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• Pedagogical Implications of Teaching English for Science and Technology

  164-171

  Edit Spiczéné Bukovszki

  Views:

  101

  Teaching English for Specific Purposes (ESP) has traditionally been context-driven, focusing on the special field in which the language is expected to be used; needs-responsive, trying to define language learners’ needs and adapt teaching practices to these needs; and finally learner-centred, in a sense that teaching
  processes and learners activities have been highly influenced by the desired learning outcomes. However, due to recent global changes the conventional ways of teaching have been challenged. The paper lists some of the most intriguing pedagogical challenges for ESP practitioners and also recommends
  possible solutions to meet them, partly from overviewing related academic literature, partly from successful practical implementations. Pedagogical issues raised by the internationalisation of higher education are also investigated by the author and some preliminary results of empirical research about learning styles are presented.

• Multi-text materials for the LSP classroom

  125-130

  Robin Lee Nagano

  Views:

  82

  This paper introduces an idea for expanding student exposure to reading longer texts on ESP topics. It consists of sets of ESP materials (primarily for engineering) centering around a single topic, containing several authentic texts (and even videos) intended for different audiences (e.g. general, informed about science, academic). Since texts deal with the same topic (for instance, announcing a new material or technological advance) many words are repeated, but information is presented or highighted differently, and comparing texts can help learners become aware of various language and text features. Because learners do not have to comprehend a new topic in each text they read, they can work with longer texts. In addition, reading abstracts or extracts of
  original journal articles can serve as a useful introduction to the academic level. Tips are given to help teachers assemble sets of multiple
  texts around topics matching the needs of their students.

• Capacity to handle complexity – The importance of contextual awareness in healthcare communication in English as a lingua franca

  131-141

  Alexandra Vivien Bakó

  Views:

  126

  Hungarian healthcare providers – as most of their colleagues around the world – engage in interaction with foreign patients, whom they do not share a mother tongue with, in English as a lingua franca (ELF) most of the time. These communicative situations pose great challenges to healthcare providers, as they have to be capable of adjusting their language use to their patients’ cognitive, linguistic and communicative-pragmatic schemata which often differ from their own. In order to develop such a capacity, ESP classes must focus on improving health science students’ awareness in exploring various ELF contexts which form ground for making informed decisions on the use of terminology. The present research aims at showing the complex dynamic nature of these ELF contexts based on empirical data collected via interviews with Hungarian healthcare providers who have extended experience in working with patients in international environments. The results can inform the everyday practice of ESP teachers in the field of the health sciences.

• Incorporating Blended Learning in Teaching English for Specific Purposes

  158-163

  Mária Czellér

  Zita Hajdu

  Views:

  116

  As a result of the prevalent use of the Internet, teaching foreign languages can get a new perspective. This paper presents how teachers can incorporate the Internet in teaching English for specific purposes. First, a brief historical background of language learning methods is given, and then the focus shifts to a new
  language learning project applying blended learning at the University of Debrecen. The paper also shows how traditional classroom activities can be combined with online methods to make language learning more enjoyable.

• What to teach within the scope of legal English and how to teach it?

  33-39

  Judit Vándor

  Views:

  84

  There are genre differences between English and Hungarian legal texts even of an almost similar function. To understand and tackle these differences it is not enough – though inevitable – to understand legal terminology. To be able to produce adequate and acceptable, functionally equivalent translated texts, legal translators should understand the difference between the two legal systems. On the basis of the above mentioned statements a textbook for ESP as well as translating for a specific purpose, namely legal English, was compiled for MA students who do not have a degree in law.