages for Specific Purposes) teachers at the University of Debrecen. Furthermore, another fundamental goal of the research was to get LSP teachers’ opinions on issues pertaining to meeting or missing the needs of organisations. We conducted semi-structured interviews with 12 LSP teachers at the University of Debrecen. According to the results, the main problem at the university is that students who enrol in the foreign language training programmes of the university do not possess the necessary level of general foreign language knowledge to learn languages for specific purposes. If the students’ prior foreign language skills are not sufficient, the number of foreign language lessons available is not enough for students to acquire a high level of LSP proficiency. LSP teachers also missed the intercultural competency component of language programs. Several suggestions were made by LSP teachers to improve the situation, but above all, ongoing dialogues between educational institutions and employers were emphasised upon. Further stages of the research include employers’ demands, and we are also planning to involve LSP teachers of other universities.

Keywords: intercultural communication competencies; internationalisation of higher education; labour market requirements; multinational companies; foreign language knowledge; languages for specific purposes.

Pagination: 97-107

Title: SPRACHEINSTELLUNGEN IM MIGRATIONSKONTEXT – AM BEISPIEL DES ALBANISCHEN UND DEUTSCHEN

English Title: LANGUAGE ATTITUDES IN THE MIGRATION CONTEXT – THE EXAMPLE OF ALBANIAN AND GERMAN

Author(s): Naxhi Selimi

Abstract: The article provides insights into the language situation of the three-generation (G1-G3) Albanian language group (n=120) in Germany and Switzerland and presents their attitudes towards varieties of both languages (Albanian-German). According to the results, the respondents are positively disposed towards both languages and attach a high value to them. Standard German achieves the highest values, while dialects of this language come last in the ranking. The results also show that respondents in Switzerland deal with diglossia more openly and are thus better anchored in Swiss society than the Albanian group in Germany. Finally, our data show that most respondents see their future in Germany and Switzerland and that there is no significant correlation between language attitudes and future career prospects.

Keywords: language attitudes; language contact; language varieties; language behaviour; Albanian dialects.

Pagination: 109-125

Title: DIE SPRECHHANDLUNG ‚AUFFORDERUNG‘ BEI DEN ALBANISCHSPRACHIGEN DEUTSCHLERNENDEN

English Title: THE SPEECH ACT REQUEST IN ALBANIAN FOREIGN LANGUAGE LEARNERS

Author(s): Vjollca Aliu, Gzim Xhaferri, Biljana Ivanovska

Abstract: The most interesting and extensive linguistics theory is the theory of speech acts. It emphasizes the character of the action of utterances and makes it clear that description of linguistic formulations is not possible without performing actions. The development of pragmatic competence is particularly difficult for learners, when the foreign language is learned in an environment, where it does not serve daily communication and learners do not receive sustainable input that enables them to apply their knowledge of pragmatic competence in practice. In addition, there is a lack of valid requirements regarding the communicative competencies of the Albanian learners of German: In foreign language teaching, there are few curricula that focus on communicative skills, and there is a significant need for effective ways of improving learners’ communication skills. The aim of this paper is to present and analyze the research of pragmatic competence and its components with foreign language students. In constructing the speech of the request, we refer to the contributions and investigations of Blum-Kulka & Olshtain (1984), Economidou-Kogetsidis & Woodfield (2012), Olshtain & Cohen (1990), Wunderlich (1979), Searle (1975), and others. The data of this research that were gathered and analyzed, as well as the instruments and methods used, are presented in this paper, too.

Keywords: speech-acts, request, pragmatics, foreign language learners.

Pagination: 127-138

Title: DIE KOMMUNIKATIVE FUNKTION VON TIERMETAPHERN ALS ERZEUGER DES HUMORS IN DEN DEUTSCHEN ÜBERSETZUNGEN EINIGER POIROT-ROMANE

English Title: THE COMMUNICATIVE FUNCTION OF ANIMAL METAPHORS AS GENERATORS OF HUMOR IN THE GERMAN TRANSLATIONS OF POIROT-NOVELS

Author(s): Anita Andrea Széll

Abstract: Many of Agatha Christie’s crime novels contain nursery rhymes that serve as a guide to the content of the entire story. HerculePoirot and Miss Jane Marple, Agatha Christie’s most famous detectives, can often reveal the culprit in the novel with the help of a parallel between these nursery rhymes and real life. These nursery rhymes are not always easy to decipher in the context of the story, because they work, among others, with such tropes, which are stylistically classified as animal metaphors. These can help the readers to decipher the secret of the novel. It is always a challenge for researchers to interpret these animal metaphors and determine their role in the text. This article sets out to examine the communicative function of these animal metaphors in the German translation of some of Poirot’s novels and to determine how these animal metaphors contribute to the specific humor of Agatha Christie. The purpose of this research is not only a simple determination of the function of metaphors in each text, but also an attempt at interdisciplinary analysis that links linguistics and literary studies and interprets them as a philological whole.

Keywords: Metaphor, Communication, Humour, Irony, Translation, Poirot.

Pagination: 139-155

Title: MEDIZINISCHE FACHSPRACHE UNGARISCH FÜR AUSLÄNDISCHE MEDIZINSTUDIERENDE – ERGEBNISSE EINES FRAGEBOGENS ZUR EVALUIERUNG DES UNTERRICHTSKONZEPTES

English Title: HUNGARIAN FOR MEDICAL PURPOSES FOR INTERNATIONAL STUDENTS – RESULTS OF A QUESTIONNAIRE FOR THE EVALUATION OF THE TEACHING METHODOLOGY

Author(s): Renáta Halász, Anita Sárkányné-Lőrinc, Rita Kránicz, Anikó Hambuch

Abstract: At the Medical Faculty of the University of Pécs, Hungary, several hundreds of foreign students from more than 50 countries around the world are studying medicine in English and German. The largest group is made up of students with German as their mother tongue. Like the native Hungarian students, these students receive clinical teaching according to the concept of bedside teaching from the 5th semester onwards, i.e. they will have interactions with Hungarian patients. This presupposes knowledge of Hungarian, which enables a successful interaction with them in the professional situation. The educational objective must be achieved with students who may not be motivated to learn the Hungarian language. Learning subjects is also a heavy burden for medical students. In recent years, we have strived to teach the Hungarian medical language as effectively as possible in the given teaching and learning environment, to prepare students for clinical patient encounters. After adapting the language teaching to the needs of the students and the given circumstances, we wanted to know what the students think about Hungarian and Hungarian teaching. Do they perceive the content and methods of teaching as intended? A questionnaire survey was conducted with 134 medical students to find out how satisfied the students are with the content and methods of Hungarian language teaching and examination, what their motivation is for learning Hungarian, and how much time they devote to learning. Their opinion has been interrogated regarding to what they think is good about teaching, what they would change and what other suggestions they have. An important question was whether the students would like to learn something other than the language for special purposes with clinical content, and to what extent they are involved in the mother tongue environment. Our study announces the results of the survey including the students’ responses that can help improve Hungarian language teaching.

Keywords: Hungarian for medical purposes; medical studies abroad; needs analysis; evaluation of teaching methodology of Hungarian for medical purposes; medical students communication; Hungarian as a language of doctor-patient interaction.

Pagination: 157-174

Title: “ICH WEISS ES NICHT”: MENTALISIERUNGSFÄHIGKEITEN UND SPRACHE BEI PATIENTINNEN MIT PSYCHISCHEN STÖRUNGEN

English Title: “I DON’T KNOW”: MENTALISATION SKILLS AND LANGUAGE IN PATIENTS WITH MENTAL DISORDERS

Author(s): Csilla Egyed, Judit Fekete, Róbert Herold, Anikó Hambuch

Abstract: According to the WHO, one in four people are affected by some form of mental disorder, including schizophrenia. In schizophrenia, disorganised speech is a leading cognitive symptom. As language can be considered as a reflection of thoughts, the analysis of the language of individuals with schizophrenia can provide useful insights into the mentalising abilities of these patients. Mentalising skills, mind-reading or mentalisation, known in psychiatry as Theory of Mind (ToM), refers to the ability and skill to conceptualise other people’s mental states and thus explain and predict their behaviour. The nature of patients’ linguistic dysfunction can be detected during different mentalising processes. In our paper we present the first results of a study that, as part of an interdisciplinary research project, investigates the mentalising abilities of schizophrenic patients from the perspective of language and communication. The primary aim of the present functional linguistic study is to describe and classify typical and recurrent linguistic patterns of patients with schizophrenia that are related to their mentalising capacities. The case study focuses on the use and different functions of the negative epistemic construction “I don’t know” in interviews with patients in the Psychiatric Hospital of the University of Pécs. The research corpus of the case study comprises 20 structured patient interviews, which were digitally recorded and transcribed. The quantitative analysis of the corpus was conducted using Sketch Engine software. The qualitative analysis focused on the form, interactional structure and functions of “I don’t know”. The results show two forms, but at the same time a diverse syntactic and sequential embedding of the construction. On the discourse level, “I don’t know” could be assigned several functions, from literal meaning to the expression of uncertainty and avoidance strategies. The results related to “I don’t know” could help adequately interpret linguistic expressions associated with mental states by gaining insight into patients’ language use in more detailed pragmatic terms, thus increasing the therapeutic success.

Keywords: schizophrenic speech, theory of mind, negative epistemic construction, pragmatics, conversation analysis.

Pagination: 175-189

Title: ARND WITTE / THEO HARDEN (Editors) RETHINKING INTERCULTURAL COMPETENCE: THEORETICAL CHALLENGES AND PRACTICAL ISSUES

Author(s): Andrea Hamburg

Abstract: Book Review

Keywords: Book Review

Pagination: 191-195

Title: RUGGIERO’S SENSIBLE APPROACH ON ‘TEACHING WORLD LANGUAGES FOR SPECIFIC PURPOSES’

Author(s): Ioana Claudia Horea

Abstract: Book Review

Keywords: Book Review

Pagination: 197-202

Posted in archive | No Comments »

8th Issue – March 2021

Saturday, March 6th, 2021

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 8th Issue – March 2021

Title: GAMIFICATION IN LANGUAGES FOR MEDICAL AND HEALTHCARE PURPOSES CLASSES:THE OUTCOMES OF A EUROPEAN SURVEY

Author(s): Timea Németh, Alexandra Csongor, Erika Marek, Gabriella Hild

Abstract: Gamification techniques have long been applied by the business and marketing world to encourage explicit behaviours and increase customers’ incentive and commitment. However, in the past ten years in education, especially in language teaching and learning the benefits of this technique have also been realized as it provides an alternative to engage and motivate students in the classroom. The motivation and involvement of today’s digital generation can easily be increased by the integration of various digital tools and applications providing further opportunities for students to collaborate and communicate as well as to obtain extra scores, which can later be turned into grades or even exam grades. This methodology and pedagogy assist language teachers in finding the balance between achieving their teaching goals and meeting students’ needs. Therefore, in education today it is crucial to be resilient and flexible and be able to modify and adopt instructional methods and activities in order to meet the needs of the digital generation, and be ready to respond instantly to emergencies, or global pandemics, as it was and still is the case with COVID-19. The present paper aims to provide an insight into an international research that was carried out in the spring of 2019 involving 547 medical and healthcare students from seven European Higher Education institutions. The goal of the study was to gain some understanding of the use of gamification techniques applied in Languages for Medical and Healthcare Purposes (LMHP) classes as well as to shed light on students’ attitude towards its use. As the results suggest, gamification tools are highly applied in medical and healthcare education across Europe, and gamifying LMHP classes contributes to students’ motivation, provides them with a genuine sense of achievement and enhances their communication and collaboration skills. The authors conclude that the success of gamification lies in making the learning experience engaging and interactive, irrelevant of weather we are applying this methodology during face to face classes or online sessions due to COVID-19.

Keywords: Languages for Medical and Healthcare Purposes (LMPH); gamification; motivation; collaboration; communication skills; COVID-19.

Pagination: 7-23

Title: INTERNATIONAL STUDENTS AND LANGUAGES FOR SPECIFIC PURPOSES: THE RESULTS OF A STUDY ON INTERNATIONAL STUDENTS’ PERCEPTIONS OF TEACHING AND LEARNING LSP

Author(s): Anna Dávidovics, Timea Németh

Abstract: The number of international students enrolled in higher education worldwide has increased significantly in the past few decades, as one of the effects of globalization, as OECD statistics reveal (OECD, 2018). After finishing secondary education, many students decide to take the opportunity provided by their countries and foreign universities and enrol in the tertiary education system far away from their homes. Inevitably, this leads to numerous intercultural challenges teachers have to face nowadays in culturally diverse classrooms. It is important to note, however, that the particular issues and objectives arising in multicultural and multinational groups tend to differ between the various stages of education. The aim of this paper is to demonstrate the findings of the first phase of a longitudinal research study conducted at the Medical School of the University of Pécs, Hungary, throughout the spring semester of the academic year 2018/19. The primary goal of the study is to collect, assess and evaluate the specific teaching methods and attitudes multicultural students deem most effective while studying Languages for Specific Purposes, and make suggestions for their application in multicultural classroom settings. An online questionnaire was filled out by 133 international medical students, who were attending Hungarian for Medical Purposes (HMP) courses at the time of the survey. The results suggest that, in many cases, their needs and requirements are quite similar, regardless of the differences between their cultural background and national heritage. They prefer sitting and working in groups, collaborating rather than competing, writing tests instead of taking an oral exam, and the majority would like to have online access to the course materials. They also, almost unanimously, indicate a strong preference for using their gadgets and devices during classes, and even for homework and individual practice. These findings imply that, no matter the country of origin, international students have shared views and preferences on the methods they find most effective for their learning, which assists teachers in tailoring their classes to their needs and requirements.

Keywords: international students; multicultural student groups, perceptions of teaching and learning; languages for specific purposes, Hungarian for medical purposes.

Pagination: 25-34

Title: THE PRAGMATIC COMPETENCE IN MACEDONIAN LEARNERS OF GERMAN – AN INTERCULTURAL STUDY ON THE EXAMPLE OF SPEECH ACT REQUEST

Author(s): Biljana Ivanovska, Marija Kusevska

Abstract: The study presented in this article is a part of the project “The role of explicit Instruction in developing pragmatic competence in English and German as foreign languages”, carried out at the “Goce Delčev” University in Štip, R. North Macedonia. It is an interlanguage study of how the Macedonian students of German formulate the speech act request with respect to strategy use, speech act modification and speech act perspective. Additionally, it compares non-native speaker to native speaker requests and investigates what makes non-native speaker requests sound inappropriate. Special focus is also placed on how Macedonian learners of German use the politeness marker ‘bitte’ in comparison to German native speakers. The importance of this study for the Macedonian linguistic environment is twofold. First, it contributes to the enlargement of the pool of cross-cultural and interlanguage studies in pragmatics in the Republic of North Macedonia. Second, it provides for evidence-based approach to German language learning in general, and in Macedonia in particular. The classification of the request strategies is based on Blum-Kulka (1982) and House & Kasper (1989). The results show that although there is some correlation in the way requests are formulated by the two groups, the requests of the Macedonian learners of German show some deviations. This analysis shows that intermediate learners of German in the Republic of North Macedonia prefer conventional indirect strategies for formulating requests. However, most of them use a limited number of expressions. They use different types of modifications in order to sound polite, but very often there is not a big difference between the expressions they use in formal and informal situations. This indicates that they need more exposure to various situations and more practice of request strategies with respect to different interlocutors. The native speakers’ requests are more formal and thus sound more polite. Macedonian learners give more elaborate background information, their explanations and justifications are longer, and the politeness marker ‘bitte’ is not always appropriately used. They found it as an important feature which adds courteousness to the utterance and they use it too often because they do not want to sound impolite and think that its omission can lead to a completely impolite sentence. They also use expressions oriented to the listener more often, while the expressions from a common perspective are very rare. There is a lack of valid standards, materials and hardly any curricula that place a focus on developing communicative and pragmatic skills in foreign language learners in the Republic of North Macedonia, and there is a significant need for effective ways of improving learners’ communication and pragmatic skills. The aim of our paper is to fulfill this gap.

Keywords: interlanguage; pragmatic competence; requests; strategies; modification.

Pagination: 35-51

Title: PERSONAL PRONOUNS IN CLASSROOM: A CORPUS-BASED STUDY OF I, WE AND YOU IN UNIVERSITY LECTURES ACROSS DISCIPLINES

Author(s): Osei Yaw Akoto, Juliet Oppong-Asare Ansah, Emmanuel Antwi Fordjour

Abstract: Academic disciplines have varied attitudes towards the use of pronominal resources in both written and spoken genres. But most of the studies that seek to reveal these disciplinary peculiarities are largely grounded on written texts. In recent times, however, studies have been conducted using spoken texts such as university lecture, which is regarded the key classroom genre, to support this kind of scholarship. These studies either focus on disciplinary or intercultural variations in the use of pronominal resources. The studies on disciplinary variation are largely from individual disciplines to reveal such disciplines’ attitudes towards the use of personal pronouns particularly I, we and you (tri-PP). While these studies provide sufficient evidence about the use of these pronouns in academic lectures within individual disciplines, little is known about their use across disciplinary supercommunities (DSs): Humanity (HS), Social (SS) and Natural (NS) Sciences. Thus, this corpus-based study investigated the use of the tri-PP in academic lectures from Ghanaian public universities to ascertain how the norms, conventions, and epistemologies of the broad disciplinary classifications influence their use. Antconc, a corpus analysis software, was used to search for the occurrences of the tri-PP and their variants across the three subcorpora. The comparisons relied on frequency counts of the tri-PP nominalized per 10, 000 words (ptw), given that the subcorpora from the three DSs had different sizes. The frequency counts were supported by log-likelihood tests to establish significant differences across the DSs. The study found that, in total, NS employed more use of the tri-PP than HS and SS, suggesting a high pronominal density in NS’s lectures. Furthermore, I, we and you were more frequent in NS lectures than in HS and SS lectures. This indicates that NS lectures have a high degree of lecturer visibility and lecturer-student interaction more than the HS and SS ones. The findings suggest a change in attitude of the DSs towards discourse-internal interaction, engagement and voice. The study has implications for the scholarship on the pragmatics of personal pronouns, disciplinary variation and interaction in discourse.

Keywords: personal pronouns; corpus-based; disciplines; university lectures; frequency; lectures.

Pagination: 53-66

Title: LA CARTOGRAPHIE MENTALE DANS LES LANGUES ÉTRANGÈRES SUR OBJECTIFS SPÉCIFIQUES : ÉTUDE DE CAS SUR LE FRANÇAIS DES AFFAIRES

English Title: MENTAL MAPPING IN FOREIGN LANGUAGES ON SPECIFIC OBJECTIVES: A CASE STUDY ON BUSINESS FRENCH

Author(s): Felicia Constantin, Carmen Avram

Abstract:

The influx of information makes it more and more difficult to learn. The use of tools that could optimize intellectual activity therefore becomes a necessity. Mental mapping or the graphic representation of information is an instrument used in scientific research, in professional fields that involve project management, but also in the field of personal development; its main role is to illustrate communication, organize information or optimize analyses. Despite its proven utility for learning, there are only isolated attempts to introduce mind mapping into university economics education. Economics students use it especially at the end of their initial training, in the professional environment, using specific software. Our article reports on experimental work carried out in a faculty of economics, in business French class. This work aimed at the graphic representation of the definition of a notion of economic vocabulary, by students in the second year of study. The business French course is not intended for training in mind mapping, but it can use it. The students’ productions are rather hybrids between mind maps and concept maps, and they keep the main elements: nodes, links or qualified relations. They are improvable, but the results obtained give us confidence that concept mapping may well prove to be an effective technique to help students move from mainly rote learning to predominantly meaningful learning. Mind mapping has a positive effect on the organization and retention of information in foreign languages for specific purposes, being at the same time a lexical inventory and an information exploitation tool.

Keywords: mind map; conceptual map; mental mapping; foreign languages for specific purposes; French Business.

Pagination: 67-78

Title: KINDER- UND JUGENDLITERATUR NACH SPRACHWISSENSCHAFTLICHEN KRITERIEN. ÜBERLEGUNGEN ZU EINER INTERDISZIPLINÄREN GERMANISTIK

English Title: CHILDREN AND YOUNG ADULT LITERATURE FROM A LINGUISTIC PERSPECTIVE. CONSIDERATIONS ON INTERDISCIPLINARY GERMAN STUDIES

Author(s): Anita Andrea Széll

Abstract: The present contribution is an excursus on the origins and effects of teaching with interdisciplinary intent. The research questions arose during the author’s own curricular activity at the German Studies Department of Cluj-Napoca and they relate to the possibility of interdisciplinary work within the curricular activity of the lectures in linguistics and children and youth literature. The role of fairy tales, comics and picture stories in linguistics is examined just as closely as the possibility of processing children and youth literature according to linguistic criteria in the classroom. Concrete examples will be used to explain how the characteristics of the structure and specific features of fairy tales and comic texts can ensure uncomplicated work with grammar while, at the same time, offering students a subtle linguistic and technical basic knowledge, and how the German-Romanian and German-Hungarian contrastive analysis of grammatical terms aim at an optimal consolidation of terms.

Keywords: Children and Young adult Literature; linguistic criteria; interdisciplinary activity; curricular teaching.

Pagination: 79-89

Title: GRAMMATIKPROGRESSION IN DAF-LEHRBÜCHERN ENDE DES 19. UND ANFANG DES 21. JAHRHUNDERTS

English Title: GRAMMATICAL PROGRESSION IN TEXTBOOKS OF GERMAN AS A FOREIGN LANGUAGE AT THE END OF THE 19TH AND THE BEGINNING OF THE 21ST CENTURY

Author(s): Radanović Sanja

Abstract: Learning grammar is a significant part of foreign language teaching. Grammar is an area without which one cannot imagine learning and teaching foreign languages. Despite that, grammar had a different position in different didactic-methodological concepts. The 19th century was marked by the grammar-translation method, and the end of the 20th and the beginning of the 21st century by the communicative method. The very name of these methods clearly indicates the educational goal of teaching foreign languages in these periods. In the grammar-translation method, the focus was on grammar and it played a leading role, while the goal of the communicative method is to enable students to communicate and cope in real communicative situations. In this method, grammar plays a subordinate role and represents a means to an end. Thanks to that, the arrangement of grammar material in textbooks is also adjusted to the educational goals of foreign language teaching. This paper analyses selected textbooks of German as a foreign language that were used in Bosnian-Herzegovinian schools at the end of the 19th and the beginning of the 21st century. The aim is to determine the grammatical progression in these textbooks, i.e. which grammatical structures are selected and presented, how they are arranged, and what types of progressions are present.

Keywords: grammatical progression; grammar-translation method; communicative method; textbooks of German as a foreign language; type of progression.

Pagination: 91-100

Title: JING ZENG: SPRACHLERNSPIELE IM DaF-UNTERRICHT IN DER VR CHINA. MÖGLICHKEITEN UND HERAUSFORDERUNGEN IHRES EINSATZES IN UNIVERSITÄTEN

English Title: JING ZENG: LINGUISTIC GAMES IN TEACHING GERMAN AS A FOREIGN LANGUAGE IN PR CHINA. OPPORTUNITIES AND CHALLENGES IN THEIR IMPLEMENTATION AT UNIVERSITIES

Author(s): Andrea Hamburg

Abstract: Rezension / Book Review

Pagination: 101-106

Title: EVA WILDEN / HENNING ROSSA (Hrsg.) FREMDSPRACHENFORSCHUNG ALS INTERDISZIPLINÄRES PROJEKT

English Title: EVA WILDEN / HENNING ROSSA (Editors) SECOND LANGUAGE RESEARCH – AN INTERDISCIPLINARY PROJECT

Author(s): Andrea Hamburg

Abstract: Rezension / Book Review

Pagination: 107-112

Title: CONSIDERATIONS ON ‘GOOD DATA IN BUSINESS AND PROFESSIONAL DISCOURSE RESEARCH AND TEACHING’

Author(s): Ioana Claudia Horea, Cristian Dorin Horea

Abstract: Book Review

Pagination: 113-118

Posted in archive | No Comments »

7th Issue – March 2020

Wednesday, March 4th, 2020

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 7th Issue – March 2020

Title: EDUCATIONAL CULTURAL ANALYSIS OF LANGUAGE ASSESSMENT RUBRICS: A CASE STUDY OF JAPANESE LANGUAGE AT A BRITISH UNIVERSITY

Author(s): Junko Winch

Abstract: The standard of language assessment is considered to be similar within the same country, but it actually varies from institution to institution even within the UK. Rubrics are important for language teachers to access students’ written work, and it also relates to teachers’ objective or subjective marking. This paper looks at Japanese assessment criteria in a British STEM university where students study Japanese in the IWLP context. Using two dimensions from Hofstede et al.’s (2010) cultural taxonomy and Hall’s (1976) concept of high- and low-context culture, Japanese language rubrics for the written assessment was analysed in 2017.The findings show that the rubrics examined in this study were under the influence of Hofstede et al.’s (2010) collectivist and strong uncertainty avoidance educational culture. The emphasis on the correct use of grammar was observed and also found that language teachers in this institution grade students’ written work more objectively using quantitative method. The rubrics includes instructions which enhance the quality of grading consistent and standardise among all language teachers. This process also helps to justify the first markers’ awarded marks to the second marker and also the external examiner. Recommendations are given to language teachers and managers who coordinate languages. Language teachers are recommended to inform students whether the focus is accuracy or creativity as this information affects students in working on their assessed work. It is also recommended for managers at language centres to revise periodically the definition of categories to examine if there are any duplication among the rubrics and update them. Incorporating some aspects of rubrics mentioned in this study may enhance the quality of language teachers’ grading to be standardised and consistent.

Keywords: writing assessment; educational culture; higher education; Japanese language teaching; rubrics.

Pagination: 7-14

Title: CORPUS-BASED ANALYSIS OF THE PRAGMATIC MARKER LIKE IN NON-NATIVE CONVERSATION

Author(s): Marija Kusevska

Abstract: The study presented in this paper is part of the research project “Developing cross-cultural and interlanguage pragmatics research and its practical implications” currently implemented at Goce Delchev University in Shtip, Republic of North Macedonia. It investigates the use of the pragmatic marker ‘like’ by Macedonian learners of English. For this purpose, we compiled a research corpus of conversations produced by 76 students of English at Goce Delchev University. The participants had been asked to choose and discuss three topics out of the following five: problems with stray dogs, living and working abroad, body piercing and tattoos, the healthy amount of time to spend with the person you’re dating, and talking on the phone while sharing time with friends. The time of the conversations mounted to 9.9 hours, or 66,696 words. The conversations were then transcribed and analysed. Additionally, attitudinal data were collected from 40 of the participants about their perception of ’like’ with respect to the age and gender of the speakers, formality of the situation, grammaticality, acceptability, distractibility, and politeness of the utterances. They also rated users for fluency and their level of English. The findings of this investigation show that the pragmatic marker ‘like’ is salient for the learners and that they use it similarly as native speakers. It also shows that its frequency correlates with language proficiency levels. However, other factors also influence its usage, such as learners’ perception of the marker, length of turns and speakers’ personal features. The present study makes an important contribution to interlanguage pragmatics. First, it investigates spoken language and reveals some aspects of learner communication that cannot be observed in class. Second, it shows that learning a foreign language is a complex process that involves not only instruction but all other resources that learners have access to through the Internet.

Keywords: interlanguage; pragmatic markers; functions; language proficiency; language corpus.

Pagination: 15-24

Title: PEER AND SELF-ASSESSMENT IN A PROFESSIONAL COMMUNICATION COURSE: DOES TASK TYPE MAKE A DIFFERENCE?

Author(s): Tharwat EL-Sakran

Abstract: The extensive literature on peer and self-assessments, their outcomes and effectiveness in developing students’ critical thinking and objectivity cites numberless benefits. One such benefit is that they help pass on skills of evaluation and critical judgment to students. However, the effectiveness and limitations of peer and self-assessments have yet to be established in professional communication courses, where students get involved in several types of assessment tasks. Thus, this research tests and compares the use of assessment tools in a professional communication course for engineers at a private educational institution in the United Arab Emirates and reports the potential benefits and limitations of peer and self-assessments. Specifically, the focus of this research project was on the assessment practices of two distinct technical communication written genres- the resume and the internship application letter (IAL). Results indicate that there is a statistically significant difference between students’ self-assessments and peers’ assessments of resumes, indicating that students awarded themselves higher grades than their peers. Moreover, statistical analyses of marks given by peers and the course instructor on the initial drafts of the resumes demonstrate a statistically significant difference between peers’ assessment and the instructor’s assessment; that is, peers assigned higher grades to students than the instructor. However, results for the students’ self-assessments of the IAL and the instructor’s assessments of the same showed that students assigned themselves higher grades, but the difference is not statistically significant. This research contributes to growing studies on peer- and self-assessment by suggesting that the type of tasks being assessed may facilitate or complicate the assessment task. It also shows that students’ emotions may interfere in the assessment process. The study concludes with limitations and recommendations for further research in the area of professional communication.

Keywords: Peer and self-assessment; assessment and task type; assessment in professional communication courses; assessment and critical thinking; emotions and assessment.

Pagination: 24-41

Title: PROFESSIONAL COMMUNICATION IN COMPANIES

Author(s): Monica Condruz-Bacescu

Abstract: The paper focuses on the issue of professional communication in companies. Communication is the art of transmitting messages and deciphering different information. The term professional communication refers to the various forms of speaking, listening, writing and responding carried out both in and beyond the workplace, whether in person or electronically. From meetings and presentations to memos and emails to marketing materials and annual reports in business communication, it is essential to take a professional and formal tone to make the best impression on colleagues, supervisors, or customers. The ability to communicate with people both inside and outside an organisation is a key characteristic of successful business builders. Effective communication strengthens the connections between a company and all of its stakeholders and benefits businesses in numerous ways: stronger decision making and faster problem solving; earlier warning of potential problems; increased productivity and steadier workflow; stronger business relationships; clearer and more persuasive marketing messages; enhanced professional images for both employers and companies; lower employee turnover and higher employee satisfaction; and better financial results and higher return for investors. Usually in organizations there are two types of communication networks: formal and informal. Formal communication networks are those through which messages circulate on official channels, information moves within the chain of command where almost everything is established and regulated by well specified rules. This type of communication is influenced by many factors including the structure of the organization, the type of technology used. Informal communication networks operate through spontaneously created informal channels. Such networks are diffused and sometimes only overlap with formal ones. Informal communication networks operate through spontaneously created informal channels. The informal circuit can be unexpected even for the members of the organization. This circuit appears in the context of professional-affective relationships. In such a network circulates opinions, aspirations, emotions, dissatisfaction and gossip. The dynamics of these channels is uncontrollable, constantly changing. Often the information on informal channels is more honest. Informal communication better corresponds to the psychological needs of people, similarities of age, sex, concerns (professional or otherwise).

Keywords: professional communication; information; organisations; networks; ethics; channels.

Pagination: 43-55

Title: DEVELOPING STUDENTS’ INTERCULTURAL AND FOREIGN LANGUAGE COMPETENCE THROUGH THE ERASMUS PROGRAMME: LESSONS LEARNT AND CURRICULAR CHANGES IMPLEMENTED

Author(s): Timea Németh, Erika Marek, Gabriella Hild, Alexandra Csongor

Abstract:

A nation-wide survey was conducted between 2009 and 2014 in Hungary to examine the intercultural impact of the Erasmus student mobility programme on Hungarian students (Németh, 2015). A mixed methods research was carried out incorporating both quantitative and qualitative aspects. Primary and secondary source data analysis was included, comprising literature review and statistical records. An online questionnaire was distributed amongst former Hungarian Erasmus students, the results of which were analysed and compared with the outcome of an EU-level study (ESN Survey, 2008). Interviews were conducted with academic and administrative staff regarding their experience with the Erasmus programme. The results suggest that the Erasmus programme significantly facilitates the development of intercultural competences, including the foreign language skills of Hungarian Higher Education students. However, the findings also imply that, as not all students are mobile, alternative teaching methods, training programmes and classes should be implemented in the curricula to increase these skills of the non-mobile student population locally, as part of Internationalisation at Home. This paper aims at giving a brief summary of the background, methods and specific findings of the study related to the development of Hungarian Higher Education students’ intercultural competence and foreign language skills. Another goal of the present paper is to draw conclusions from the above study and provide insights into curricular innovations and changes that have since been implemented by the University of Pécs Medical School to increase the intercultural competence and foreign language skills of non-mobile medical students. The importance of these skills within medical and healthcare education has to be underscored, as the lack of a common language between patient and healthcare provider can result in misdiagnosis and may lead to improper treatment. Inability to communicate appropriately can be an obstacle to proper medical and healthcare and undermines trust in the quality of the system.

Keywords: Erasmus student mobility; foreign languages; intercultural competence; non-mobile students; Higher Education; Internationalisation at Home.

Pagination: 57-68

Title: L’ENGAGEMENT DE L’ENSEIGNANT-CHERCHEUR EN ANGLAIS DE SPÉCIALITÉ : CAS D’UNE UNIVERSITÉ SCIENTIFIQUE

English Title: THE COMMITMENT OF RESEARCHERS IN ENGLISH FOR SPECIFIC PURPOSES: THE CASE OF A SCIENTIFIC UNIVERSITY

Author(s): Claire Chaplier

Abstract: This preliminary research is based on the process of the researcher’s commitment. A series of data collected from professors of specialized English in a French scientific university will enable us to lay the foundations for research that is part of a more general approach: the foundations for an epistemology of specialized languages. This research consists in making a brief assessment of the representations of the practice of these professors in the field of science. First, we will analyze the regularities of teaching practices through the institutional constraints to which teachers have to comply with. The issue of the diversity of practices will be addressed to identify the leeway that professors have in research beyond the constraints (Roditi, 2003). We will see that between constraints and flexibility, there is the issue of commitment of the researcher of specialized English. This issue is rarely asked in the field of teaching English in courses other than English (e. g. law, science) and yet this question seems as fundamental as that of the content to be taught. The commitment of a language teacher in the teaching process appears to be an essential psychological and professional provision for the proper exercise of the teacher’s profession. This issue relates to the epistemological reflection on specialized languages (Van der Yeught, 2014, 2016) which is still ongoing in France. Van der Yeught (2014) advocates basing LSPs on what constitutes their “central and stable core”. This core could be the intersection between a language and a specialty field. The problem comes from the nature of one of the two elements of the intersection, namely the specialty that is mainly disciplinary or professional before being linguistic. Finally, we will see which research perspectives in specialized languages can be proposed following our research in specialized English in the field of (“hard”) sciences: the construct of “English for science”.

Keywords: commitment; motivation; researcher; LSP; English for science.

Pagination: 69-81

Title: DIE ROLLE MEDIZINISCHER WISSENSVERMITTLUNG IN ARZT-PATIENTEN-GESPRÄCHEN: DIE BEDEUTUNG DES ÄRZTLICHEN CODE-WECHSELS IN HAUSÄRZTLICHEN KONSULTATIONEN

English Title: THE ROLE OF MEDICAL KNOWLEDGE TRANSFER IN DOCTOR-PATIENT INTERACTIONS: THE IMPORTANCE OF MEDICAL CODE SWITCHING IN GENERAL PRACTITIONERS’ CONSULTATIONS

Author(s): Katalin Fogarasi, Rita Kránicz, Renáta Halász, Anikó Hambuch

Abstract: General practitioners frequently induce therapies based on findings presented by patients and obtained previously from specialists who performed clinical examinations on them. As any kind of medical treatment (including medication) is to be considered as bodily harm from a criminal legal perspective, seeking informed consent from the patient is prescribed by law in every case. Due to the extensive use of professional terminology in medical documentation, it is essential that patients are provided with detailed explanations of their clinical findings by their general practitioners, so that they can give their consent based on real understanding. For such reasons, however, effective code-switching is needed, requiring both terminological and communicative competencies. The present pilot study provides a terminological and conversation analytical examination of 10 general practitioner-patient conversations related to medical findings by clinical specialists, using concordancing and transcription software applications. The conversations took place in the practices of general practitioners in the countryside of Hungary, and involved mainly less-educated patients. The terminological and concordance analyses focused on the use of terms in medical documentation and during code-switching as well as on phraseological units introducing diagnosis disclosure. Conversation analytical methods were applied to find out which communicative functions can be fulfilled by switching code, and how code-switching is apparent in the interactions. The authors plan to extend the research to find practical solutions for the communication failures in order to establish the framework of the targeted education of medical students on disclosing diagnoses to patients, involving the practicing of terminological and communication skills at the same time.The results provide a basis for the elaboration of practical courses in which Hungarian and German medical students can practise diagnosis disclosure in peer groups.

Keywords: medical terminology; phraseological units; code-switching; professional language use; disclosing diagnoses; conversation analysis.

Pagination: 83-96

Title: PAVEL ZGAGA / ULRICH TEICHLER / HANS G. SCHUETZE / ANDRÄ WOLTER (Editors) HIGHER EDUCATION REFORM: LOOKING BACK – LOOKING FORWARD

Author(s): Andrea Hamburg

Abstract: Book Review

Pagination: 97-103

Title: ANNA GONDEK / JOANNA SZCZĘK (Hrsg.) PHRASEOLOGIE UND PARÖMIOLOGIE DER (UN)HÖFLICHKEIT

English Title: ANNA GONDEK / JOANNA SZCZĘK (Eds.) PHRASEOLOGY AND PAROMIOLOGY OF (IM)POLITENESS

Author(s): Andrea Hamburg

Abstract: Rezension /Book Review

Pagination: 105-110

Title: SEVEN ECONOMIC FIELDS IN FOUR LANGUAGES

Author(s): Ioana Claudia Horea

Abstract: Book Review

Pagination: 111-116

Posted in archive | No Comments »

6th Issue – March 2019

Sunday, March 10th, 2019

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 6th Issue – March 2019

Title: ANALYZING THE SIGNIFICANT CONTROVERSIAL FEATURES WITHIN ENGLISH FOR LEGAL PURPOSES (ELP)

Author(s): Ali Siddiqui

Abstract: The present paper will try to analyze some crucial features that can highlight the differences between English for legal purposes (ELP) and General English (GE). It focuses on use of (ELP) as a medium of instruction within practical field of Law. The study will deal with a fact that lawyers are the most eloquent users of English language. Where, on the other hand, they are its notorious abusers. It is because they employ arcane vocabulary within their discourses. The most controversial features that underlie within this field were to be analyzed from different perspectives: (1) its practicability to legal language’s nature (2) semantic interpretations of legal interpretations and (3) perceptual differences over statues of applied and real cases. A language policy program was conducted for this purpose in SM (Sind Muslim) Law College, (Hyderabad) Sind, Pakistan. Its goal was to analyze the particular needs of the legal learners towards their use of English language. After having the discussions with stakeholders, learners, experienced interlocutors and advocates themselves, the researcher, then analyzed some of the case methods (legal books). It was considered a necessary concern to have particular model that should design a conclusive course of integrating the language learning with legal content. This study falls with three major categories in the end for future scholars. (1) Study of Specific English language within legal field. (2) Study of spoken English language within legal settings and (3) Study of written English language of law. However, the main attempt is to explore the third category, focusing on controversial features within written form of legal English language. This study will also help future ESP course designers to visualize the underlying facts that are important in present era. It will not only improve the learning purposes but to strategies for teaching methods. Therefore, it is important to analyze the controversial facts of ELP course.

Keywords: writing email messages, professional business communication, computer mediated communication, audience awareness

Pagination: 7-13

Title: ASSESSING THE IMPACT OF CONTENT-BASED INSTRUCTION ON LEARNING EFL IN AN ESP CLASS

Author(s): Moundir Al Amrani

Abstract: English for Specific Purposes (ESP) is the field of language teaching and learning of English in a specific area of specialty. However, learning ESP is not to be understood as just learning a set of technical vocabulary and expressions; it is about learning to use English in a given specific context with the implication of all the skills and objectives of language learning. This qualitative research investigates the impact of Content-Based Instruction (CBI) on developing comprehension and vocabulary in a course of English for Specific Purposes at an engineering school in Morocco where English is learnt as a Foreign Language (FL). A total number of 40 students were divided into two groups of 20 students per class and were taught a fifteen-hour course of legal English over a period of six weeks. Each class lasted one hour and fifteen minutes, at the pace of two classes per week. Focus was on reading comprehension and learning vocabulary in an interactive way by engaging the learners actively. At the beginning, both groups were given the same pre-test to determine their present knowledge of legal English. After the experiment period, another post-test was administered to the students to determine their level of progress. At first, the results of both groups in each test were compared with each other. Then, the results of each group in the pre-test were compared with the results of the same group in the post-test. The general result is that both groups have made progress in improving comprehension and vocabulary capabilities in legal English. As for same-group results, the experiment group have managed to make significant progress in their post-test results compared to their pre-test results, while the control group maintained their higher score shown in the pre-test. The conclusion drawn from this is that Content-Based Instruction does help students improve their comprehension and vocabulary capabilities in ESP. Therefore, focus on content does yield positive results in learning language. Reducing content to just a topic through which learners learn language may cause the learners to miss a learning opportunity. Thus, there may not be a reason to give the content aspect of a language course less importance than the language aspect.

Keywords: Content-Based Instruction; English for Specific Purposes; English as a Foreign Language; CLIL; Comprehension, Vocabulary

Pagination: 15-30

Title: TEACHING SIGN LANGUAGE FOR HEALTHCARE WITHIN A LANGUAGES FOR SPECIFIC PURPOSES FRAMEWORK

Author(s): Keren Cumberbatch

Abstract: Languages for specific purposes is a subdiscipline of applied linguistics that looks at language learning and teaching for a specific education or training need. The long-established norm of this field is the teaching and learning of spoken languages. Sign languages have been excluded. This paper calls attention to this gap in the field and shows how a sign language can be taught and learnt for a specific purpose. This empirical work describes how students training to be healthcare practitioners are taught Jamaican Sign Language with a view to improving communication with Deaf patients when these students become healthcare practitioners. Overviews of course content as well as teaching and assessment methods are examined in light of the tenets of the field of languages for specific purposes. This is to assess how the content as well as teaching and assessment methods compare to current practice in the field of languages for specific purposes. Benefits of this programme are also presented. It is hoped that this paper sparks a much-needed discussion in the field of languages for specific purposes on the inclusion of sign languages and what best practice would look like in a subdiscipline of sign languages for specific purposes. Globally, the number of sign language courses offered at higher education institutions is increasing. It is a logical conclusion that more institutions will begin to offer sign language courses tailored for specific settings. The demand for such courses is just beginning. The need therefore to address the question of the place of sign languages for specific purposes within the field of languages for specific purposes is urgent.

Keywords: sign language; healthcare; languages for specific purposes; communicative competence; higher education; Jamaica.

Pagination: 31-40

Title: WITH OR WITHOUT YOU: THE USE OF DIGITAL TOOLS IN TEACHING LANGUAGES FOR SPECIFIC PURPOSES

Author(s): Timea Németh, Alexandra Csongor

Abstract: Several factors have affected higher education during the last few decades across the globe, as a consequence of which, teachers nowadays are facing unprecedented changes and challenges of the 21st century. Due to fast developments in technology, digital competences are of major importance today for both students and teachers. Many language teachers as well as teachers of languages for specific purposes are therefore constantly faced with the question of shall we or shall we not let digital technology into our teaching activity. There are pros and cons to integrating online Web2 technology into the curriculum, just as there to teaching with the traditional methods of offline materials, books and exercise books. Both options have their own advantages and disadvantages, however, the number of those, who focus more on how we should use digital technology in class, instead of whether we should use it at all, is on the rise. Digital tools can be used to our advantage when teaching, nevertheless, this is not an easy task as new digital resources and various apps reach us almost on a daily basis. Which one to select and implement in class that suits the students’ needs and provides authentic materials for classes of languages for specific purposes, which at the same time, will not quickly seem outdated or disappear, is a constant challenge we have to face. The aim of this paper is to investigate the notion of digital education, including digital classrooms, digital students and digital teachers as well as the teaching methods of the 21st century pertaining to language classes, especially focusing on language classes for specific purposes. In authors’ understanding, digital tools can be used as a potential source of stimulation from which to launch into interactive communication keeping a healthy balance between the sensory and the digital resources. Numerous educational digital tools emerge every day, which require special skills, knowledge and competence, therefore teaching with or without them cannot and should not be imposed on language teachers, instead, this decision should lie exclusively in their hands.

Keywords: 21st century education; digital tools in language classes; languages for specific purposes; digital classroom; digital teacher; digital students

Pagination: 41-49

Title: ISSUES OF SPEECH FLUENCY AND THE USAGE OF COMMUNICATION STRATEGIES BY HUNGARIAN TEACHERS AND STUDENTS

Author(s): László Kárpáti

Abstract: The international demand of having speakers who are fluent in a multitude of languages is a significant one. The term ‘fluent’, by default, means that the speaker can continue a conversation (or their speech) without any possible hesitation or with only marginal ones. However, this is often not the case, as it can be seen both in everyday conversations with foreigners or delivering a speech at an international conference. Many non-native speakers of a language are facing difficulties when in a verbally challenging situation and as a result, come across the phenomena of a ‘communication breakdown’ or an episode of TOT (tip of the tongue). These two phenomena can be rather embarrassing for the speaker, resulting in a weakened self-esteem and may lead to the start of a negative spiral; a spiral that, in extreme cases, makes the speaker avoid communicating with foreigners all together. To help non-native speakers avoid such unpleasant situations, the usage of communication strategies should be carefully considered. In the following paper, the results of an online questionnaire will be presented, regarding the usage of communication strategies by Hungarian students and teachers of a secondary and tertiary level of education. The aim of the research was to shed light on the usage of communication strategies in modern offline conversations occurring between native speakers of a language and non-native speakers of the same language within Hungary. Some of the arguments presented in this paper are concerned with the most frequently used communication strategies used by Hungarians on such occasions; the research findings here seem to contradict that of common experience. Regarding taking the initiative if facing a foreigner in a conversation Hungarian speakers again seem to present a contradiction to popular belief. Furthermore, the notion of communication strategies and their likely conscious use is also dissected only to present some expected end results. In addition, the paper examines the possibility of teaching communication strategies in a school environment, while also considering the likely hindering factors and obstacles that could prevent students from acquiring above said strategies. It is worth noting, that teachers of a foreign language might want to pay attention to the question of teachability when it comes to communication strategies, both inside and outside the language classroom for the sake of a more effective future of language education. For this purpose, a section about this issue is also presented in this paper.

Keywords: speech fluency; communication issues; communication strategies; language education, interlanguage

Pagination: 51-67

Title: COMPARISON OF JAPANESE LANGUAGE ASSESSMENT CRITERIA OF A STEM AND A NON-STEM UNIVERSITY IN THE UK

Author(s): Junko Winch

Abstract: This study compares a STEM and a non-STEM British university’s Japanese marking criteria using two cultural concepts as a framework. There are movements in language teaching to focus on teaching specific purposes. The findings show that the two types of assessment criteria, simple and detailed assessment criteria exist, which were under the influence of these two cultural concepts. Language teachers who use simple assessment criteria grade students’ work more objectively using quantitative method, whereas those who use detailed assessment criteria grade more subjectively. Language teachers who use detailed assessment criteria may have less workload marking and grading than those who use simple assessment. However, the grading quality of those who use detailed assessment criteria may not be as consistent as that of those who use simple assessment. In addition, the emphasis on either creativity or accuracy is related to simple or detailed assessment criteria. It is recommended to incorporate some aspects of simple assessment criteria to improve the consistency of the grading if an institution uses detailed assessment. If an institution uses simple assessment criteria, it is recommended to incorporate the clarity aspect of detailed assessment criteria.

Keywords: Culture; detailed assessment criteria; higher education; Japanese language teaching; simple assessment criteria

Pagination: 69-81

Title: STAFF SUPPORT FOR INTERNATIONALIZATION– A CASE OF LANGUAGE AND CONTENT TEACHERS COLLABORATION

Author(s): Sonia-Carmen Munteanu

Abstract: In the context of growing efforts for becoming more international and, hence, more attractive for staff and students worldwide, higher education institutions implement and support English Medium Instruction (EMI) and try to enhance visibility of research results through publishing in English. The resources necessary for this successful enterprise include a teaching and research staff highly proficient in using English both for teaching subjects other than English and writing materials based on research. The general context of EMI can be further complicated by local factors which add to the complex puzzle of forces that shape higher education today. The present paper describes and analyzes the case of a Romanian higher education institution which, although offering English taught programs for over a decade in several engineering fields, has only recently decided to reconsider the needs of the EMI teaching and research staff and to provide ongoing support, with the view of increasing quality of EMI education and also of adding new programs taught in English. The recent support program consists of three components: language courses focused on speaking and listening skills and on grammar-discourse features of written texts, pedagogy-focused workshops and a one-to-one tutoring support for editing and improving the accuracy and readability of research-related texts to be published in English. The components were implemented as an integrated system which has fostered collaboration between language and content teachers involved in EMI. Informing each other in both practice and research, EMI and TESOL (here represented mostly by English for Specific Purposes) form a productive symbiosis when all stakeholders are involved. The implications of such cases can be consequential for the further development of support programs for EMI teaching and research staff, based on specific needs of local EMI communities of practice and on principles derived from the language and content teachers’ collaboration.

Keywords: English Medium Instruction, internationalization, ELT/ESP, higher education, language support

Pagination: 83-90

Title: COMMUNICATION SKILLS WHICH INCREASE STUDENTS’ EMPLOYABILITY: ARE WE TEACHING THE SKILLS THEY NEED?

Author(s): Marijana Marjanovikj-Apostolovski

Abstract: Communication skills are among the top generic (soft) skills required by employers today worldwide. The major question this paper strives to answer is: what are the real work related communication skills that university students need to develop? It also focuses on determining the extent to which these needs match the objectives listed in the ESP for Business courses syllabi offered at the Language Centre (LC) at the South East European University (SEEU) in the R. Macedonia. At present at the LC at SEEU the same syllabi and the same teaching materials are used for teaching Business English to full-time undergraduate students with no previous working experience and to part-time undergraduate students, majority of whom are employed and have previous working experience. Currently, most emphasis in these courses is placed on developing speaking as a skill at the expense of slightly neglecting the development of business writing as a skill. This paper summarizes and reports on the findings from a small scale field research surveying the work-related communication needs of 20 employed undergraduate part-time students attending basic skills English courses at the LC at the SEEU as preparation for subsequent ESP for Business courses. An anonymous questionnaire was used as the main data collection instrument. The survey revealed that interpersonal oral communication was ranked as number one priority by the participants. This practical research paper rooted in the author’s daily teaching practise should be of interest to ESP for Business teachers constantly revising and improving the syllabi striving to create an ESP for Business course tailored to their students’ real needs.

Keywords: ESP for Business; communication skills; soft skills; SEEU; employability

Pagination: 91-99

Title: FORGING BONDS BETWEEN ACADEMIC WRITING RESEARCH RESULTS AND TEACHING MATERIALS

Author(s): Tharwat M. El-Sakran

Abstract: The last four decades have witnessed the birth of numerous studies dealing with the research paper (RP), its rhetorical structure and contents, linguistic features, reporting verbs, review procedures, evaluative language, peer editing, transfer of academic writing skills, and many other features. In spite of the countless researches detailing academic writing features, not a small amount of textbooks on academic writing seem to ignore the results yielded by research conducted on this vital and crucial skill. A great number of academic writing textbooks seem to be unaware of the findings of research on academic writing practices. Thus, it is the purpose of this paper to briefly survey a number of academic writing textbooks claiming to be designed for teaching and developing university students’ academic writing skills and introduce the present author’s attempt in utilizing Swales’ IMRD and CARS patterns in teaching the overall rhetorical structure of academic research papers to tertiary students. The current author strongly believes that academic writing is an apprenticeship process. That is, the students should be shown samples of what they are expected to produce before they actually do it. Therefore, students were, individually, requested to find a journal RP, of 15 pages maximum, in the area they would choose for their research from any peer reviewed journal that uses APA style, print it, highlight only all the section headings, copy them on a separate sheet of paper and bring to the following class. In the second class session, students were divided into teams of 4, and were asked to share and discuss the research design patterns they identified. Then, they selected a representative team member to write the sections and subsections headings they found common in the research design on the whiteboard for all students to see. After this, a whole class discussion of the similarities and differences began. Then, Swales’ models were introduced for comparison with what they found. Using Swales’ models made it easy for students to think in an organized way and assign the information that they had gathered to their relevant sections/move(s).The students’ feedback was encouraging and the research papers they produced corroborated their positive responses.

Keywords: Features of academic writing; research paper schema; rhetorical structure of research papers; tertiary level writing; transfer of writing skills; academic research papers

Pagination: 101-113

Title: TEACHING FOREIGN LANGUAGES AT THE HELLENIC ARMY MILITARY ACADEMY. THE PRESENT AND THE FUTURE

Author(s): Elizabeth Hatziolou, Stamatia Sofiou

Abstract: During the process of internationalization, interpersonal communication has been transformed into intercultural communication involving people from different cultural systems that communicate effortlessly with each other. The present study focuses on the inductive methodology that is followed at the Hellenic Army Military Academy in order to help cadets to acquire communicative skills while absorbing the knowledge of English or French language, literature, and culture. The inductive methodology gives shape to an innovative teaching approach as English and French become languages of special purposes, taking into consideration the needs and requirements of the contemporary international environment. The Hellenic Army Military Academy provides a multidimensional and of high quality, military academic training that lasts four years. Teaching foreign languages, particularly English and French meets the prospects and commitments of the Hellenic Army Military Academy and the Hellenic Ministry of Defence. Because teaching English and French and Military Terminology is accomplished simultaneously in hellenophone and allophone speaking cadets during the first two years of their academic program. Given the heterogeneous cultural and linguistic contexts, lectures are oriented towards participatory learning so that all cadets are activated to the educational process. The subjects of English and French Military Terminology and War Literature are taught during the third and fourth years at the Hellenic Army Military Academy in order to aid cadets in acquiring the necessary reading, writing, listening and oral skills that will enable them to attend the Annual Spring Program of Military Erasmus as well as the academic programs of the Anglo-Saxon universities they will go to after graduation. Authentic English and French texts and historical, political and fictional texts have been selected concerning the organization of the army, the art and act of conducting war as well as the experiences of American, English and French war veterans. By the time cadets graduate, with the help of their lecturers who assist them in the difficult task of providing them with vocabulary activities, oral, writing and listening exercises, they can speak two European languages and know the military terms, phrases and idioms that are usually found in military texts in order to use them when communicating with their colleagues abroad.

Keywords: curriculum, foreign languages for specific purposes, educational approach, inductive methodology, multidimensional academic training, interpersonal and intercultural communication

Pagination: 115-125

Title: THE EFFECT OF CONTEXT IN EAP WRITING: A COMPARATIVE ANALYSIS OF ORGANIZATION IN DOCTORAL DISSERTATION ABSTRACTS

Author(s): Serhat Inan

Abstract: In EAP (English for Academic Purposes) writing pieces such as articles, theses, and dissertations; convincing the reader to read the rest of the written material is of high importance. The literature presents several models to follow while writing abstracts. Based on this, the current study investigated the textual, organizational and rhetorical structures of the Ph.D. dissertation abstracts written in the Turkish and American contexts. The structures of abstracts were analyzed based on Hyland’s (2000) model for writing abstracts. Additionally, the author presence markers and hedging devices used in the abstracts were investigated. A comparative analysis of EAP writing examples from the two contexts -Turkish and American- revealed that there exist observable differences in terms of abstract writing especially in the organizational structures and the use of hedging devices. The results of the study suggested that in both contexts there is a need to reconsider academic writing education. To be clearer writing abstracts should be handled more carefully by the professors of academic writing instruction.

Keywords: EAP; Organization of Abstracts; Move Structure; Author Presence; Voice; Hedging

Pagination: 127-138

Title: TEACHING BUSINESS ENGLISH CORRESPONDENCE – THEN AND NOW

Author(s): Monica-Ariana Sim, Anamaria-Mirabela Pop

Abstract: Are letters still important? Are business letters as the classic means of communication needed and important to be taught during language classes these days? Or should the new and modern means of communication prevail over the classic written pieces of paper? This article discusses the findings and implications of an investigation meant to answer these questions about the role of business correspondence in English (i.e. email, letters, memos, faxes) and this is done as a case study addressed to the local door market. The results are based on four sources: 1. a questionnaire that had two versions: an online survey sent by email to 150 alumni of The Faculty of Economics, University of Oradea and to 8 companies and professional associations, and a paper-based version distributed to 80 professionals, who included students undertaking undergraduate and postgraduate programmes; 2. semi-structured interviews with 8 professionals, 3. analyses of 25 email chains comprising 190 separate messages, and a “week-in-the-life” case study. All these cover half a year span of investigation. This research comes with relevant information about the role of email versus letters, memos and faxes in the globalised workplace, the purposes and characteristics of these text types, and the challenges that Romanian professionals experience when writing business correspondence in a second language. The article argues that the irrelevance of the traditional approach of business English courses (letters, memos, faxes) when it comes to the needs of modern-day professionals and need for email and netiquette focus as the core of updated instruction.

Keywords: business correspondence; Business English; syllabus; letters, email

Pagination: 139-146

Title: SPEZIFIZITÄT VS. DIFFUSITÄT IN DER RUMÄNISCHEN UND IN DER DEUTSCHEN WERBUNG / THE DIMENSION SPECIFIC VS. DIFFUSE IN ROMANIAN AND GERMAN ADVERTISING

Author(s): Patrick Lavrits

Abstract: The dimension specific vs. diffuse means that in specific cultures the areas of life are clearly separated and encounters with other people are also considered in these categories. If you deal with a person in different areas of life, you behave according to the situation. The opposite is represented by diffuse cultures, where the areas of life are mixed together and the access from the public sphere to the private sphere is easier. In relationships, one behaves indirectly, seemingly aimlessly. One is often evasive and ambiguous. Specific vs. diffuse can also be recognized in the way the advertisement is carried out, the interactions between people and the type of persons represented, as well as the way in which the message is conveyed and how it influences and reaches the target group in the different cultures.

Keywords: interculturality; intercultural perception; cultural dimensions; specific vs. diffuse; advertising

Pagination: 147-155

Title: NEUTRALITÄT VS. EMOTIONALITÄT IN DER RUMÄNISCHEN UND IN DER DEUTSCHEN WERBUNG / THE DIMENSION NEUTRAL VS. EMOTIONAL IN ROMANIAN AND GERMAN ADVERTISING

Author(s): Patrick Lavrits

Abstract: Fons Trompenaars describes with the dimension neutral vs. emotional how far it is possible to express emotions in public in different cultures. Emotionality includes not only outbursts of emotion, but also everyday appearances such as smiling, gesturing, i.e. also non-verbal forms of communication. In neutral cultures, the emerging feelings are controlled and rather kept to themselves. In discussions it is mainly argued on the factual level. There is a low-context verbal communication. Neutral vs. emotional can also be recognized in the execution of advertisement, the interactions between the characters and the type of persons represented, as well as in the way the message is conveyed and how the target group is influenced and reached in the different cultures.

Keywords: interculturality; intercultural perception; cultural dimensions; neutral vs. emotional; advertising

Pagination: 157-165

Title: AUF DIE PERSÖNLICHKEIT DES LEHRERS KOMMT ALLES AN – FORSCHUNGSBERICHT ZUM PROFIL EINES „GUTEN” FREMDSPRACHENLEHRERS IN ALLEN SCHULTYPEN IN POLEN / IT ALL DEPENDS ON THE TEACHER’S PERSONALITY – PROFILE OF A ‘GOOD’ FOREIGN LANGUAGE TEACHER IN ALL TYPES OF SCHOOLS IN POLAND – RESEARCH REPORT

Author(s): Krystyna Mihułka, Joanna Chojnacka-Gärtner

Abstract: Since the 1960s, there has been increasing interest in the teacher’s professional qualifications in didactics, leading in some ways to the ‘dehumanization’ of the teacher. And yet it is the teacher’s personality that often determines his/her educational and didactic influence on the students. The aim of this article is to present a portrait of the so-called good foreign language teacher, which has been created on the basis of the comments made by about 840 Polish students of modern languages, and pupils representing various types of schools (from primary schools, through middle and secondary schools, to colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this picture, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. On the basis of the results of our research, it can be stated that the respondents (regardless of the educational stage) are inclined to perceive the (foreign language) teacher mostly as a good man, and not as a programmed robot, possessing a wide range of skills and competences. The respondents’ beliefs are, therefore, closer to the psychologists’ and pedagogues’ beliefs from the first half of the twentieth century than to contemporary concepts, in which a ‘good teacher’ is characterized as possessing only an appropriate, specialized education.

Keywords: teacher education, teacher personality, ‘good’ teacher, personality traits, didactic characteristics, glottodidactic characteristics

Pagination: 167-176

Title: DIE EMOTIONAL-WERTENDE LEXIK UND DIE „GEWALTLEXEME” IM DEUTSCHEN / THE EMOTIONALLY-EVALUATIVE LEXIC AND THE ‘LEXEMES THAT EXPRESS VIOLENCE’ IN GERMAN LANGUAGE

Author(s): Biljana Ivanovska, Gezim Xhaferri

Abstract: We understand language as the most important means of communication that is particularly aimed to express various opinions and behaviors, not only in peace but also in times of war or in times of threat, as escalations of a conflict, and as a continuation of politics by other means. The emotionally-evaluative lexic of contemporary German language is rich and diverse in its lexical and semantic structure. In this article, we make an attempt to examine and analyze the “lexems of violence” in the emotionally evaluative lexicon. Characteristics of this type of lexicon are nouns that express violence, namely so called Mordlexeme (Massenmord, /mass murder/ Völkermord /genocide/); Blutlexeme (Bluttat, Blutbad /bloodbath, slaughter/); Drucklexeme (Druck /pressure/, Drohungen /threats/); Mafialexeme (Politmafia /politmafia/, Mafiosi /mafioso/); then Gewaltadjektive (brutal, gewaltig, grausam, verheerend /brutal, violent, cruel, devastating, catastrophic); Gewaltverben (terrorisieren, foltern, massakrieren, zuführen / (terrorizing, torturing, massacring, missconduct) etc. Furthermore, we give some examples that are derived from nouns and are mainly used in texts of the press and journalism; Flüchtling- (Flüchtlingselend /misery of the refugees/, Flüchtlingstragödie /tragedy of the refuges/), etc. We examine the “Gewaltlexeme” because they have an outstanding position in public discourse.

Keywords: emotion; emotionally evaluative lexicon; lexemes of violence; “Mordlexeme”

Pagination: 177-191

Title: EIN PLÄDOYER FÜR DIE REHABILITIERUNG UND RETABLIERUNG DER ÜBERSETZUNG IM DAF-UNTERRICHT / A PLEA FOR THE RESTORATION OF TRANSLATION IN THE TEACHING OF GERMAN AS A FOREIGN LANGUAGE

Author(s): Erzsébet Drahota-Szabó

Abstract: Foreign languages in general are taught through the communicative method. The grammar-translation method is considered obsolete today, and that is why translation tasks in foreign language teaching (in Hungary) are used only in secret, if at all. However, with this we neglect the development of certain skills, and make the development of subordinate bilingualism into coordinate bilingualism more difficult. Based on language teaching methodology, results on the mental lexicon and empirical research results, this paper argues for restoring translation in teaching German as a Foreign Langue to the place that it duly deserves.

Keywords: mediation competences; translation; language awareness; mental lexicon; subordinate bilingualism; coordinate bilingualism

Pagination: 193-207

Title: MELINDA DOOLY / ROBERT O’DOWD (EDITORS) IN THIS TOGETHER: TEACHERS’ EXPERIENCES WITH TRANSNATIONAL, TELECOLLABORATIVE LANGUAGE LEARNING PROJECTS

Author(s): Andrea Hamburg

Abstract: Book Review.

Pagination: 209-214

Posted in archive | No Comments »

5th Issue – March 2018

Monday, March 19th, 2018

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 5th Issue – March 2018

Title: THE TASK TYPE EFFECT ON THE USE OF COMMUNICATION STRATEGIES

Author(s): Elvir Shtavica

Abstract: An argument that many foreign language students encounter oral communication problems while they try to express their meaning to their partners has encouraged a number of eminent scholars to analyze the use of communication strategies based on the type of the task activity and the level of proficiency. In this paper, the task type effect and the students’ proficiency levels on the communication strategies employed by Kosovan and Bosnian speakers of English were investigated. The purpose of the study was to determine if the students’ proficiency levels and the task type influenced the choice and the number of communication strategies at lexical degree in verbal communication. The study numbered 20 participants in total; Kosovan and Bosnian languages that use English as a foreign language. The subjects were selected upon their degree of proficiency (i.e. Elementary and Intermediate) levels and were asked to carry out three different types of the tasks: ten minutes of oral communication, picture story narration and photographic description. The data of the assigned tasks came from audio and video-recording. Thus, the current study used the taxonomy of communication strategies employed by Tarone (1977). Likewise, the communication strategies used by both levels of the students were observed and compared in special instances. It was summarized that the task type and the level of proficiency influenced the number and the choice of different communication strategies in verbal performances. To indicate the present observable facts, two main aspects of the nature of the given tasks were pointed out: context in the task and task demands, respectively.

Keywords: communication strategies; task type; proficiency level; language proficiency

Pagination: 7-17

Title: UNDERSTANDING OUR AUDIENCE: THE WRITING OF EMAIL MESSAGES FROM CONCEPT TO COMPLETION

Author(s): Tharwat EL-Sakran

Abstract: The United Arab Emirates (UAE) is a business hub for a great number of multinational and international companies that conduct daily communication activities in English, which has made efficient and audience sensitive written communication an essential requirement in today’s workplace. With computer-mediated communication (CMC) taking over face-to-face communication, this has created an essential need for students to learn efficient and appropriate communication styles pertinent to communication via emails. This study presents a pragmatic approach for teaching the how of writing appropriate and effective professional email messages. Comparisons of pre-and post-teaching email messages point to significant improvements in the quality of post teaching email messages.

Keywords: writing email messages, professional business communication, computer mediated communication, audience awareness

Pagination: 19-30

Title: AN ANALYSIS OF CONVERSATIONAL DISCOURSE IN MEDICAL SETTINGS FOR LEARNERS OF GERMAN: LANGUAGE, COMMUNICATION AND PEDAGOGY

Author(s): Ray C. H. Leung

Abstract: The recent sociopolitical circumstances in Germany have led to the popularization of teaching German as a foreign language (Deutsch als Fremdsprache, DaF) within the country. To cater to the different needs or goals of learners, various DaF materials including those for specific occupational purposes have been designed. Assuming that dialogues in contemporary DaF textbooks constitute the important means of socializing learners into the use of the target language in real-life communication, this paper examined 29 conversations provided in an audio recording of a DaF textbook for non-physician healthcare workers. The healthcare sector was chosen because it is the profession in which DaF foreigners are often recruited. The major objective of the current research is to identify any pedagogic values of the dialogues. To this end, the utterances of the medical personnel in the dialogues were analyzed in accordance with Halliday’s (1975) model about the seven functions of language. Attention was also paid to how these functions are linguistically manifested for medical communication as well as the construction of professional identity. The findings underscore the different roles which healthcare employees play in their workplace. These roles include providing or gathering information, building up rapport and regulating patients’ behavior. Besides, the function-form correspondence is evident in the data. For instance, where the “instrumental” function is concerned, the healthcare workers tend to articulate their medical routine as a desire with ich möchte [I want to]. On the other hand, the “personal” function is typically realized by phrases like ich glaube [I believe], which preface the healthcare workers’ medical judgment or advice. Last but not least, the data offer insights into how healthcare workers perform their professional identity during communication. One example is the simultaneous use of medical jargon and its generic equivalent (e.g., Amlodipin [amlodipine] versus Blutdrucktabletten [blood pressure tablets]) to display their expertise without jeopardizing patients’ understanding. Given the findings of this study, DaF practitioners working in the field of Languages for Specific Purposes (LSP)are advised to use the dialogues in textbooks to systematically cultivate learners’ consciousness of how linguistic resources can be mobilized for communication in their profession.

Keywords: German as a foreign language; language for specific purposes; medical communication; conversational discourse; textbooks; professional identity

Pagination: 31-42

Title: GLOBALIZATION, COMMUNICATION, EDUCATION

Author(s): Monica Condruz-Bacescu

Abstract: The paper focuses on the issues of globalization, communication and education. Globalization has become the fundamental theme of political discourse, through its economic dimension, namely by opening up the economic markets in search of new stability points of contemporary developed capitalism; a phenomenon that has led to the free movement of labor, thus involving the social dimension, the circle being closed with the educational dimension because the individual, regardless of the cultural context in which he/she lives, needs training. The global economy cannot be conceived without international communication, which has become a premise of economic success in recent decades. Such communication on which the economic partnerships and multinational organizations are based presupposes an accurate perception and interpretation of the different cultures other than those in which the economic activity takes place and a permanent negotiation of the symbols and reference systems. Education undoubtedly plays an important role in any attempt to address communication networks in these moments of explosive development, networks that mediate communication between people and can thereby help to bring them closer together. Education must directly follow the transformations and new requirements in order to support future changes and professional training. In this direction, education will have as an educational purpose the development of the consciousness of the links between the different components and participants, regardless of the geographic area in which they operate, and on this basis the building of the partnership. Education needs to efficiently and extensively convey that knowledge and information adapted to the new civilization of globalization that does not overwhelm but contribute to the development of people at individual and community level. It must also trace the transformations of the new world that is constantly moving, and at the same time make available to people the tools of guidance with which they can find their way of affirmation and continuous development.

Keywords: globalization; communication; education; economic environment; transculturality; multiculturalism.

Pagination: 43-56

Title: AUTHENTIC MATERIALS VS TEXTBOOKS IN ESP (ENGLISH FOR SPECIFIC PURPOSES)

Author(s): Elena Spirovska Tevdovska

Abstract: The purpose of this study is to analyze and compare the value of authentic materials and textbooks in ESP English for Specific Purposes) learning and teaching context. The study compares the characteristics of the authentic materials and the characteristics of textbooks designed and selected for the purpose of teaching and learning English as a foreign language in ESP setting. The study defines the role of materials in ESP setting and compares the benefits and possible drawbacks of both types of materials and resources: the authentic materials in English for Specific Purposes context compared to traditional textbooks designed for the purpose of teaching and learning English for Specific Purposes. The study identifies the benefits of authentic materials, which include the richness as an input source and the authenticity of the tasks offered to learners, as well as the negative sides of authentic materials, which include the level of difficulty that these materials might present to the learner . Furthermore, the study identifies the benefits of textbooks, which include available sources for the learners and less time consuming class preparation for the teachers, as well as the drawbacks which include the impossibility of finding a textbook which corresponds entirely to learners’ needs. In addition, the article focuses on teachers’ attitudes and opinions regarding the appropriateness and exploitability of each source and their preferences and reasons for material selection. The target population consists of eleven lecturers who teach English for Specific Purposes in tertiary education. The lecturers teach various branches of ESP, including ESP for Computer Sciences, Business, Communication and Legal Studies. Data collection is conducted through a specifically designed questionnaire, addressing the questions of materials selection, teachers’ preferences regarding textbooks or authentic materials and the selection criteria applied by the lecturers. Furthermore, the article attempts to offer recommendations regarding materials selection and opting between authentic materials and/or textbooks in ESP setting.

Keywords: authentic; ESP; textbooks; authentic materials; selection of materials

Pagination: 57-66

Title: A CASE FOR THE USE OF TRANSLATION IN ESP CLASSES

Author(s): Olivia Chirobocea

Abstract: This article is a plea for the use of translation as a teaching method in the EFL (English as a Foreign Language) class in general and the ESP (English for Specific Purposes) class in particular, by highlighting its advantages, as revealed by recent research in the field. Translation as a teaching method was associated for a long time with the Grammar Translation method, and fell from grace sometime in the mid-20^th century, where it remained until recently. Despite this marginalization, in EFL, many teachers have been quietly using both L1 (mother tongue) for explanations and translation as a supplemental teaching method. Its value has been reasserted by numerous recent theorists and their research. They have demonstrated repeatedly, as this paper will attest, that translation exercises have undisputed value if used pertinently and efficiently, and if prepared with specific goals in mind. Thus, for several years now, translation has regained its legitimate place in the teaching of English and has re-emerged as a useful tool in this endeavour. In English for Specific Purposes (ESP), its usefulness is even more appreciated, as this paper will propose. The purpose of this article is twofold. The first part is a presentation of the latest research regarding the use of L1 in the classroom and the issue of translation employed as a learning technique, with a review of the relevant literature. The second part refers specifically to ESP and to the particularities of this branch of EFL, offering a few suggestions for types of translation activities and ways in which they can be useful in such classes. The aim is to bring evidence that translation is neither old nor obsolete, but a valid teaching method that helps learners by consolidating difficult grammar issues, clarifying confusing aspects, enriching vocabulary and generally improving their knowledge of English.

Keywords: ESP; translation; terminology; teaching method; skill

Pagination: 67-76

Title: NEUE WEGE IN DER FREMDSPRACHENLEHRERAUSBILDUNG. EIN PROJEKT AN DER PHILOLOGISCHEN FAKULTÄT DER UNIVERSITÄT ZU BANJA LUKA (BIH) / NEW WAYS OF EDUCATING FOREIGN LANGUAGE TEACHERS. A PROJECT AT THE FACULTY OF PHILOLOGY, UNIVERSITY OF BANJA LUKA (B&H)

Author(s): Radanović Sanja

Abstract: The future teachers of foreign languages are educated at the Faculty of Philology at the University of Banja Luka. Although it is a pedagogical faculty teaching faculty, the curricula have been dominated by linguistic and literary subjects. The studies are oriented towards the philology-model. The pedagogical group of subjects and teaching practice were for many years only a pendant of the studies. However, a few years ago, the importance of teaching practice was acknowledged and the idea was created to devote much more attention to this issue and to organize the practice in a way that will help students much more in preparing for a future teaching profession. In the forthcoming paper, the way of organizing teaching practice at the Faculty of Philology at the University of Banja Luka is presented in detail, as well as the multiple benefits arising from it.

Keywords: future foreign language teachers, foreign language teacher education, philology-model, teaching practice, foreign language courses, competences

Pagination: 77-85

Title: ARZTBRIEFE IM MEDIZINISCHEN FACHSPRACHENUNTERRICHT DEUTSCH. EINE KONTRASTIVE TEXTSORTENANALYSE / THE GENRE OF MEDICAL REPORT IN TEACHING MEDICAL GERMAN. A CONTRASTIVE GENRE ANALYSIS

Author(s): Renáta Halász, Katalin Fogarasi

Abstract:

Medical report represents an important written genre in medical communication including medical history, present symptoms, findings and treatment measures. Medical histories are based on patient interviews and represent a summary of both the previous medical findings and the information gained by asking patients targeted questions. While interviewing them, physicians follow a specific sequence of questions to provide a structure for a logically comprehensible medical history, which facilitates an accurate diagnosis. The current study aims to describe and compare the genre of ‘medical report’ and especially its part ‘medical history’ in Germany, Austria and Hungary as well as to detect phraseological patterns typical of the genre in the three languages. The study was carried out on a corpus of medical reports dating from 2012-2016 and provided by the Clinical Centre of the University of Pécs (Hungary) as well as by hospitals from different federal states of Germany and Austria. Terms and phraseological units were investigated using concordance and statistical analysis.The results of the study prove that knowing the structural norms and phraseological units improves communication between physicians, what is more, it is required for their participation in the discourse community as competent members in both the native and the foreign language. Therefore, Hungarian medical students learning Medical German should be introduced into writing medical reports in German, using authentic samples. The knowledge of generic norms applied in Germany and Austria conveys additional intercultural competence skills, which are essential for the written communication with their foreign colleagues.

Keywords: medical report, genre analysis, function and structure of medical reports, medical report in teaching LSP, LSP phraseologisms, intercultural competence skills, patient history

Pagination: 87-102

Title: SEBASTIAN SUSTECK (Hrsg.) EMPIRISCHE UNTERSUCHUNGEN ZU DEUTSCHUNTERRICHT UND MIGRATION / SEBASTIAN SUSTECK (Editor) EMPIRICAL RESEARCH TO TEACHING GERMAN AND MIGRATION

Author(s): Andrea Hamburg

Pagination: 103-108

Title: IULIA PARA’S BUSINESS DICTIONARIES

Author(s): Ioana Claudia Horea

Pagination: 109-113

Title: HERMANN FUNK / MANJA GERLACH / DOROTHEA SPANIEL-WEISE (Editors) HANDBOOK FOR FOREIGN LANGUAGE LEARNING IN ONLINE TANDEMS AND EDUCATIONAL SETTINGS

Author(s): Andrea Hamburg

Pagination: 115-118

Title: CAMBRIDGE SCHOLARS’ LANGUAGE BEYOND THE CLASSROOM

Author(s): Ioana Claudia Horea, Cristian Dorin Horea

Pagination: 119-124

Posted in archive | No Comments »

4th Issue – March 2017

Sunday, March 19th, 2017

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 4th Issue – March 2017

Title: UNIVERSITY STUDENTS’ PERCEPTIONS OF TRANSFER OF ACADEMIC WRITING SKILLS ACROSS TIME

Author(s): Tharwat EL-Sakran, Khawlah Ahmed, Aya EL-Sakran

Abstract: This study investigates university students’ perceptions towards an English for advanced academic writing purposes (AAW) course taught in a private university in the United Arab Emirates. It probes into the relevance of the skills taught to the students’ academic disciplines. Data was gathered through a short survey administered to students who successfully completed the course. The transferability of skills was measured in light of some of the learning objectives of the AAW stated in its syllabus. Findings indicated positive students’ attitudes towards the AAW course. They also revealed that some learning outcomes did transfer to students’ writing tasks in their major courses. However, transfer of these skills was more noticeable in some university disciplines (e.g. English) more than others (e.g. Business Administration). Detailed explanations of reasons and contexts for skill transfer are presented. This research concludes with some pedagogical recommendations and suggestions for course improvement and further research.

Keywords: Leaning transfer; academic writing; students’ perceptions; latent learning

Pagination: 7-23

Title: ENGLISH LANGUAGE AND ROMANIAN MEDIA

Author(s): Monica Condruz-Bacescu

Abstract: The paper deals with the significant increase of English words and expressions in Romanian media, in the general context of English and American words’ invasion. The premise from which we start to analyze the influence of English on Romanian audiovisual space is that this influence is specific not only to Romania, but is also found in many countries worldwide. Massive borrowing of Anglo-American terms was obvious after the Second World War in most European languages. This paper constitutes an awareness call to all communication specialists, putting particular emphasis on journalists’ role and those responsible in communication to convey future generations a constant concern for all that means Romanian language. The second part of the paper presents examples of necessary borrowings and luxury Anglicisms from different fields: economic, financial, trade, education and research; sports, communication and media terminology. Then, the next part deals with examples from Romanian newspapers, magazines, from TV and radio. The media, the main providers of Anglicisms, have built a secondary reality, relying on information, reports and interpretations which they select, order them according to priorities, and spread them among the public, using a certain terminology. The attitude of speakers and specialists to the avalanche of English terms in Romanian audiovisual language must be a rational one, since it is necessary to measure both advantages and disadvantages. Therefore, in this paper I wish to plead for quality in journalistic expression without blaming the use of anglicisms or neologisms regardless of the language of origin. On the contrary, I would like to emphasize that, when their use is justified in terms of terminology and when they come to cover a semantic void or a more precise meaning, borrowings may be a demonstration of spirituality, enrichment, networking and integration of science and modern technology. The conclusion is that the influence of English should not be considered a negative phenomenon, not being more dangerous than other foreign influences that have occurred over time in our language, as long as their use is not exaggerated.

Keywords: audio-visual space; anglicisms; Romanian language; globalisation; words and expressions

Pagination: 25-40

Title: EXPLORING THE RELATIONSHIP BETWEEN AUTHENTIC DIALOGUE AND SPANISH FOR HEALTHCARE PROFESSIONALS

Author(s): Karol Hardin

Abstract: Although linguistic studies of healthcare communication are common for English dialects, they are less frequent for Spanish. Furthermore, linguistic research is virtually non-existent for Ecuadorian healthcare discourse, primarily occurring in literature on anthropology rather than linguistics per se. The present study therefore uses a qualitative approach to examine videotaped dialogues between ten Spanish-speaking patients and two Spanish-speaking physicians at a hospital in eastern Ecuador. The study’s goal was to observe naturally occurring communication to determine how patients and family physicians negotiated meaning in medical interviews. Dialogues were transcribed using a conversational analysis methodology and then were specifically analyzed by applying Cordella’s (2004) notion of physician “voices” to investigate ways that doctors conveyed different roles they had during an interview. Examples of the “Doctor, Educator, and Fellow Human” voices were reflected in the data, both in complementary and overlapping contexts. A secondary goal of the study was to provide videos of authentic medical interviews for use in teaching aspects of conversation to students taking intermediate Spanish for pre-health professions. Responses to questions about the video suggested that as students worked to improve their comprehension in a clinical context, the video dialogue raised their awareness about pragmatic notions such as politeness and register, “voices” (or roles) that physicians and patients use in cooperative/non-cooperative interaction, certain discourse markers, and embedded cultural beliefs about health. As a result, authentic dialogue within this specific context, that of medical Spanish interviews, served as a meaningful method for teaching pragmatic concepts, negotiation of meaning, and culturally implied information. It is therefore likely that authentic health conversations such as those in this study can inform language education for medical professionals and, by extension, that domain-specific dialogue likely has practical applications in other areas of instruction in languages for specific purposes.

Keywords: Medical Spanish; health communication; medical interviews; physician roles; Spanish language education;dialogue

Pagination: 41-51

Title: SYNONYMS IN GERMAN ONLINE MONOLINGUAL DICTIONARIES

Author(s): Paloma Sánchez Hernández

Abstract: This study includes both theoretical and qualitative research and falls within the framework of semantics and lexicography. It is based on work conducted as a part of the COMBIDIGILEX research project: MINECO-FEDER FFI2015-64476-P. The lexicographical description proposed in the COMBIDIGILEX project is based on the foundations of bilingual lexicography from an onomasiological perspective, including paradigmatic information and syntagmatic analysis, which is useful to users creating texts for students at an advanced level. The project analyses verbal lexemes in German and Spanish based on a paradigmatic, syntagmatic, orthographic and morphological perspective (among others). Subsequently, a contrastive analysis was conducted between both languages. In this contribution, we first analyse what paradigmatic information is, including its relevance to a dictionary. Paradigmatic information includes not only synonyms and antonyms but also hyperonyms and hyponyms, which often complete the lexicographical article in a general dictionary. Paradigmatic relations can be observed in light of semantic definitions or may independently become part of the lexical entry. Forming the paradigmatic information of an entry in an independent manner is known as “intentionelle Paradigmatik”, and it constitutes a series of advantages in the dictionary (Hausmann 1991b: 2794). This type of information aids the processes of production and expands vocabulary. Next, we examine the appearance of synonyms in three German online monolingual dictionaries – DWDS, WORTSCHATZLEXIKON and DUDEN ONLINE – from the semantic perspective of cognition verbs. The primary objective of the study is to demonstrate the relevance of this type of information as well as the needs it covers from a user’s perspective. Offering the user a series of lexical elements along with information on semantic relations of a paradigmatic nature thus addresses the issue of users having an array of possibilities at their disposal with which to express themselves. From these possibilities, the user can choose the one that best suits his or her purpose based on a variety of requisites, such as the type of text, stylistic recourses and so on, allowing the most fitting linguistic element to be inserted into the text. Another related objective is learning the ways in which paradigmatic information is reflected in these dictionaries. Thus, the differences between general monolingual dictionaries presenting paradigmatic information and paradigmatic dictionaries are revealed.

Keywords: Paradigmatic Information; Lexicography; Synonyms; Online Dictionary; Onomasiological Perspective.

Pagination: 53-63

Title: A COMPARATIVE ANALYSIS OF THE ENGLISH TESTS FOR UNIVERSITY ENTRANCE IN SPAIN AND GERMANY

Author(s): Ray C. H. Leung

Abstract: This paper is a comparative analysis of the English language assessment of the university entrance examinations “la Selectividad” and “das Abitur” administered nationwide in Spain and Germany respectively. It is of particular interest to researchers and practitioners of English as a foreign language. The major objective of the current research is to identify any similarities and/or differences in the assessment of English as a foreign language for university admission between the two countries. To this end, the test papers used in 2015 for students in Madrid and Berlin were investigated qualitatively. In order for the analysis to be more systematic, the framework from Douglas (2000) was employed. The findings demonstrate that the two national tests share some similarities. First, the candidates of both tests are required to read the given textual input first before they can complete the writing tasks. Second, listening and speaking skills are not assessed in both tests. On the other hand, overt contrasts between the two tests were identified. The assessment designed for the German students takes longer to complete, and it contains a markedly larger amount of textual data. Furthermore, Spanish students are expected to give “selected response” or “limited response” most of the time while “extended response” to all questions is elicited from German candidates. The findings of this study are valuable because they have shown that the national assessment of English as a foreign language for university admission can vary greatly across non-English-speaking European countries. The assessment in Germany appears to be more challenging than the one in Spain, notwithstanding the very early start of English learning among Spanish children. Given the status of English as an international language, it is highly recommended that some measures be taken, at least among members of the European Union (e.g., via a committee modeling on the Bologna Process), to harmonize the assessment of English as a foreign language for the purpose of university admission.

Keywords: university entrance examination; English language assessment; la Selectividad; das Abitur; English as a foreign language; comparative analysis

Pagination: 65-75

Title: STRATÉGIES DE CONSTRUCTION D’UN DISCOURS POSITIF. LE CAS DES SITES WEB DES PRATICIENS DE L’ART DENTAIRE / STRATEGIES OF POSITIVE DISCOURSE CONSTRUCTION. THE CASE OF DENTAL ART PRACTICES WEBSITES

Author(s): Andra-Teodora Porumb, Cristian Porumb

Abstract: In most cases, before choosing a dentist and request an appointment, the patient gets informed from relatives, friends, and acquaintances. Nowadays he also has the opportunity to make the choice by consulting websites or Facebook pages of dentists. The trust is outlined prior to the meeting itself, before stepping into the cabinet. For good visibility, for attracting and retaining a greater number of patients, for an effective communication with patients as well as for gaining their trust, many dentists have decided to create their websites so as to present the cabinet and their services on the Internet. Moreover, their mere presence on the Internet gives authority and gives the impression of strong, well-prepared, modern and open personalities. If the speech they build manages to calm the fears and anxieties of the patient, if the tone is warm and close to the patient, if the site is attractive, not only informative, the patient will be convinced of the qualities and competence of the doctor and his team, of the fact that they will benefit of quality treatment in a pleasant and modern environment. We consulted numerous sites from different cultural environments – French, Italian and Romanian and, given the size of this paper, we presented the theme construction of the discourse in three of them, from the perspective of the French School of discourse analysis. In our view, the theme construction gives clues on how the organization shapes its identity, being a collective discursive construction. We examined what information was selected to be presented, the way they are organized and prioritized, the layout, titration, the text – photo / audio-visual documents relation. Each and every time we found the concern to provide information and explanations, the focus on some keywords (quality, accuracy, competence, experience, performance, innovation), the constant presence of the word “smile” in the discourse, an important number of images, building a speech steeped with trademarks of subjectivity and the preference for certain isotopes. All these rhetorical strategies contribute to a positive attitude towards the dentist and dental treatments.

Keywords: discourse analysis, theme construction, organizational identity, site web, dental esthetics

Pagination: 77-92

Title: MODULES LINGUISTIQUES ADAPTÉS AU SECTEUR DU TOURISME / LINGUISTIC MODULES ADAPTED TO THE TOURISM SECTOR

Author(s): Mária Czellér

Abstract: Due to the application of new technologies, computers as the new medium of our society have opened a new dimension of teaching languages. Information systems allow for leaving the classroom virtually, finding authentic and topical teaching resources in the target language. The present study shows how teachers can incorporate the internet in teaching foreign languages for specific purposes and aims to outline a new language learning project applying blended learning at the University of Debrecen, Hungary. The project is aiming at reaching language competence levels expected by the job market, and also developing a language teaching program which is adjusted to the new learning routines of the students. This article gives a detailed presentation of a training programme developed in French for students majoring in tourism and hospitality BA education at the University of Debrecen. The curriculum is designed to improve written and oral communication skills in situations arising in the context of tourism. Thus a wide range of topics most important in the world of work and vocabulary development (writing a CV, finding a job, tourism internships, the hotel and the restaurant industry, etc.) are included. The article also presents how job interviews and meetings in foreign languages and other everyday situations can be included in the curriculum. Special attention is paid to motivating students with online materials and introducing internet resources for language practice and information acquisition in order to make language learning more enjoyable. Since Hungarian undergraduate students need to pass a B2 level exam in one or two foreign languages in order to receive a degree, this paper also sets out to present the students’ specific language needs. Thus, we demonstrate that our aim is to adjust the course to learners’ needs and provide the most suitable materials in order to achieve set goals: to cover the exam requirements and at the same time prepare learners for their future work.

Keywords: information technology, language learning project, tourism, exam requirements

Pagination: 93-105

Title: SPRACHLICHE UND KULTURELLE INTEGRATION VON FLÜCHTLINGEN – NEUE HERAUSFORDERUNGEN FÜR DIE ERWACHSENENBILDUNG IN EUROPA DES XXI. JAHRHUNDERTS / LINGUISTIC AND CULTURAL INTEGRATION OF REFUGEES – NEW CHALLENGES FOR ADULT EDUCATION IN XXI^ST CENTURY EUROPE

Author(s): Andrea Hamburg

Abstract: Following study deals with the chances of integrating immigrants into European culture. Therefore several aspects are to be analysed like: is there any linguistic and above all cultural integration possible at all, which are the factors potentially playing an important role in this respect, what are the plans for accomplishing the assimilation process, what kind of tools are there or should be developed for measuring the degree of success in integrating immigrants, what is the planned time frame for the whole project? Having a didactic approach the study tries to answer to all of the above questions and to propose methods or tools for supporting the integration process and enhancing its expected outcomes.

There are numerous studies upon cultural, economic and overall integration of immigrants in Europe analysing the situation for the last five to six decades, i.e. measuring the integration rate of respective people until the end of the first decade of the XXI^st century. Although these studies come to the conclusion that second-generation immigrants mostly present a native-like behaviour as a sign for successful integration, only Muslim people having some deficiencies in this respect, these findings are not by all means valid for the new wave of immigrants with mainly Muslim background flooding in Europe since 2015. Thus according to my opinion an optimistic view upon the success of the integration of newly come people is not founded at all.

From the various factors supporting integration present study deals with motivation and intermarriage. The internal motivation of each individual to language acquisition necessary for every day and professional life and to adopt a behaviour pattern according to European values could be enhanced by external motivation resulting from political-institutional measures.

In immigrants’ integration process not only linguistic, but above all cultural integration should play a crucial role because integration cannot be accomplished in lack of this component. That’s why study materials should be conceived according to the principles and tools of CLIL (Content and Language Integrated Learning) where content should hint at role and legal position of women and children in European societies. Beside language classes combining linguistic and country-specific cultural elements, intercultural training conducted by experts in this field would be of great help.

By measuring the degree of integration both linguistic and cultural integration rate should be taken into consideration. While in language acquisition advances are much easier to observe and measure, for the time being we lack adequate tools for evaluating the degree of cultural integration. These tools are still to be developed. Albeit the outcomes of the whole process are not predictable, one thing is sure, in this project collaboration among education policy makers, sociologists, psychologists, education experts and representatives of other scientific branches is needed.

Keywords: linguistic and cultural integration; migration; European cultural values; content and language integrated learning; intercultural training

Pagination: 107-114

Title: ANDREA HAMBURG’S TRILINGUAL DICTIONARY FOR TOURISM. GERMAN – ROMANIAN – HUNGARIAN

Author(s): Ioana Claudia Horea

Pagination: 115-119

Title: FAMILIE UND VERWANDTSCHAFTSBEZEICHNUNGEN IN VERSCHIEDENEN SPRACHEN / FAMILY AND TERMS OF KINSHIP THROUGH THE PRISM OF LANGUAGES

Author(s): Andrea Hamburg

Pagination: 121-128

Posted in archive | Comments Off on 4th Issue – March 2017

3rd Issue – March 2016

Wednesday, March 23rd, 2016

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 3nd Issue – March 2016

Title: ENGLISH LANGUAGE IN THE ROMANIAN ECONOMIC FIELD AND BUSINESS ENVIRONMENT: A NECESSITY OR A FAD?

Author(s): Monica Condruz-Bacescu

Abstract: The purpose of the present article is to analyse the influence of anglicisms in the Romanian economic field and business environment. English influence in Romanian, very pronounced in the current European languages, is accomplished both by taking massive lexical elements and by assigning meanings of English borrowings to Romanian words. The emergence of English words’ borrowings in our country is due to the current socio-political conditions and widening of economic-financial relations with the Western world, the English words being used by specialists for communication and information in all fields, as well as speakers who tend to practice English as the international language of communication. Major transformations in the international social-economic organization imposed the development of modern disciplines: finance, statistics, management, marketing, business administration, whose languages are subordinated to the economic field. The research is intended to provide examples of English borrowings used in the economic language. English terms, specialized or not, especially in the form of a borrowing, penetrate directly in all economic subdomains, by virtue of an interference trend (manifested internationally) concerning terminologies and the relations of specialized vocabulary with the usual one. One way of English terms entering the Romanian language is the specialised texts. The article also points out terminology concerning conditions of delivery and international business transactions. The written or spoken media contributes greatly to the spread of anglicisms that inform the public on various issues and developments in the social, political, cultural and economic aspects, nationally and internationally, having an important role in English vocabulary’ modernization by borrowing from English. The conclusion of the article is that with all the difficulties of adapting to the linguistic system of the Romanian language, the English borrowings continue to get massive and rapid in our current language, speeding the process of vocabulary enrichment, also resulting in major changes at other levels of the system.

Keywords: economic language; communication; anglicisms; business environment; English influence

Pagination: 7-18

Title: EPONYMY BASED ON NAMES OF COMPANIES

Author(s): Éva Kovács

Abstract: As is generally defined, eponymy, one of the word-formation processes refers to the derivation of a name of a city, country, era, institution, or other place or thing from that of a person such as sandwich, wellington, mackintosh or cardigan. Eponymy can be classified in several ways, some refer to foods (Pizza Margaritha), diseases (Alzheimer disease), places (Washington), scientific laws (Archimedes’s principle) and sport terms (Axel jump), whereas others indicate trademarks, brand names (aspirin), prizes, awards (Nobel Prize), inventions (Rubic’s Cube), ideologies (Darwinism), colleges, universities (Stanford University) and companies (Ford). The present paper discusses eponyms which denote companies based on the name of their founder(s) (e.g. Porsche, Siemens, Gucci, Campari, Cadbury, McDonald’s and Walt Disney, etc.) by revealing what kind of a metonymic relationship is manifested in them. Cognitive linguists, such as Lakoff and Johnson (1980), Radden and Kövecses (1999) and Kövecses (2002) state that metonymy is essentially a conceptual phenomenon, in which one conceptual entity, the vehicle, provides mental access to another conceptual entity, the target, within the same idealized cognitive model. In fact, metonymy is part of our everyday way of thinking, and is grounded in experience. Common metonymies include PRODUCER FOR PRODUCT (Pass me the Shakespeare on the top shelf.), PLACE FOR EVENT (Iraq nearly cost Tony Blair the premiership), PLACE FOR INSTITUTION (Downing Street refused comment.), PART FOR THE WHOLE (She’s not just a pretty face.), WHOLE FOR THE PART (England beat Australia in the 2003 Rugby World Cup final.) and EFFECT FOR CAUSE (He has a long face.). Following the cognitive approach to metonyms, I tentatively suggest that the metonymy PRODUCER FOR THE PRODUCT can be observed in the case of car makes, products of famous fashion houses, cosmetics and drinks as is illustrated by examples like He’s bought a Ferrari. I ate a McDonald or We watched Walt Disney all day. I also point out that the producer and the product belong to the idealized cognitive model of PRODUCTION, in which the vehicle is the company producing the product and the target is the product produced by it.

Keywords: eponymy; word-formation; company names; metonymy; cognitive linguistics

Pagination: 19-28

Title: THE CONTRIBUTION OF COMPLEXITY, ACCURACY AND FLUENCY TO LANGUAGE FOR SPECIFIC PURPOSES

Author(s): Anthony Rausch

Abstract: This paper will outline an instructional approach that proposes a Complexity, Accuracy, Fluency (CAF) paradigm as a means of providing learners with the CAF-based communication consciousness and CAF-oriented manipulative skills that are increasingly important in language use in Language for Specific Purposes. Given the complex combinations of communicative tasks, communicative formats and communicative circumstances that accompany the wide-ranging and various contexts of contemporary professional communication, communicative competence demands a combinative consciousness and informed application of Complexity, Accuracy and Fluency as a communication paradigm. Viewed as a combination of its three components, a CAF paradigm constitutes a fundamental ‘information, language and communication’ triad that can guide professional language use in any communicative circumstance. Viewed as a communicative skill set, the CAF triad implies the capability to adjust specific elements and aspects of information, language and communication as needed for a communicative task, whether in oral or print communication and regardless of task category. Adjusting complexity in this context refers to both content and language complexity. Adjusting accuracy refers to the conventions that dictate appropriate or acceptable language in a given context. Finally, adjusting fluency refers to a sense of communicative fluency, that which yields either smooth and persuasive language as in a native-speaker normative view or explicit and clearly explanatory language as necessary in some communicative encounters. The need to manipulate these three components depends on circumstance variables such as objective, available time, audience characteristics and the degree of detail desired. This paper will outline this combinative CAF notion as background to a materials development project being undertaken in a Japanese university, introducing the specifics of an Extended Reading Aloud format that involves learners in managing the content and language complexity, manipulating various language registers while focusing on accuracy, and proceduralizing communicative fluency in different communicative genres. While empirical testing of the interactions of Complexity, Accuracy and Fluency in a testing paradigm have yielded contentious and contradictory outcomes, the qualitative research findings presented in this paper contribute to an instructional application of CAF, a view that maximizes the potential of CAF in educational and communicative contexts. Although undertaken in a Japanese university English educational setting, the generalizations underlying the instructional materials are applicable to most ESL/EFL and LSP/ESP educational settings.

Keywords: complexity, accuracy, fluency, communication, instruction, materials

Pagination: 29-39

Title: HOW ADVERTISING SHAPES OUR MINDS: PRAGMATIC AND COGNITIVE PERSPECTIVE

Author(s): Olena Olenyuk

Abstract: The immense role of advertising in modern world can hardly be limited only to persuading the addressee to buy a certain product. Its functions extend far beyond informing, influencing or stimulating and reach the level of cognition and conceptualization. The fact is advertising manipulates language to achieve its ends, and the strategies at its disposal are manifold. Moreover, it creates the substitute reality, which interferes with the recipient’s world view, thus realizing its manipulative potential. Manipulation as a specific form of hidden psychological persuasion involves two participants (a manipulator and a manipulated) and is aimed at psychological categories of anchors, targets, and social stereotypes. When extrapolated to the realm of cognitive linguistics, the above mentioned notions correspond to those of the frame of the addresser, the frame of the addressee and the basic concepts of advertising discourse. The purpose of this article is to view advertising discourse in terms of both pragmatics and cognitive linguistics in order to study the nature of manipulation exerted in it, to reveal the involved strategies, to single out the key concepts, which serve as the constituents of the world view, being simultaneously its reflectors and its moulders. In order to fulfil the objectives the wide range of linguistic methods has been employed. The methods of communicative approach in linguistics have been applied to single out the constituents of advertising as a complex speech macroact with the persuasive microact being the only obligatory one. The findings of linguistic psychology substantiate the manipulative nature of advertising. The functional analysis serves as the basis for revealing its communicative strategies. The application of the tools of cognitive linguistics enables the detection of six key concepts of advertising discourse and their conceptual markers.The modern American magazine advertising discourse within the period from 2009 to 2014 has been selected as the material for the research, with 2000 samples of advertising discourse being analyzed. The main conclusion to be drawn is that advertising contributes to moulding the addressee’s world view, thus affecting the way the recipient perceives the reality and shaping his/her values.To put it another way, advertising discourse causes shifts in human cognition and imposes on its recipients new ideals, standards and moral principles.

Keywords: advertising discourse; manipulation; world view; concept; conceptual markers.

Pagination: 41-50

Title: NEW TRENDS IN 21ST CENTURY CIVIC ENGAGEMENT AND SPANISH FOR SPECIFIC PURPOSES: TECHNOLOGY, TRANSLATION, AND SOCIAL JUSTICE

Author(s): Diana Ruggiero, Sean Hill

Abstract: This paper presents a qualitative case study of a virtual service learning project that connected high school students in rural Michigan with communities and a non-profit developmental organization in Honduras. First, students created individual research presentations over Honduran history, current events, economics, and poverty. Second, students were introduced to the concept of service learning, the educational philosophy of Paulo Freire, and Muhammed Yunus’s micro-credit economic process through readings in the target language. Third, using collaborative and Internet-based technology such as Google Docs, students were able to successfully engage in a meaningful service learning opportunity to translate training documents for a micro-loan organization despite the lack of an accessible, locally based Spanish speaking community. Finally, students reflected on their experience with the service learning project. Additionally, the authors discuss the connection between the student translation project to ACTFL’s World-Readiness Standards for Language Learning and the formation of a 21stcentury skill set. While proximity and access to such physical communities remains an obstacle for many foreign language instructors seeking to integrate civic engagement, this case study presents one possible solution that pushes the boundaries of the very concepts of community and service learning.

Keywords: Foreign Languages; Civic Engagement; Service Learning; Technology; Collaboration; Translation; Social Justice

Pagination: 51-62

Title: COMPARATIVE ANALYSIS ON EASTERN AND CENTRAL EUROPEAN STUDENTS’ INTERCULTURAL SENSITIVITY. RESEARCH CONDUCTED IN ROMANIA, HUNGARY AND SLOVENIA

Author(s): Hamburg Andrea

Abstract: The following study is meant to be an extension of and completion to a former research paper entitled “The Role of Foreign Language Teachers in Developing Students’ Intercultural Communication Skills” concluding that students of the University of Oradea, Romania, generally lack intercultural sensitivity and it falls to a great extent to foreign language teachers to change this state of affairs. When the former study came up with proposals for methods of enhancing students’ cultural awareness (see simulation games on cultural differences like Barnga, BaFá BaFá, Randömia Balloon Factory and others), the present study focuses on an international comparison, though limited to only three academic institutions in three countries, regarding Eastern and Central European students’ intercultural sensitivity. The initial idea was to see to what extent students of the University of Oradea, Romania, studying Economics, Medicine and Law dispose of intercultural skills. For this reason a Likert-type scale questionnaire was applied to more than 200 students of the above mentioned faculties. The survey was extended in the second round in Oradea, Romania, also to the Faculty of Environmental Protection and that of Electrical Engineering and Information Technology, respectively to an international level asking students of the University of Debrecen, Hungary and the University of Maribor, Slovenia, the same questions. Although we are aware of the limitations of present study, – only three institutions included in the research, having in Debrecen and Maribor less respondents than in Oradea and only from some fields of study, Slovenian students not getting a Slovenian version of the questionnaire, which may have influenced their level of understanding issues, responses not always being consistent – its results have still an informative value. They confirm the author’s initial hypothesis that in spite of the extended international relations and travel opportunities Romanian students are not really aware of cultural diversity and its overwhelming impact upon people’s behaviour, reactions and way of thinking. As to our surprise there are no better results with the other two nations either, specific measures are to be taken in this respect including not only valuable contribution of foreign language teachers – as proposed in the former study – but also curriculum change by incorporating some form of intercultural training, too.

Keywords: intercultural communication competence; cultural differences; intercultural encounters; simulation games; curriculum change; intercultural training

Pagination: 63-71

Title: PREPARING STUDENTS FOR BUSINESS LANGUAGE EXAMINATION WITH SPECIAL EMPHASIS ON DEVELOPING SPEAKING SKILLS

Author(s): Mária Czellér, Klára Nagy-Bodnár

Abstract: Today public awareness of technical language knowledge and the social demand for related language skills are on the rise, and the Hungarian labour market requires an increasingly competent command of foreign languages from professionals involved in business and economics; compliance with these growing demands is reflected in the nature and structure of teaching foreign languages in the Hungarian higher education institutions Due to the high degree of institutional autonomy each Hungarian university has the right to work out its own language teaching policy and adopt it in its training programme. This paper will show that foreign language study at Hungarian universities can be devoted either to general language or language for specific purposes. These criteria can differ according to the field of study,
Given that obtaining a language exam certificate is a pre-requisite of graduation, the role of academic education in providing students with the required knowledge base and successfully preparing them for language exams has become more important. The structure and content of modern business language exams reflect the need to meet the demands of the labour market. There has been a definite shift from grammar-oriented, translation-based tasks towards a more communicative approach which involves testing reading comprehension, writing skills and performance in situational role plays. However, while students generally cope well with understanding written business texts, many of them frequently fail in oral communication. Consequently, the question arises of whether it is possible to bridge the obvious gap between reading and speaking skills.
This paper aims to give a possible example of how a descriptive text can be adapted to prepare students for the situational role play tasks in business language exams at the Faculty of Economics and Business Administration, University of Debrecen.

Keywords: business, economics, languages, skills, exams

Pagination: 73-81

Title: ANGLAIS DES SCIENCES, VARIETE D’ANGLAIS DE SPECIALITE : REFLEXIONS SUR LA FORMATION DES ENSEIGNANTS EN FRANCE/ ENGLISH FOR SCIENCE, A VARIETY OF SPECIALIZED ENGLISH :
REFLECTIONS ON TEACHERS ‘ TRAINING IN FRANCE

Author(s): Claire Chaplier

Abstract: We offer a reflection starting from field observation: the practice of teaching scientific English in a French scientific university (University Paul Sabatier-UPS-Toulouse) because it is our research and teaching domain. Let us not forget that English has become the universal language of science because of American globalization. At UPS, English teachers essentially design their courses of scientific English from constraints, training and experience. These difficulties are reinforced by the low recognition of their courses. These findings are part of the broader issue of LANSAD (Languages for Other Specialized Disciplines). Yet these teachers have been trained in the traditional areas of English (literature, civilization, language). Consequently the issue of training in this context arises. Because it is essential to be legitimate, credible and hence recognized in this domain. The problem lies in the very low number of masters in LANSAD and LSP/ASP. This is due to a few number of research work in the domain. We believe that recognition goes through research which must be credible by meeting certain external validity criteria and even more so in our scientific context. It is therefore necessary to undertake an epistemological approach of the LSP/ASP in their uses, by integrating the specialty that is missing in LSP studies (Van der Yeught, 2014) and the didactic dimension because LSP is a research and teaching subject, aiming at the competence in the specialty and not in their sole function of production of specialized knowledge. Because we believe that LSP can contribute to the professionalization of university courses (Van der Yeught, 2014). We would like to make our contribution to the epistemology of LSP/ASP with our research work in English for science that also covers teacher training in LANSAD in scientific university contexts. We set some milestones, beginning with the description of science in its relation to the English language-culture through an interdisciplinary approach: the history of science, sociology of science, philosophy of science. Finally, we offer food for thought on teacher training in LANSAD.

Keywords: scientific English; LSP; teacher training; didactics; epistemology

Pagination: 83-93

Title: PROFILIERUNG DER PRAGMATISCHEN KOMPETENZ FREMDSPRACHENSTUDIERENDER/ PROFILING OF PRAGMATIC COMPETENCE IN FOREIGN LANGUAGE STUDENTS

Author(s): Biljana Ivanovska, Marija Kusevska, Nina Daskalovska, Liljana Mitkovska

Abstract: The aim of this study is to analyze the components that the foreign language students of German and English have to develop in order to improve the ability of pragmatic competence. This article presents a description of the first phase of our ongoing research project entitled “The role of explicit instruction in developing pragmatic competence in learning English and German as a foreign language” (”Die Rolle der expliziten Anweisung in der Entwicklung pragmatischer Kompetenz im Englischen und im Deutschen als Fremdsprache”) at the University “Goce Delcev” in Štip in the Republic of Macedonia, as well as it gives a short review about the development of pragmatic abilities of German and English language students. We first define the pragmatic ability, then we discuss the tools that we have used for the collection of data, as well as the analysis method. Finally, we give an overview about further research of the project.

Keywords: pragmatic competence, speech acts, DCT, explicit instruction, role playing

Pagination: 95-107

Title: PHONETISCHE EXPERIMENTELLE ANALYSE VON PHONEMEN DER GERMANISCHEN UND SLAWISCHEN SPRACHEN/ PHONETIC EXPERIMENTAL ANALYSIS OF PHONEMES OF THE GERMANIC
AND SLAVIC LANGUAGES

Author(s): Oleksandr Rudkivskyy

Abstract: The article is devoted to the problem of comparative analysis of vowel and consonant realization in contemporary German, English, Dutch, Ukrainian, Russian and Polish. This study also discusses the difference between comparative and contrastive methods, the procedure of the phonetic experiment, the tasks and hypotheses for comparative auditory and instrumental analysis of distinctive features of vowels and consonants of Germanic and Slavic languages. The organization of sampling and requirements for statistical data processing is described in the practical part of this study. In general, the realizations of 2313 German, English, Dutch, Ukrainian, Russian and Polish vowel and consonant phonemes are described separately in strong and weak positions. It is approved that Germanic consonants possess correlation of opposition both “density/ weakness” and “voiceless/ voiced”, while Slavic consonants are opposed only as “voiceless/ voiced”. The compulsory opposition “voiceless/ voiced” constitute stop consonants is observed in all studied languages although resonant, approximant, glottal and pharyngeal phonemes do not show it. The required devoicing of voiced consonants at the end of the word is characteristic only for German, Dutch and Russian consonants. Ukrainian and Polish consonants are marked with an optionality of this phonetic phenomenon, but in English it does not exist. The position of neutralization of the distinguishing feature “vocal cords activity” is the word end for German, Dutch, Russian and Polish consonants. A partial progressive assimilation of voiceless consonants is typical for German, English, Dutch, Russian, Polish, but in Ukrainian and Russian it is absent. The regressive assimilation of voiceless consonants is mandatory for Russian and Polish. For Ukrainian it is optional and positionally predetermined, and in Germanic languages it is not observed. A partial lenization of voiceless consonants in front of voiced consonants is peculiar to German, Russian and Polish. The most common change phenomenon is on the juncture of morphemes and phonetic words. In addition, the modification of Slavic consonants is often motivated by different morphological factors.

Keywords: distinctive feature, allophone, auditory and instrumental analysis, significance test, modification

Pagination: 109-124

Title: HELEN DE SILVA JOYCE AND SUSAN FEEZ EXPLORING LITERACIES

Author(s): Ioana Claudia Horea, Cristian Dorin Horea

Pagination: 125-128

Posted in archive | No Comments »

2nd Issue – March 2015

Thursday, March 5th, 2015

coperta-JLSP-B5-2015-1

Full volume of The Journal of Languages for Specific Purposes (JLSP) – 2nd Issue – March 2015

Title: BUSINESS ENGLISH WORD GAMES – A WELCOMED VOCABULARY TEACHING TECHNIQUE

Author(s): Ioana Claudia Horea

Abstract: Introducing vocabulary has never been very problematic nor a doubt generating aspect in teaching a language, at least not in respect of what has to be done actually along this part of the lesson or how this stage should be approached. It cannot be said that it has ever been too much of a challenge, but rather a simple and straightforward phase in the economy of the English class. Business English vocabulary teaching methods have to make allowance for the specificity of the field, though. Thus, much consideration has to be given to the way Business English lexical units are introduced so that the technique used could produce the desired results into the students: acquisition of specific terminology, assimilation of meanings and development of skills that shall ensure accurate usage of the terms in the future. After an experimental semester, most adequate class approaches to serve the purposes abovementioned proved to be – rather non-academic, it may be argued – the word games. The current study presents the detailed steps of two distinct teaching methods used and the comparative results obtained with the two groups of students submitted to the experiment. Along the Business English courses in one semester, there were four vocabulary introduction lessons. The nonconformist technique of word games was implemented to one of the two groups of students while the other was taught the regular style. The comparative study focused on several aspects, from the observation of the class reactions and participation along the process of teaching, i.e. response to the didactic process during each class, to the checking of the effects of both types of implementation, namely assessing assimilation of the previously taught material in terms of knowledge of vocabulary and correct interpretation, by random tests and by final test results. If teaching methodologies regularly claim that the general to particular approach is the most effective, here a vice-versa technique won grounds, inciting, stirring the emulative spirit and inducing a natural assimilation of vocabulary by engaging in entertaining activities.

Keywords: vocabulary teaching, Business English, word games

7-21

Title: ANGLICISMS IN ROMANIAN FASHION MAGAZINES. CASE STUDY – ELLE, HARPER’S BAZAAR, MARIE CLAIRE

Author(s): Anamaria-Mirabela Pop, Monica-Ariana Sim

Abstract: A growing segment of Romanian women are becoming passionate about fashion, therefore they are increasingly interested in fashion magazines and products. The incredible prevalence of English in Romanian media – both in written and spoken form – is at first shocking to a native English speaker. Phrases that seem to make no sense or that are not relevant to what they are attached to are seen everywhere: on t-shirts, as part of television advertisements, and in Romanian magazines. In this paper we assert that the English in Romanian media (fashion magazines) is more complicated than that; sometimes it is mainly decorative but it is able to communicate as well. Over the years, there have been many studies which dealt with anglicisms in Romanian, especially in science and information technologies. Yet, in spite of the growing number of English terms incorporated daily by the language of fashion, this has received less attention in lexicographic and terminological studies as compared to other areas, such as science and business. There are many reasons for which Romanian has not only adopted English words with new meaning and usage, but also incorporates other forms based on English patterns which users seem to consider more attractive or more accurate. More specifically, this paper analyses how English mixing contributes to self-distinction through fashion. We will analyse the Romanian language of fashion in three Romanian fashion magazines- ELLE, Harper’s Bazaar and Marie Claire -, which has for some time been using English words with different meanings, or even created Romanian words that look like and are pronounced like English words. The result of this study shows that these English mixings depend on the fashion-related quality of the selected magazines. The findings of this study imply that English is regarded as a ‘stylish language’ and that this general recognition leads to the acknowledgement of the prestigious status of English in Romania.

Keywords: anglicisms, fashion, language of fashion and style,

21-34

Title: BRIDGING THE COMMUNITY AND INSTITUTION GAP: A SAMPLE COURSE WITH CIVIC ENGAGEMENT AND LANGUAGE FOR SPECIFIC PURPOSES COMBINED

Author: Diana Ruggiero

Abstract: A crisis looms on the horizon for graduate programs in foreign languages. It is evident in ever tightening budgets, institutional demands for cross departmental collaboration, interdisciplinary courses, community service-learning, online courses and majors, greater enrollment and retention, and student needs for applied language courses beyond those offered at the undergraduate level. Symptomatic of greater changes in the job market and society impacting the restructuring of higher education across the board, this crisis threatens to render graduate language programs as traditionally conceived obsolete. Meeting the current challenge, however, will require a critical reflection on not only existing course content and delivery, but also on the very purpose, potential value, and goals and objectives of graduate foreign language programs. To this end, this article presents a graduate level Spanish course combining civic engagement and Language for Specific Purposes (LSP), titled “Teaching Spanish for Specific Purposes and Civic Engagement.” (SSP) as well as model for assessment. This course serves as a model to graduate foreign language programs, aims to inspire interdisciplinary collaboration, and exemplifies the innovation needed in meeting current needs and challanges. In the process, this paper assesses the current state of graduate foreign language programs and considers the potential value of integrating LSP courses as a core component of graduate curricula. I argue that the development of such courses and the broadening of our thinking with regards to aims and objectives of graduate programs in foreign languages are imperative if we are to remain relevant for students, institutions of higher learning, and society at large in the ever-changing world of the 21st century.

Keywords: Service-learning; professional communication in foreign languages; Foreign language deficit; cross-cultural communication; languages for specific purposes; curricula development.

35-48

Title: THE U.S. FOREIGN LANGUAGE DEFICIT, LANGUAGE ENTERPRISE, AND LANGUAGES FOR SPECIFIC PURPOSES

Author: Kathleen Stein-Smith

Abstract: At present, there is a gap between the need for foreign language skills and their availability in the U.S. marketplace, resulting in a monolingual American in a multilingual global workplace. The Language Enterprise, a partnership of government, academia, and the private sector, can collaborate to effectively address the U.S. foreign language deficit and to close the gap between the availability of foreign languages skills and the need for them in the U.S. workplace. High profile partnerships, such as the “Many Languages One World” (MLOW) Essay Contest and Global Youth Forum, and advocacy initiatives such as the American Association of Teachers of French (AATF) Commission on Advocacy, the National Organization of Business Language Educators (NOBLE), the Joint National Committee for Languages and the National Committee on Languages and International Studies (JNCL-NCLIS) will be described. This article will also examine career opportunities as language specialists and other careers enhanced by foreign language skills, as well as the importance of creating a sustainable framework for motivation in order to empower U.S. students studying foreign languages to achieve the level of foreign language proficiency needed in the workplace. In order to bring about the needed paradigm shift, a sustainable framework for successful foreign language learning would also require pre-professional and career-oriented programs in foreign languages included under the umbrella of Languages for Specific Purposes (LSP) and Business Language Studies (BLS). The recommendations of the Modern Language Association report, “Foreign Languages and Higher Education: New Structures for a Changed World,” with its proposed transformation of the traditional 2-tier system into an “integrative approach with multiple pathways to the major, clearly demonstrate the importance of programs in Languages for Specific Purposes (LSP) and Business Language Studies (BLS). Conclusions and future needs also include the significance and importance of high-profile partnerships such as “Many Languages One World,” (MLOW), the establishment and enforcement of foreign language requirements, the importance of heritage language speakers, and the necessity for a unified strategic advocacy campaign bringing together all sectors of the Language Enterprise.

Keywords: foreign language deficit; language enterprise; advocacy; many languages one world; language services; languages for specific purposes; business language studies.

49-59

Title: L’APPRENTISSAGE DE L’ANGLAIS DE SPÉCIALITÉ : DE L’AUTHENTICITÉ AU DÉVELOPPEMENT D’UNE IDENTITÉ AUTHENTIQUE/ LEARNING ENGLISH FOR SPECIFIC PURPOSES (ESP): AUTHENTICITY AND THE DEVELOPMENT OF AN AUTHENTIC IDENTITY

Author: Dana Di Pardo Leon-Henri

Abstract: The aim of this article is to reflect on the notion of authenticity and the use of authentic materials in English for Specific Purposes (ESP). In the professional context, ESP requires the use of specialized and authentic documents. Within the framework of a professional language for specific purposes program, this article firstly proposes a definition of the notion of authenticity before undertaking to examine various forms and applications of authentic documents or tasks. The author also proposes the conception of a new paradigm model for authenticity in the shape of a diamond, which is based on the synthesis of existing qualitative research studies. In this paradigm, authenticity and the language teacher are at the core of language teaching which brings together the learners (and their needs), the professional tasks and the authentic documents. In order to better appreciate the usefulness of authentic documents – such as video, sound, texts and photos – in the ESP context, the pedagogical approaches and criteria which are involved in choosing appropriate authentic materials and tasks are also shared. In addition, the article offers insight into current research on how to successfully integrate authentic materials into the ESP teaching environment through the use of film and television series. The critical research and findings of this article are of use to teachers of language (for specific purposes teachers) or language didacticians who wish to focus on the use of authentic documents when preparing their syllabus. Finally, this article shows that simplifying authentic documents is not always in the best interest of learners who are preparing for careers which require candidates who are professional and ready for employment.

Keywords: Authenticity; authentic documents; English for Special Purposes (ESP); language didactics; pedagogical use of film; motivation.

61-74

Title: INTERFERENZFEHLER IN SCHRIFTLICHEN ARBEITEN MAZEDONISCHSPRACHIGER DEUTSCHSTUDIERENDER/ INTERFERENCE MISTAKES IN WRITTEN MANIFESTATIONS OF
MACEDONIAN STUDENTS STUDYING GERMAN

Author: Biljana Ivanovska

Abstract: The focus of my research is to analyse, to describe and to explain the interference errors in the area of morphosyntax that occur in the written works of the Macedonian students who are studying German as a foreign language at the Faculty of Philology, the University “Goce Delčev” in Štip, as well as to describe the learning difficulties in studying and acquiring German as a foreign language (GFL). The work consists of two main parts, a theoretical part and a practical part. In the theoretical part, the basic terms and definitions that are closely connected to the subject of this paper are discussed in details. Since the focus of this work lies in particular on the interference at morphosyntactic level, we will ignore the spelling errors, although there were a number of them in the examined texts. Above all, the process of intralingual transfer is brought to the foreground. The results of this paper can serve as a basis for the preparation of teaching materials and GFL-techniques that will facilitate the Macedonian students’ acquiring German language. In the practical part, the results of the analyzed interference errors in the written paper of the students, were described and explained. A main focus is laid on the morphosyntactic differences between the Macedonian and the German language system and the interference errors in the written works of GFL-students during the foreign language acquisition process.

Key words: interference; transfer; Interference errors; DaF

75-86

Title: SPRACHFEHLER ALS LITERARISCHES AUSDRUCKSMITTEL. ANA BILIC DAS KLEINE STÜCK VOM GROSSEN HIMMEL/ SOLECISMS AS LITERARY DEVICES. ANA BILIC DAS KLEINE STÜCK VOM GROSSEN HIMMEL

Author: Goran Lovrić Marina Lovrić

Abstract: This paper elaborates a theme at the interface between linguistics and literature on the case example of a novel which belongs to the immigrant literature as part of the contemporary Austrian literature. The Croatian author Ana Bilic describes in her first novel written in German language Das kleine Stück vom großen Himmel (The small part of the big sky) published in 2002 the love relationship between a Croatian unnamed female student and the Austrian student Ernst which takes place in Vienna. The unusual thing in this novel is the fact that in numerous sentences and passages the author uses a strange German language which is characterized by interference mistakes, or to be precise a Croatian-German language variation which more or less differs grammatically and lexically from standard German language. In the paper this consciously alienated language is being investigated concerning the influence of the Croatian mother tongue of the author, but also concerning common mistakes while learning German language. The paper also analyses the motivation of Ana Bilic for such in the context of immigrant literature unusual language use, which is also connected with the plot of the novel. Thus qualitative as well as quantitative methods of analysis are being used, whereby the former ones refer to the content and the latter ones to the frequency of interference mistakes in the book. The interference mistakes belong on one side to the fictional (text-internal) world and on the other side to the factual (text-external) level, because they reflect the plot of the book and establish on the level of content and language a connection between the first-person narrator and the author, who also had to learn German after her arrival to Vienna. As a result of this most interference mistakes appear in the first chapters of the novel, which reflects the first phase in German language learning of the female narrator. Further on in the novel the quantity of the mistakes decreases parallel to the rising foreign language abilities of the narrator, which holds true for the less frequent language acquisition and competence mistakes. The aim of the Ana Bilic is obviously to show by means of the plot and the language use the mechanisms and the process of foreign language acquisition, whereby she makes an innovative contribution to the contemporary German-speaking immigrant literature.

Keywords: immigrant literature, interference mistakes, acquisition mistakes, competence mistakes, foreign languages didactics

87-96

Title: THE ROLE OF VISUAL VOCABULARY IN THE PROCESS OF LEARNING ITALIAN FOR SPECIFIC PURPOSE

Author: Mirella Pederzoli

Abstract: The use of visual material does not imply necessarily the comprehension of the message included in it. It is necessary to go deeper, identifying the meaning enclosed into an expression using a visual code. In a formative context this aspect is even more relevant because the usage of visual material is growing due to also the new technologies applied to education. Therefore, this article highlights the main characteristics of a visual material for second languages acquisition, that is the visual vocabulary. First of all, the topic will be introduced through a semiotic overview about the usage of pictures in learning, underlining the process through which the meaning is spread across visual material. Indeed, the investigation of meaning-making includes the study of sign processes – that is semiosis – like analogy, metaphor, symbolism, likeness, etc., all aspects that characterize a linguistic code and a visual code too. Then, a literature review focuses on the main studies concerning the teaching and learning of vocabulary in a second language, especially in the field of the French lexicography. Finally, considering the characteristics of the visual material from a semiotic perspective, the final paragraph provides an example of a visual vocabulary of Italian as second language. This vocabulary is thought for foreign workers in the field of tourism and hosting that need to learn Italian for specific purpose. Thus, considering the proficiency level of that type of learners (A2, according to the CEFR) and their limitation in terms of time spent for learning, the vocabulary represents an effective support material in the process of learning and retaining vocabulary and fixed expressions. Therefore, this article aims at contributing to the debate over the usage of visual material in the context of learning and teaching a second language, due to the fact that nowadays the society offers us a wide range of visual stimuli. Thus, as users or designers of visual material, we have to be aware of their evocative power and we have to be able to interpret them and not just to look at them in a passive way.

Keywords: picture; visual; Italian; learning; vocabulary; semiotics

97-113

Posted in 02-February-2014, archive | No Comments »

Search for:
Current Issue
Dear reviewers! For an effective communication, please make sure that you inform the editorial board of your current e-mail address!
Sehr geehrte Begutachter! Für die Sicherung der problemlosen Kommunikation informieren Sie bitte die Redaktion ständig über Ihre aktuelle E-Mail-Adresse!