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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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Préparer aux interactions orales en contexte professionnel : un défi de taille (Elżbieta Gajewska)


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Elżbieta Gajewska

Université Pédagogique de Cracovie Cracovie, Pologne

Préparer aux interactions orales en contexte professionnel : un défi de taille

Abstract: Contemporary research on interaction as a genre is focused not only on socially conditioned verbal behaviours but also on their relation with action (non-verbalized behaviour) and politeness conventions accepted in a given professional community. LSP teachers must sometimes create didactic materials for their students on their own. A particular kind of such a resource is a didactic dialogue, the aim of which is to prepare students for real-life professional interactions. This chapter discusses the possibilities of creating such professional didactic dialogues starting with the situation-driven procedure for genre analysis. It is assumed that partners in the process cooperate with one another: the LSP teacher, the students themselves, teachers of the given profession and representatives of the given professional community.

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