Ict Challenges in the 21st Century Business English University Classroom

Lustigová, Lenka

doi:10.7160/eriesj.2012.050201

Cited by 2 publications

(1 citation statement)

References 45 publications

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“…These types of exercises fully correspond with the recommendations for e-learning given by the authors of the Business English Courses Online Support (Kučírková, Vogeltanzová, and Jarkovská, 2011). According to Lustigová (2012) "ICT enables a unique mixture of learning styles to enter the Business English language classroom. The teacher is challenged to identify these learning styles and then likewise has the opportunity to choose the best ones to suit the needs of individual learners" (Lustigová, 2012, p. 58).…”

Section: Resultsmentioning

confidence: 99%

Language Needs Analysis of Students of Economics

Capková

Kroupova

2017

ERIES Journal

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One of the main concerns of educational specialists is the relevance of their programmes to the graduates' success on today's highly competitive labour market. As a result of these concerns academics at the English Department of the University of Economics in Prague, Czech Republic decided to conduct a survey of undergraduates, graduates and their major employers as well as the academic staff at the university in order to determine the suitability of English language courses offered to students. The result of this research has been implemented in the adaptation of new teaching materials which aim to satisfy real world requirements. A needs analysis used in this study proved to be very valuable as it emphasises the practices of using multiple sources and multiple methods in the data gathering stage. Triangulation was employed to validate the findings. This type of analysis encouraged the creation of more suitable and appropriate teaching material. Such an analysis also facilitates the collection of information regarding the needs of students and the requirements of other stakeholders. Highlights• Assessment of ESP materials with regard to the specific needs of economics university students. • Suitability of using a needs analysis in similarly oriented studies. • Appropriateness of the use of multiple sources in creating the learning syllabi."wide-angle", some sections, specifically Finance (Derivatives, Accounting and financial statements, Takeovers) are too specialized for all other students not studying at the Faculty of Finance and Accounting. A subsequent elimination of the most complicated parts of the book led to internal inconsistency of the teaching material and a lack of interconnection, and therefore problems with testing. At this point, it was decided that a needs analysis would be conducted and based on the results a new teaching material tailored to the University of Economics students' needs would be created by the department members.Despite ESP acceptance as an activity central to many English language teaching contexts, controversies and questions within ESP remain. Principal among them are the following: 1. How specific should ESP courses and texts be? 2. Should they focus upon one particular skill, e.g., reading, or should the four skills (reading, listening, writing, speaking) be always integrated? 3. Can an appropriate ESP methodology be developed? (Johns and Dudley-Evans, 1991, p. 304)The question of how specific ESP courses should be was raised for the first time by R. Williams (1978) when he claimed that "wide-angle" approach should be applied. It means that language and skills are taught through topics drawn from various subjects rather than from students' own discipline. This

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Section: Resultsmentioning

confidence: 99%

Language Needs Analysis of Students of Economics

Capková

Kroupova

2017

ERIES Journal

View full text Add to dashboard Cite

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Esp as a Challenge to Confront – A Case Study of Technical English in a Pre-Intermediate Level University Classroom

Lustigová

2013

ERIES Journal

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Drowned in explosive amounts of information, new technology developments, globalisation, international job opportunities and large-scale job migration, English for Specific Purposes (ESP) courses are faced with the increasing requirement of tailoring languagelearning to accommodate employer or employee specialisations. This dynamism is currently being transmitted to courses at the university level, along with the accompanying challenges for all involved. This paper reviews these potential barriers to implementation of ESP courses for students with low proficiency of English, taking a pre-intermediate-level Technical English (TE) course at the Czech University of Life Sciences Prague as a case study. After analysing various scholarly references aimed at ESP, the classroom-based research for this paper confirms the feasibility and efficacy of implementing ESP and TE, in particular, even into pre-intermediate classrooms. The self-motivating design of 6 TASKS, as well as authentic video sessions, combined with a student survey and teacher observations, all serve to point to ESP introduction on the pre-intermediate level as achievable in terms of application and resourceful regarding future life-career situations in which students will eventually find themselves.

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Ict Challenges in the 21st Century Business English University Classroom

Cited by 2 publications

References 45 publications

Language Needs Analysis of Students of Economics

Language Needs Analysis of Students of Economics

Esp as a Challenge to Confront – A Case Study of Technical English in a Pre-Intermediate Level University Classroom

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