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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


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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Using video for teaching and testing lecture comprehension: Multimodal lectures as a genre in the ESP classroom (Mari Carmen Campoy-Cubillo)


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Mari Carmen Campoy-Cubillo

Universitat Jaume I Castelló de la Plana, Spain

Using video for teaching and testing lecture comprehension: Multimodal lectures as a genre in the ESP classroom

Abstract: In this chapter, the LSP listening construct is described from a multimodal perspective. One of the key issues for LSP curriculum design is to consider the ability to listen and its importance in educational and occupational contexts. In this regard, a multimodal approach to the construct implies analyzing the ways in which listening skills are taught in the classroom and the different communicative modes that may be taken into account for curriculum and task design. While most language listening models focus exclusively on the verbal side of communication, this chapter discusses the role of non-verbal communicative modes such as pictorial information, gestures or face expression as part of the listening construct. The challenge in this innovative approach to listening in general and to multimodal approaches to language skills in particular (Crawford and Fortanet-Gómez 2015) is how to design adequate instructional and testing materials. Thus, it is proposed that innovations in LSP multimodal listening may take into account the notion of genre when analyzing multimodal message construction in which both speakers and listeners or overhearers (Schober and Clark 1989) follow the dynamics of a particular genre when creating the communicative event of which the listening process is a crucial strategic factor.

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