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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Title: HELEN DE SILVA JOYCE AND SUSAN FEEZ EXPLORING LITERACIES

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

Pagination: 125-128

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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

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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,

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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.

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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.

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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.

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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

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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

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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

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Full volume of The Journal of Languages for Specific Purposes (JLSP) – 1st Issue – March 2014

Title: SPOTLIGHTING ENGLISH PHRASAL VERBS

Author(s): Éva Kovács

Abstract: Phrasal verbs or multi-word verbs, such as call off, go into and run up against, etc. represent a very interesting and challenging aspect of the English language. In ELT there is a widespread view that familiarity with a wide range of phrasal verbs and the ability to use them appropriately in context are among the distinguishing marks of a native-like command of English. However, it is also generally recognised that these verb+particle combinations pose special difficulties for both learners and teachers of English partly because there are so many of them, partly because they have special semantic, syntactic and stylistic properties. Besides, quite many of them can be used as nouns, e.g. a hideaway, a stowaway and a write-off, etc. and adjectives, e.g. a broken-down car and a knockdown price, etc. What is more, again quite many of them have a single word equivalent of Romance origin, which, however, often differs from them in terms of style, collocation and meaning, e.g. blow up ~ explode, do away with ~ eliminate and put out ~ extinguish, etc. Furthermore, it is a misconception that phrasal verbs are mainly used in informal style and in spoken English. In fact, they can be found in many styles of writing, ranging from highly formal texts to slang, e.g. call forth vs. gobble up, etc. This paper sets out to explore the unique and complex nature of English verb+particle constructions in order to make them a more manageable part of the vocabulary of English.

Keywords: phrasal verbs; semantics; syntax; nominalisations; single-word synonyms; style;

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Title: A CONTRASTIVE ANALYSIS ON THE MEANING OF SOME GERMAN ADJECTIVES COMPARED TO MACEDONIAN

Author(s): Biljana Ivanovska

Abstract: This study is intended to serve as a guide for teachers of German who are teaching German as a foreign language (DaF-Deutsch als Fremdsprache), by making a contrast of the grammatical structures and the meaning of lexical items of both contemporary German and Macedonian language. This study is limited to the word class of adjectives only. By making the contrast between the two systems point-by-point, teachers can more readily see just those instances where dissimilarities and congruences occur between the two systems and where students of one, say Macedonians who wish to learn German, can more readily be made aware of what to look out for as they practice grammar in the target language. Firstly, the author presents the Macedonian word class of adjectives, then the German one, and in the next section makes a comparison between the meaning of the lexical items in both language systems followed by the summary and conclusion of the similarities and differences in both languages. The findings of this study will be important for teachers teaching German as a foreign language in Macedonia, as well as for the Macedonian students of German who study German as a foreign language (DaF) and for the teacher educators, too.

Keywords: adjectives; DaF; meaning; contrastive analysis

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Title: GENRE ANALYSIS IN TEACHING ENGLISH FOR PROFESSIONAL COMMUNICATION

Author(s): Klaudia Valdmanová

Abstract: During their studies of general English at secondary school students obtain knowledge of the forms and meaning of words used in everyday situations, knowledge of grammatical components and frequently occurring language functions. Then they enroll in university to study a profession. English for Professional Communication is usually a part of their curriculum. Within it, they need to acquire communicative competence enabling them to enter a discourse community of experts. In addition to learning the terminology used in a profession they have to acquire sociolingual and discourse competences as well including generic one. It is a challenge that English teachers face when they decide to enclose authentic genres into their teaching materials. This paper presents suggestions how written genres can be used in teaching English for nurses. Most of the discourse and genre analyses relate to face-to-face doctor-patient encounters and nurses´ computer-mediated communications. To my knowledge, less attention has been given to written genres of the nursing discourse. Therefore the paper presents the most important concepts of genre, explains the roles of genre in organizational communication and gives a brief description of the discourse community of nurses and ways it uses task-oriented and patient-oriented genres as mechanisms of interaction.It also explains the purpose of individual genres. In the process of creating materials for learning professional English one of the most important tasks is the selection of suitable texts as they should meet learners´ needs and represent texts used in practice. I consider a Nursing Care Plan for a key text. Therefore, I present a detailed analysis of its parts focused on their communicative functions, description of standardized lexis, grammar structures and broken grammar rules. I suggest a method how to teach the Nursing Care Plan genre in English lessons and present tasks leading to the acquisition of receptive and productive skills related to the use of this genre.I believe that the knowledge of genres can help students to make sense of the diverse types of communicative actions that are typical of the discourse community to which they will belong.

Keywords: Communicative competence; genres; genre analysis; discourse community of nurses; English for Professional Communication; English for nurses.

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

Author(s): Kathleen Stein-Smith

Abstract: Within the framework of the U.S. foreign language deficit, the author addresses the case for Languages for Specific Purposes (LSP), and more specifically, Business Language Studies (BLS), through an examination of the relevant literature and building on her own recent doctoral research study on foreign language as a global competency within the U.S. undergraduate Global/International Studies major. Languages for Specific Purposes (LSP) is one way to effectively address the U.S. foreign language deficit, highlighting the opportunities that exist for young people with foreign language skills. The role of foreign language (and of the foreign language educator) in developing intercultural competence has been addressed primarily through the European literature.Implementation of the recommendations of 2007 Modern Language Association (MLA) report, Foreign Languages and Higher Education: New Structures for a Changed World, would increase the appeal of foreign language learning to the broader constituency of learners driven by career and professional goals. It is important for foreign language educators in the US to reach out and support the needs of all prospective foreign learners, and especially of those driven by career and professional goals, through a broad range of LSP and BLS programs.It is interesting to note that the collapse in U.S .foreign language enrollment, which occurred in the 1970s and 1980s and has never re-bounded in proportion to the impact of globalization, may be about to be reversed, based on the recent article by William P Rivers et al. on the level of ‘grass roots’ support for foreign language in the U.S.Lastly, the importance specifically of Europe and of European languages is stressed, as the EU is the world’s largest economy, and Europe is the largest trading partner of the U.S. In addition, Europe plays a major role on the world stage, and European culture and lifestyle have global appeal.

Keywords: foreign language deficit; business language studies; languages for specific purposes; cultural intelligence; intercultural competence

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Title: COMMUNICATING THE STEREOTYPE OF “OTHERNESS” IN EUROPEAN ADVERTISING: CULTURAL AND NATIONAL “FAKE MULTICULTURALISM”

Author(s): Ioana Mudure-Iacob

Abstract: In its quest for the destination of an ‘all-encompassing’ communication, European advertising builds an image of complexity and oppositions. Constructed as a mingling of cultural values, intensive consumerism and creative touches, the story of advertising is a never-ending analysis of nowadays globalized societies. Moreover, its ramifying story of acceptance, assimilation, rejection and stereotypy brought advertising at a position in which the debate over intercultural representation and consumer behavior is crucial. Consequently, the main question that arises is: in the realm of the thirsty and goods-addict consumers, what type of discourse should advertising in Europe use, so as to emphasize pluralism and still maintain culturally personalized approaches. It is, therefore, the purpose of this paper to explore and analyze the congruencies and disparities between advertising and its social, cultural and economic repositories, on the background of Europe’s image. In this respect, some questions can be formulated: How does advertising pertain to organizing its communication with the overly globalized consumer markets? Is the stereotypical label hereby inserted in such a communicational direction with consumers, and if so, what are the features of an “addressing otherness” discourse with respect to ad typology? Another aim of the current paper is to evoke the level at which European advertising fails to stick to the intercultural framework of reference, through a presentation of the stereotypes of “otherness” and the implied “fake multiculturalism.” The idea behind this assumption is that, while representing ethnic groups differently or by use of a derogatory mechanism, the message cannot be that of Europeanness. Moreover, the focus on linguistic choice of advertising vocabulary is linked to the issue of “linguistic fetishism” and, more importantly, it shows that the variety of linguistic panel in Europe sometimes prevents consumers from decoding the message of advertising. The sphere of this domain allowed for a new analytical introspection in the appearance of this marketing mix, which led to further wanderings in the realm of an advertising that is both plural and rigid. Such an economic force, combined with intercultural representation, serves as an effective means of changing the fairytale of consumerism abuse into a fairly-oriented European happy-end story of multicultural consumers in the land of promising advertising.

Keywords: communication in advertising; identity; linguistic fetishism; discourse; otherness.

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Title: ENHANCING INTERCULTURAL COMPETENCE THROUGH PROFESSIONAL COMMUNICATION IN FOREIGN LANGUAGES

Author(s): Anna Horňáková

Abstract: Nowadays, contacts between people from diverse cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people from different cultures and nationalities. A recent rapid development in multicultural relationships therefore puts new demands also on university graduates. They need to be adequately prepared for new social situations and future job opportunities in their home country and also abroad. Achievement of communication competence is the principal objective in foreign language teaching and therefore intercultural competence is incorporated into the university curriculum. The findings of our survey Implementation of Modern Technologies in Professional Language Teaching (a part of a research project funded by the Kultúrna a edukačná grantová agentúra (KEGA) of the Slovak Ministry of Education, no. 049PU4/2012) highlighted the importance of professional communication teaching and emphasized intercultural competence as one of the key priorities in the university education. We used a specially designed questionnaire to find out if our respondents (students in the Faculty of Health Sciences, the University of Prešov, Slovakia) are sufficiently prepared to provide a proper care to clients/patients from different cultures. Our study showed that the language most used in professional practice was English, and that most respondents did not have any difficulty in communication with clients from different cultures. Sixty percent of the respondents also used non-verbal communication if verbal communication failed, and respected the cultural differences and individuality of patients; a small number of the respondents did not respect these factors. However, our findings also showed that there are still some language barriers between future healthcare professionals and clients/patients from diverse cultures, and that more practice in professional communication has to become an essential part of the foreign language teaching. It is also necessary to include more intercultural aspects into the foreign language teaching for healthcare professionals to be able to respect the individuality of people from different cultures. Hence, the professional language teaching at universities needs to place a greater emphasis on students’ knowledge of different cultures in order to enhance their intercultural competence. Our study provides some recommendations for improving interactions between future healthcare professionals and clients/patients from different cultures.

Keywords: healthcare professionals; intercultural competence, professional communication in foreign languages; education

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Title: THE ROLE OF FOREIGN LANGUAGE TEACHERS IN DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATION SKILLS

Author(s): Andrea Hamburg

Abstract: By now it is well-known that the role of modern education is to equip students with several types of competences necessary for their future personal and professional life. One of these competences, namely communication skills, has a component whose development is, according to the author’s opinion, mainly in charge of foreign language teachers. It is their role to create the shift from the ethnocentric level of students’ attitude towards cultural issues to the ethnorelativistic stage that is to make their students aware of and accept cultural differences and to help them acquire skills necessary for intercultural encounters. The two main topics present study is focusing on are: to what extent it is necessary to intervene in this respect and which are the ways teachers can develop intercultural sensitivity and competence.

The results of a questionnaire applied to more than 200 students of the University of Oradea, Romania – studying Economics, Medicine and Law – confirmed the author’s 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.

To change this situation, teachers, especially foreign language teachers may resort to techniques and methods like simulation games on cultural differences (Barnga, Ecotonos, BaFá BaFá, Randömia Balloon Factory etc.) that intercultural communication trainers use successfully in their seminars to make participants aware of cultural diversity and help them manage real life situations involving international encounters and/or appeal to the opportunities offered by information and communication technologies and the internet, through youtube and different socialization platforms.

Keywords: communication skills; intercultural communication competence; cultural differences; foreign language teaching; simulation games; intercultural encounters

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Title: ATTITUDES TOWARDS LEARNING ENGLISH: A STUDY OF MOTIVATION AND RESPONSIBILITY AS AIDS TO HUMAN RESOURCES

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

Abstract: The paper presents the results of a survey carried out at the Faculty of Economic Sciences, University of Oradea, in order to identify attitudes, beliefs, motivation and self-responsibility among students when it comes to learning the English language. The main issue investigated was motivation set at the basis of the learning process together with students’ attitudes regarding the use of English in the Romanian social and educational context, as well as the use of the English language in general. A valid questionnaire was designed and tried to a convenient sample of students; the results of the study are discussed in terms of the principal components that were established including attitude towards motivation, self-responsibility, and language learning approaches. Research and experience show that English is of utmost importance in the academic and future professional lives of students majoring in economics. Therefore, this paper provides some theoretical aspects of motivation, beliefs and responsibility in the context of second language acquisition.Among the important achievements of the study we should mention the observations of students’ behaviour concerning responsibility. It appears that most students are not ready to take complete responsibility for learning. They are either afraid of the teacher, or feel embarrassed, and are ashamed to openly utter their ideas. Thus, teamwork and pair-work facilitate the effective learning of the foreign language and encourage students’ collaboration. The teacher is not the central actor, the controller anymore; s/he becomes the facilitator and source of knowledge. It is important for the teacher to know the basic needs of his/her students and cater for these according to level of their importance, to be aware of the reasons that propel students towards learning, improving or just surviving English as a foreign language.

Keywords: human resources; motivation; responsibility.

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Title: HUNSRIK LËRNE ‘HUNSRÜCKISCH LERNEN’. DIALEKTUNTERRICHT IN DER DEUTSCHEN SPRACHINSEL SÜDBRASILIENS/ HUNSRIK LËRNE ‘LEARNING HUNSRÜCKISCH’. TEACHING THE DIALECT IN A SOUTH BRASILIAN LANGUAGE COMMUNITY

Author(s): Mateusz Maselko, Solange Maria Hamester Johann, Mabel Dewes

Abstract: The didactic description of the language islands has been very little noticed in research so far. The literature concerning the German didactics in that field must be seen as poor. Especially the speakers of German as a minority language outside of Europe, as the Hunsrik (Hunsrückisch) in Southern Brazil, get hardly recognized. The main focus of this article lies on this dialect enclave. The theoretic perspectives as well as the empiric ones, try to get to the bottom of the major aspects of teaching methodologies of minority languages. The aim of this paper is to portray the sociolinguistic context of the Hunsrik, focalizing on its usage amongst childrengrowing up in a bilingual environment. Secondly it pictures possibilities how German as a dialectal minority language can be integrated in school. For this purpose the experiences of Project “Hunsrik” from Santa Maria do Herval were taken into account. Before the detailed description of the situation of Hunsrik in an educational environment, the introducing chapters give a short overview of this German variety. Further on the reasons for the decrease of competence and frequency of usage of the dialect in German minorities are discussed, considering especially the situation of language islands overseas. The aspect of bilingualism, which is considered to be a constitutional part of members of a linguistic enclave, is taken into account. The third chapter discusses the advantages of language courses for members of German dialect language islands. The purpose and the content of teaching the mother tongue of members of language islands are highlighted in this chapter. The aims of teaching the first language in an educational environment are the propagation of the variety, the empowerment of minorities and the transmission of cultural identity of linguistic enclaves and of their original homeland. The following chapter presents the materials that were published by the team “Hunsrik” so far. They can be seen as an important contribution to the propagation of that variety and the empowerment of its speakers.

Keywords: German language island in Southern Brazil; Hunsrik (Hunsrückisch); dialect teaching; educational material; language and culture cultivation; bilingualism

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Title: ILLUSTRIERENDE UND PERSÖNLICHKEITSENTWICKELNDE FUNKTIONEN VON BILDERN IM DAF-UNTERRICHT / PICTURES AS ILLUSTRATION AND A MEANS FOR PERSONALITY DEVELOPMENT IN TEACHING GERMAN AS A FOREIGN LANGUAGE

Author(s): Andrea Taczman

Abstract: The following article focuses on pictures and their functions in teaching German as a Foreign Language. The questions of the article are based on two approaches, namely on the cognitive turn and the communicative turn. In spite of the fact that they led to certain developments, they had also some negative consequences. The cognitive turn focuses less on individuals in foreign language teaching and the communicative turn focuses on intellectually simpler learning materials. The major question of the article is how these deficits can be reduced. The article considers the conscious application of pictures to be a potential way of overcoming the shortages. Several German as a Foreign Language coursebooks will be analysed from the following points of view: What aims is the application of pictures based on? To what extent do coursebooks try to integrate the emotional and intellectual dimensions of the teaching and learning process? Among different functions of pictures, the function of pictures for personality development will be especially highlighted because secondary secondary school students are in a period in which they need a certain kind of value based orientation. The reason for choosing pictures as a possible way of achieving these aims is that today’s students are surrounded by pictures everywhere. Day by day they come across different pictures which obviously have an effect on them. Foreign language teaching is supposed to consider these facts and intensify the reflection on the functions of pictures. New approaches need to be developed because pictures can function not only as illustration but they can also contribute to students’ intellectual and emotional enrichment. With the help of the coursebook analysis, the article intends to give an answer to the question whether the chosen coursebooks use pictures’ full potential they offer for personality development. The article proposes the hypothesis that the chosen German as a Foreign Language coursebooks have deficiencies in exhausting all of the potential offered by pictures because they disregard pedagogical aims. The article will prove this hypothesis because the majority of the pictures is used for illustrative or semantic purposes but not for supporting students’ personality development. Through a presentation of theoretical guidelines and practical suggestions the article intends to show that a combination of texts and pictures can reduce the deficits caused by the cognitive and communicative turn.

Keywords: educational and pedagogical aims; cognitive turn; communicative turn; pictures; personality development.

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