Present Challenges and Future Promises - Défis actuels et engagements à venir
The papers collected in this book present diverse views and experiences on teaching English and French for specific and academic purposes. The scope of reflection covers a wide spectrum of cognitive areas of ESP and FOS, encompassing a multitude of training aspects and components (curricula, methods and techniques, materials and teaching aids) from the perspective of both LSP teachers and learners. A great range of topics related to work-specific language instruction addressed in the book displays the interdisciplinary nature of the research area, integrating aspects of linguistics, sociolinguistics, didactics and pedagogy.
Les textes réunis dans le présent volume exposent les idées et expériences relatives à l’enseignement de l’anglais et du français sur objectifs spécifiques et universitaires. Les sujets de réflexion ici abordés couvrent un vaste éventail d’aspects cognitifs et organisationnels (curricula, méthodes et techniques, matériels et outils) propres aux formations en ESP et FOS, ceux-ci envisagés dans la perspective des apprenants et des enseignants. La diversité d’éléments inhérents à la formation linguistico-professionnelle discutés par des didacticiens-chercheurs éminents témoigne du caractère interdisciplinaire du domaine d’investigation LSP qui intègre les points de vues des linguistes, sociolinguistes, didacticiens et pédagogues.
Introduction (Magdalena Sowa / Jarosław Krajka)
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Unlike any other field of foreign language teaching, Languages for Specific Purposes are characterised by an enormous diversity of target learners and instructional contexts. This is so as the professional domain covers a wide range of jobs, occupations, workplace tasks, which naturally necessitate foreign language use. At the same time, successful language use in such job-related contexts is one of many indicators of professionalism. One could even state that, regardless of the performed job or company position, virtually every single employee will inevitably face the necessity of undertaking foreign language study sooner or later. Such a wide range of potential participants of language courses implies the multitude of their needs. Diverse and unique expectations that professionals have towards the foreign language which they plan to learn in the current or future professional activity call for a highly considerate and principled approach to the way Languages for Specific Purposes are to be taught. The resultant LSP instruction should, among others, address the requirements of key stakeholders, the needs of course participants, the reality of the professional areas and the instructional capacity of the training institution.
Even though constituting a challenge for curriculum developers, this enormous diversity of potential learners in terms of professional profiles, linguistic and communicative needs constitutes a value in itself, continually triggering reflection in LSP and leading to new, better and more efficient methods and techniques of teaching languages for professional purposes. Due to that, in its many areas, the...
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