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.
Higher interest, deeper concentration, more satisfaction – Web 2.0 tools to enhance technical English classes (Iwona Mokwa-Tarnowska)
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Gdańsk University of Technology Gdańsk, Poland
Higher interest, deeper concentration, more satisfaction – Web 2.0 tools to enhance technical English classes
Abstract: Web 2.0 tools can be incredibly useful for teaching and learning technical English. Providing students with web-based authentic materials and using various techniques arousing their engagement result in better educational outcomes. Higher achievement test scores and positive opinions and attitudes expressed in surveys by students of various language courses taught at Gdańsk University of Technology, as well as a number of personal comments made by their teachers, indicate that a web-enhanced environment stimulates language development for professional purposes. Moreover, classes during which students have the opportunity to share control over the teaching process seem to be more engaging not only for the most active creators of educational material but also for the peers whose knowledge they want to increase. A new environment created by means of Web 2.0 tools generates student interest, improves concentration and leads first to better engagement and then to self-satisfaction from learning. Both profession-related content and new types of classroom activities may be major factors in achieving more satisfactory progress in acquiring language skills, from the teacher’s and student’s point of view. Acting as an engaging stimulus, a web-enhanced programme can also prepare students for self-directed lifelong learning, opening new possibilities to them.
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