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Innovations in Languages for Specific Purposes - Innovations en Langues sur Objectifs Spécifiques

Present Challenges and Future Promises - Défis actuels et engagements à venir

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Edited By Magdalena Sowa and Jaroslaw Krajka

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.

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Perspective actionnelle et FOS (Jean-Jacques Richer)

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Jean-Jacques Richer

E.A. 4661 – ELLIADD, Université de Franche-Comté Besançon, France

Perspective actionnelle et FOS

Absract: French for Specific Purposes (in the broad sense of the term) is characterized by strong social penalty. So, its methodology has to “stick” as closely as possible to the current professional universes characterized by the multiplicity of the linguistic forms, their coupling with action as well as their organizational complexity. That is why Communicative Language Teaching elaborated with the objective of social reference loses its relevance. It has to give way to the action-oriented approach which reflects, through the notion of competence, the influence of the world of labour reshaped by profound changes. The action-oriented approach, by its focus on the notions of action, tasks, genres of discourse, seems therefore particularly relevant for French for Specific Purposes. However, it could be even more relevant if it opened more to some of the components of the competence elaborated by the world of labour, in particular the collective and psychosocial dimensions of the competence.

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