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The role play activity is still a notion whose multiple valences are from further debatable. Many cultural and scientific fields tend to take into account psychoanalyses approaches. Freud’s own approach is to be brought into play, for its significance and interpretation relevance, which can be considered a reference point for the teachers interested in making their approaches easier from that particular perspective.
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This book review analyses the Pre-service Teacher Education: Classroom observation and teaching practice booklet by Teodora Popescu, published in 2007.
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The process of elaborating and adapting the materials used in the ESP classroom is a very complex one, entailing close co-operation between all stakeholders, teachers and students alike and at the same time an imperatively dynamic one, requiring permanent reviewing and supervision.
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The European Language Framework as a natural consequence of the communicative approaches places the user and the trainee within the language as two social actors who are to accomplish some tasks according to present circumstances and background. In this context the present paper approaches the question of the French language for specific purposes, and it also stresses the arguments in favour or against the interest in learning teaching.
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When mentioning technology in the language classroom, the first impulse is to think computer technology, almost because computers have so pervade our daily home, workplace, and society contexts. The aim of this experimental research is to investigate the effect of using Text-To-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in different aspects of reading fluency. In this study, we investigated teaching and learning of Word Stress, Word intonation, Pitch Contour, and Fluency of English reading through TTS. It should be stated that comprehension had been worked in the program but wasn’t investigated in the study. The study indicated that word stress; word intonation, pitch contour, and fluency had significantly improved by using TTS software.
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When discussing the current state of art with regard to the use of new technologies in foreign and second language learning one thing is blinking sharply: Simulation Games. Simulator games have prepared a great pedagogical context for young sailors and mariners. The importance of creating pedegugical context for sailors and mariners to learn English as a second or foreign language is the essence of this study. Simulation games show potential not just for engaging and entertaining users, but also in promoting language learning. In this research we survey the effect of simulation Games on sailor and mariners’ English vocabulary and pronunciation learning of Khoramshahr Navy University. The results clearly showed that these kinds of games have a significant impact of learners, especially when they learn English as ESP like the sailors and mariners.
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Giving Corrective Feedback in students’ writings has got the center of attention in the recent years. The question of whether to give CF to students or not to do so has become a controversial quest. In this research three Truscott’s claims on giving CF were investigated to EFL students’ writing. For the purpose of this investigation Direct Feedback has been used to draw the conclusion on Truscott’s claims. These claims are: (a) correction may have value for non-grammatical errors but not for errors in grammar; (b) students are inclined to avoid more complex constructions due to error correction; and (c) the time spent on CF may be more wisely spent on additional writing practice to improve writing ability. The obtained results indicated that giving CF to students’ grammatical errors has a significant result on their accuracy improvement. The research also showed that students don’t tend to avoid Complex Structures due to the CF provided on these structures. And finally it indicated that in a class without any provided CF and just with doing exercises on a specific subject the accuracy of students decrease during a writing program.
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What is the educational value of images? With a stronger demand for image competence, visual literacy for business communication has become an important FLL teaching goal. Visual elements arouse curiosity, produce "learning desire" and can offer unexpected areas/margins of interpretation. The paper presents theoretical and practical points of view on the educational and psychological arguments for using visual elements in FLL and LSP (in this case German). The focus lies on study-like image analyses, some with a cross-cultural interpretation setting, (advanced) students can deal with in the 2nd and 3rd year of study: graphs/charts as logic "visualizations", cartoons and teaching book pictures, ads (hotels, consumer goods).
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The recently published book Metodologia cercetării ştiinţifice: elaborarea lucrărilor de licenţă, masterat, doctorat ("The Methodology of scientific research: writing graduation papers, Master’s dissertations and Ph.D. theses"), 2006, Bucharest, Editura Didactică şi Pedagogică, by Mihaela Şt. Rădulescu, elaborates a series of lectures delivered to undergraduates at the Translation – Interpretation Department of the Technical University of Civil Engineering of Bucharest, embodying the author's wide pedagogical experience and methodical study in the field. The book fills an important gap in the landscape of Romanian publications devoted to tertiary education, meeting the needs of wide categories of students and young researchers, faced with the challenging requirements imposed by the European academic environment.
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This paper is concerned with ways that we, as teachers, can develop our own practice through a continual process of reflection and investigation as part of our day to day teaching activity. It suggests that professional development, especially that aspect in which we are investigating our own teaching and learning, wrestles with the same, or very similar epistemological and ontological issues as research in this area. I will begin with a discussion of the theoretical, methodological issues related to classroom research, and I will then go on to examine the process of reflective practice. On the basis of this, I suggest a possible framework for our personal professional development through examining our own practices.
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This article is presented as a complement to previous articles focusing on English for the World of Work (EWoW) which were written from an applied linguistics perspective. This article looks at EWoW from the perspective of the reform of the Technical Vocational Education and Training (TVET) system which is currently underway in Romania.
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This article looks at Vijay K. Bhatia’s book, Analysing Genre: Language Use in Professional Settings, which had a powerful effect on genre research in the period following its publication, for significant researchers in the field, and which has retained its full relevance to ESP practitioners owing to the innovative ideas put forward by the author. It is therefore an attempt to prove how the concept or rather the instrument of genre, as defined and demonstrated by Bhatia, can be used with rewarding results in the teaching / learning of Business or Legal or Academic English.
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This article is an attempt to explore e-learning and management culture in search of analogies which could be used by English Language teachers for the purpose of strengthening the teacher's grasp over the students' learning process. If one accepts the analogical approach as a possible theoretical basis, one may come across findings regarding the student-computer interface that could be taken into consideration by the teachers themselves, to the extent teachers replicate such computer functions as resource providers or evaluators.
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The article analyzes the problem of errors against the background of recent foreign language acquisition theories. As we can notice in FLL, making mistakes accompanies foreign language acquisition: errors are a psychic phenomenon, but in FLL they are often due to insufficient work mechanisms of language production or voice recording. Research shows that the majority of all error has a universal character, i.e. mistakes are on the one hand independent of the learner’s mother tongue, on the other hand of the learning method, and finally they are to be found at certain levels of proficiency. Mistakes can help enhance the quality of the learning process, when their inventory is properly used for diagnostic purposes.
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Business English places much emphasis on the need to develop the skills for using the language learned, and consequently many courses focus on such areas as meetings, presentations, and negotiations. Organising and conducting class debates belong to the same area and my concern here is what attitude we should adopt and what methods should prevail in this type of activity as opposed to others. Just like meetings and negotiations, class debates involve a lot of talking and my question is how deeply we should become involved in a debate and consider ourselves part of it and to what extent we should just remain teachers. What is our position: a teacher, leader, facilitator, witness? Or should we embody all of them together?
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The present article focuses on the use of critical thinking skills and techniques during a Business English class on the topic of problem-solving. I included four activities to which students were asked to apply critical thinking skills such as: analysis, interpretation, inference, explanation and evaluation. Students' positive feedback to the practice of critical thinking principles, as well as their active participation in that lesson, add to the other advantages of such a practical approach: a better understanding of the problem solving concept and an increased ability to solve business problems.
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The aim of this article is to offer readers an overview on how linguistic skills can be improved through a non-formal way of learning called Family Learning (FL). We discuss and establish what is commonly understood by FL throughout Europe and present methods and examples of FL practitioners that have managed to improve the linguistic skills of their target groups. Family Learning generically means an informal method of learning born from work undertaken in the voluntary sector and spread by Family Literacy programmes in the USA. The focus of FL is to value learning that takes place within the home and from the family. FL course provision shares strategies to make the home an effective place for learning and to support the learning ambitions of both adults and children.
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During the past decades the study of intercultural communication has received much more interest and attention than ever before, although it is as old as civilization; the ease of travel, the development of international trade as well as of multinational organizations – in other words globalization – have made people aware of the fact that they must communicate and cooperate with other people different from themselves in order to succeed and, sometimes, even to survive. Effective communication in a different context is felt as being important especially in business, because of the competition existing among companies all over the world; at the same time, intercultural communication is very complex, because of the existence of intermingling distinguishing characteristics. That is why well trained professionals, able to function correctly in different environments are required in practically every field of activity; having to face international competition no company can concentrate only on domestic activities /markets. In business of any kind, cultural incompetence can jeopardize lots of money through wasted negotiations, lost purchases/ sales or contracts and poor customer relations. It is said that "cultural risk is just as real as political risk in international business arena". Nowadays, even if a person does not leave his/ her own home country to work abroad, it is almost sure that he/ she will meet or work with men/ women coming from other countries; even the students may share classes with colleagues from different nations and some intercultural training, as well as the experience they will get learning to communicate internationally will be beneficial to them.
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The paper deals with the structure of foreign languages teaching at higher non – linguistic school complex methods and the problems of its formation. It supposed that teaching means should correspond to the teaching stage requirements and the students studying capabilities. Two teaching stages at a non – linguistic higher school and the usable means are discussed in the paper. Rational teaching subjects selects selection, their methodical organization and means are stressed. The adequate and sufficient number of linguistic abilities developing exercises should be prepared for different fields of linguistic activities. The presented paper should be of practical importance for the work with the students.
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