15 − 17 January 2015
Masaryk University • Brno • Czech Republic
Contents
Welcome Letters .................................................................................................... 2
Floor Plans ................................................................................................................ 4
Practical Information ........................................................................................... 8
Steering and Scientific Committees ............................................................. 13
Plenary Speakers ................................................................................................. 14
General Programme ........................................................................................... 18
Detailed Programme .........................................................................................20
Abstracts – Oral Presentations .......................................................................28
Abstracts – Workshops .....................................................................................82
Abstracts – Posters .............................................................................................90
Masaryk University Language Centre ........................................................102
Project IMPACT ................................................................................................. 104
CASALC..................................................................................................................105
List of Presenters .............................................................................................. 106
Notes ...................................................................................................................... 111
WELCOME LETTERS
Dear Ladies and Gentlemen,
It is my honour to welcome attendees of the international
conference “Language Centres in Higher Education: Sharing
Innovations, Research, Methodology and Best Practices” to
Masaryk University here in Brno. Hosting such a conference bears
witness to the open and active approach that our university
takes towards languages and is at the same time proof of the fact
that Masaryk University has an excellent and well-considered
language policy. It also means that its Language Centre has
successfully reached an international community of language
professionals and that the University is a strong contributor to
the development of language education at universities.
Masaryk University holds an important position amongst
universities in the Central European region. It is a university that
has made long-term efforts towards improving the higher educational process; a university
that supports science and research; and a university that has identified internationalization as
one of its main priorities. Language education plays a crucial role in the internationalization
process. It is necessary to ensure that our students have the opportunity to develop
their foreign language skills so as to enable them to take part in international mobility
programmes during their studies, which in turn will ultimately facilitate their success in the
global labour market. For academic staff, knowledge of foreign languages and familiarity
with foreign cultures are preconditions for being successfully involved in international
teams. The aim of Masaryk University is not merely to expand studies in foreign languages
and to provide an ever-growing number of academic programmes to international students,
but it is also to offer Czech language courses, to increase the percentage of foreign academic
staff contributing to the University’s activities, and to further enhance opportunities for
multilateral mobility. The activities of the Language Centre are significant in contributing
towards meeting these goals.
I am convinced that this conference, taking place under my auspices as Rector, will be
a suitable forum to share experience in language education and will provide each participant
with inspiration to conduct further research in the field of foreign languages.
I firmly believe that Masaryk University and the Language Centre will be excellent hosts
and hope you will share this view after your experience.
I wish you an enjoyable, productive and successful conference.
Mikuláš Bek
Rector
Masaryk University
2
Language Centres in Higher Education
Brno, 15 –17 January 2015
Dear Colleagues, Guests and Friends,
Allow me to warmly welcome you all to Brno and to Masaryk
University. As you can imagine, it gives me enormous pleasure
to host this wonderful gathering of teachers and academics
who are enthusiastic about languages at our Language Centre.
We really are delighted that so many of you have come from all
parts of the world to join us for the “Language Centres in Higher
Education: Sharing Innovations, Research, Methodology and
Best Practices” conference.
The decision to organize the conference was taken two
years ago with the intention of providing a forum for those
interested in the area of academic language teaching and
learning to meet and exchange ideas. Today, I would like to
begin by congratulating Dr Hana Katrňáková and her team for
the hard work and effort invested in the preparation of this conference and for selecting
a theme which has attracted interest not only from teachers at university language centres,
but also among academics and educators from institutions where languages for academic
and specific purposes are taught. Thanks to this initiative, the programme includes four
thought-provoking keynote speeches and a wide range of attractive papers from a variety
of academic and professional contexts. These are divided into the following categories:
Innovations, Testing, Soft Skills, Language Centres and Staff Development, Course Design,
Medical Latin, Best Practices-Strategies, Methodology, Research, Multilingualism, English
for Law, Writing, Czech for Foreigners, Poster Session and Workshops. The conference talks,
posters and workshops are accompanied by six stimulating pre-conference events, four
CercleS Focus Groups Meetings and an Open & Creative Café where conference participants
can meet and discuss ideas for grants and projects.
Finally, I would like to share with you all my wish for this event to not only become a place
for giving talks, seminars and workshops, a forum for networking and sharing ideas, but
also a place for celebrating the diversity of languages and variety of teaching and learning
styles that give Language Centres in the international academic community a very special
position.
We are excited about this Conference and the opportunity to welcome all of you to share
our world – both that of languages and the special place that Brno is.
Enjoy the conference!
Hana Reichová
Director
Masaryk University Language Centre
3
FLOOR PLANS
First Floor:
A
Conference Lobby / Coffee Breaks
B
Registration / Information Desk
CExhibitors
D Poster Sessions
Lifts
Toilets
M
Joštova Street (tram stop)
et
tre
aS
ov
eš
ar
D
Main Entrance
A
B
C
Husova Street
4
Language Centres in Higher Education
Brno, 15 –17 January 2015
Second Floor:
Room 25Computer Room
(Thursday & Saturday)
Room 26Computer Room
(Friday)
Lifts
Toilets
26
25
5
Language Centres in Higher Education
Brno, 15 –17 January 2015
Third Floor:
Room 31
Plenary Hall
Rooms 32, 33, 35 Sections
H
Assembly Hall (CASALC)
Cloakroom
Lifts
31
Toilets
32
H
35
33
6
Floor Plan
Fourth Floor:
Rooms 41, 42, 43 Sections
Lifts
Toilets
41
42
43
7
PRACTICAL INFORMATION
Venue
All conference events, including the Friday Reception, will take place within the building
of the Faculty of Social Studies of Masaryk University. The venue is located in central Brno
adjacent to its historical core. You will find a map of Brno (USE IT) in your conference pack.
Address: Joštova 10, 602 00 Brno
Tram stop: Komenského náměstí (line 4), Česká (lines 3, 4, 5, 6, 11, 12)
Faculty of Social Studies of Masaryk University
8
Language Centres in Higher Education
Brno, 15 –17 January 2015
Registration / Information desk
Registration will take place at the information desk in the conference lobby located on the
first floor of the Faculty of Social Studies building.
Registration will be open between the following times:
Thursday, 15 January:
Friday, 16 January:
Saturday, 17 January:
8 : 00 – 18 : 00
8 : 00 – 18 : 00
9 : 00 – 10 : 00
Cloakroom
An attended cloakroom for your coats, luggage and personal belongings will be available
during the entire conference on the third floor (see the floor plan) between these times:
Thursday, 15 January:
Friday, 16 January:
Saturday, 17 January
8 : 00 – 21 : 00
8 : 00 – 22 : 30
9 : 00 – 15 : 00
During the conference Reception, an additional cloakroom will be open from 19 : 00 until
22 : 30 on the first floor close to the Reception venue.
Internet access
At the registration desk, conference participants will receive a personal username and
password that they will need in order to access the internet at the venue, either by wireless
connection or at a shared computer in the Computer Room, together with instructions on
internet use and the terms of use of Masaryk University’ s network. Participants who already
have access to the Eduroam network via their institution can connect to the “eduroam”
wireless network with their own credentials as usual.
To connect to the internet from a mobile device, choose the “MUNI” wireless network, open
any website (i.e. http://wifi.muni.cz/), and enter your personal username and password into
the form that appears. Should your session expire, you may log in again using the same
procedure.
Computers
The internet can also be accessed from shared computers in the Computer Room
(on Thursday and Saturday in room 25, on Friday in room 26). To log into a computer in
the Computer Room, use the same personal username and password that you received
at the registration desk. Do not forget to log out before leaving. Please note that food
or beverages are not permitted in the room.
9
Language Centres in Higher Education
Brno, 15 –17 January 2015
Twitter
The suggested hashtag for Twitter users during the conference is #LCHE2015. For those
without a Twitter account, live tweets will be projected onto the wall screen in the
conference lobby.
Access to conference activities, coffee breaks and welcome drink
The name badge that you receive upon registration entitles you to enter all session
rooms and to enjoy complimentary refreshments during the coffee breaks available in
the conference lobby, as well as a glass of Moravian wine at the welcome drink event on
Thursday in the same location. We kindly ask you to wear the badge at all conference events.
Conference reception
The Reception is a special conference event featuring a rich cultural programme. It
is intended to be a place for friendly meetings between colleagues and a chance for
conference attendees to experience traditional Moravian hospitality, including good food,
excellent Moravian wine, renowned Czech beer, local folk music and dance and a friendly
atmosphere. The Reception will take place on Friday, 16 January, from 19:30 until 22:00 in
the conference lobby located in the Faculty of Social Studies. This is the only conference
event that must be paid for. Anyone may attend who has made a reservation in advance and
paid the fee of 590 CZK. Those who have done so will find an invitation for the Reception
amongst their conference materials. This will allow them entrance to the Reception. If you
have not made a reservation in advance, or you have not paid the event fee, you may inquire
at the information desk whether the Reception can still accommodate guests. If so, you will
be able to purchase a ticket on the day at the information desk.
The dress code for the Reception is smart casual.
Poster session
The conference poster session will take place in the conference lobby during the Friday
afternoon coffee break (15:00 – 16:00). Poster creators should be present to introduce and
discuss their posters.
10
Practical Information
CercleS focus groups meetings
Focus groups meetings are organized by CercleS members involved in
these groups. These meetings may take place on the following days and
times:
Wednesday, 14 January:
Thursday, 15 January:
Friday, 16 January:
Saturday, 17 January:
15 : 00 – 17 : 00
9 : 00 – 12 : 00
12 : 45 – 14 : 00 (during the lunch break)
14 : 00 – 17 : 00
Conference participants are free to attend any focus groups meeting they choose. Please
check the conference website for further details, or ask at the information desk.
The Open & Creative Café
The Open & Creative Café provides a forum for you to network and share ideas for grants and
projects outside of the conference rooms. We provide the space and you, the conference
attendees, provide the ideas. If you would like to participate, there will be opportunities
during all coffee breaks to meet in the conference lobby at marked tables to discuss your
plans and ideas. Proposed topics and participants will be announced on the notice board at
the information desk in the main conference lobby. Please feel free to suggest other topics
and/or to join the forum.
Exhibitors
Oxford University Press has been active in the Czech Republic since 1993 and currently
has five regional centres in the country (in Brno, Ostrava, Olomouc, Plzeň and České
Budějovice) as well a headquarters in Prague. Its main objectives are to keep teachers,
students and the general public informed about news from Oxford University Press, to
provide professional aid and advice in selecting appropriate materials for teaching English,
and to organize seminars for English teachers, including both creative writing and teaching
seminars. In each regional office, various Oxford University Press publications are available
for view, such as textbooks for all types and levels of schools, books for supplementary
reading, methodological books for teachers, dictionaries, DVDs and other forms of media
(see www.oup.cz for further details).
MegaBooks has been on the Czech market since 1992 and focuses on importing and
distributing foreign language books. It currently offers the largest amount and widest
array of publications of any company in the country. It provides complete foreign language
book import and distribution services to consumers and retailers, particularly state
schools and institutes. Its main international partner is the prestigious Oxford University
Press. Other partners include the world-famous German publishing house Langenscheidt
and British Heinle Cengage Learning. It features a separate division for academic foreign
language books that handles special orders for libraries, professional institutes, universities,
companies, academic institutes and individuals (see www.megabooks.cz for further details).
11
Language Centres in Higher Education
Brno, 15 –17 January 2015
Guided tour
A guided tour of the historical centre of Brno is planned at the end of the conference, on
Saturday, 17 January at 15 : 00. This will take place in English, German or Czech. If you are
interested in participating, please register via our website or ask for current availability at
the information desk in the conference lobby.
Conference assistants
Conference assistants will be available to help participants and to provide technical
assistance in the session rooms. The assistants are easy to identify by their blue “Moje
Univerzita” T-shirts.
12
STEERING AND SCIENTIFIC COMMITTEES
Steering Committee
Hana Reichová
David Kosina
Hana Katrňáková
Martina Ježková
Jitka Žváčková
Pavel Šindelář
Scientific Committee
Alena Hradilová
Kateřina Sedláčková
Libor Štěpánek
Štěpánka Bilová
Barbora Chovancová
Kateřina Pořízková
Robert Helán
Blanka Pojslová
Eva Složilová
13
PLENARY SPEAKERS
Vijay K. Bhatia
Vijay Bhatia is the CEO and Academic Director
of ESP Communication Services. He is also the
founding President of the LSP and Professional
Communication Association for Asia-Pacific.
He retired as Professor from the Department of
English, City University of Hong Kong. Some of his
recent research projects include Analyzing Genrebending in Corporate Disclosure Documents, and
International Arbitration Practice: A Discourse
Analytical Study, in which he led research teams
from more than 20 countries. His research
interests include Critical Genre Analysis, academic and professional discourses in legal,
business, newspaper, and promotional contexts; ESP and Professional Communication;
simplification of legal and other public documents; intercultural and cross-disciplinary
variations in professional genres. He has more than 150 publications to his credit, which
include journal articles, book chapters, edited volumes, and individually written books. Two
of his books, Analysing Genre: Language Use in Professional Settings and Worlds of Written
Discourse: A Genre-based View, are widely used in genre theory and practice. He has made
over 200 conference presentations, over 70 of which were keynotes or plenaries.
PLENARY LECTURE:
“Critical Genre Analysis as Interdiscursive Performance: Implications
for Higher Education“
Analysis of academic and professional genres in the past thirty years or so has focused
largely on discursive practices and largely ignored the real world contexts in which they are
embedded, practiced, and exploited. In all these analyses, the focus has often been on the
discursive output, written as well as spoken. However, very little effort has been invested in
studying critical interdiscursive performance in real-life situations as distinct from discursive
output.
In this plenary talk, I would like to develop some of the critical aspects of genre theory to
study interdiscursive performance as a resource for the study of academic and professional
practice in the context of higher education today. Drawing on the notion of interdiscursivity,
I will make an attempt to demystify some of the key aspects of academic and professional
practice, thus suggesting an informed approach to the design and implementation of
specialised English programmes.
14
Language Centres in Higher Education
Brno, 15 –17 January 2015
Nick Byrne
Nick Byrne has been Director of the Language Centre at
The London School of Economics and Political Science
since 1999. He is a member of the Higher Education
Academy and a National Teaching Fellow and Deputy
Secretary of CercleS – the European Confederation
of Language Centres. His articles have appeared
in the THES, Linguist, CILT Higher and he has given
papers at a range of language conferences. In 2009,
he received the Institute of Linguists‘ award for his
20-year contribution to promoting languages in
higher education.
PLENARY LECTURE:
“The ongoing challenges for university language centres in a flexilingual
world – collaborative solutions as a way forward“
My practical rather than theoretical contribution to the conference will highlight the
issues, demands and challenges for higher education language providers. I shall address
and focus on the key issues of maximising the linguistic potential of students, in particular
UK undergraduates who still enter the global job market with noticeably fewer language
qualifications than their fellow EU and international students. During the presentation
I shall highlight some key stages in the implementation of language policy developments
at national, regional and institutional levels. I shall be showing the latest facts and figures
relating to language uptake, and the reasons behind this. It will become clear how important
a role university language centres in the UK and Ireland have been playing up to now, and
how this role will increase. Although numbers have declined in the number of students
who are taking a honours degree in a language, the numbers of students who are taking
a language as an assessed module in their degree has grown sharply, as has the number
of students choosing to pay to do a language course as an extra-curricular activity. The
language needs of undergraduates have therefore become not only an educational issue
but also a marketing tool.
I shall also look at the training needs of academics who do not have English as their first
language, but who are nevertheless increasingly obliged to operate in English both in English
and in non-English speaking countries. This is a growth area for language centres, and one
which could act as a way of further embedding language centres as a valuable resource
in the infrastructure of the parent university. Using the example provided by the Fiesole
Group (EUI Florence, LSE, Humboldt Berlin, Collège d’Europe, UPF Barcelona, CEU Budapest,
University of Copenhagen, Trinity Dublin), I shall indicate the strategies institutions need
to develop to ensure that that potential pitfalls in language, pedagogy and intercultural
areas are minimised when dealing with students. I will therefore consider the extent to
which institutions need to extend existing hybrid support (linked linguistic, intercultural
and pedagogical training) to provide a pan-European model of good practice in the field of
continuing professional development. It is here that low-cost collaborative structures can
help create common materials and raise the profiles of the institutions involved.
15
Language Centres in Higher Education
Brno, 15 –17 January 2015
Russell Stannard
Russell Stannard is the founder of www.teachertrainingvideos.com. A website that offers free stepby-step videos to help incorporate technology into
their teaching. It is visited by more than 300,000
teachers a year and won the British Council ´Technology´ award and the Times Higher ´Outstanding
Initiative´ award. Russell currently lectures part-time
at the University of Warwick on the MA in ELT and is
also a NILE associate trainer. The rest of the time he
works freelance and presents all over the world and
is especially known for his work on feedback and developing student’ s fluency.
PLENARY LECTURE:
“Tools that have really impacted on my teaching and learning“
This talk will focus on the key tools that Russell has used to impact on his teaching and
learning. These tools are simple to implement but can have a huge impact on areas such
as developing fluency, feedback and reflection. These key tools are also commonly used for
flipped classroom teaching. This will be a practical talk, full of real examples from his own
students, revealing simple but very powerful technologies that ANY teacher could learn to
use. A session not to be missed.
16
Plenary Speakers
Libor Štěpánek
Libor Štěpánek is Assistant Professor in English
and Vice Director for ICT and Internationalization at the Masaryk University Language Centre.
His broad international academic and teacher
training experience include EAP presentations;
EAP writing; critical thinking; videoconferencing;
ICT-enhanced learning; and intercultural communication, but his main academic interest lies in the
Creative Approach to Language Teaching (CALT).
He is an author and co-author of a number of materials, online courses and publications, such as
Oral Presentations or Grada´s Academic English.
PLENARY LECTURE:
“Blind Men and an Elephant: What is creativity for?“
Creativity has recently become a phenomenon we cannot escape. Apparently, it makes
economies grow, societies prosper and cultures flourish. Even universities are called to
nurture creativity and become places “where students and teachers engage in creative
thinking and learning by doing” (Manifesto for Creativity and Innovation in Europe, 2009).
The discrepancy between the current glorification of creativity and its centuries-long neglect
from most academic disciplines has caused us to raise the question “What is creativity for?“.
Taking a multidisciplinary approach I argue that despite the seeming lack of interest among
pedagogical theoreticians, it is extremely beneficial to understand the deep nature of
various types of creativity in order to provide good teaching and to generate motivation
for learning. Using Csikszentmihalyi´s metaphor of the Indian story of blind men and an
elephant for the current state of research-based knowledge of creativity I will touch upon
diverse approaches that have been used to study and understand creativity, such as social–
personality (Krouwel, Csikszentmihalyi), pragmatic (De Bono, Robinson) and psychometric
(Guilford, Torrance) concepts, in order to show the elements and links they may share.
A number of practical examples of activities that combine authentic and adapted materials,
synchronous and asynchronous, ICT-enhanced and traditional techniques will illustrate the
wide range of possible applications to teaching creative methods have. Finally, a confluent
view on creativity may help us not only see the “elephant” in its complexity, but also identify
areas where we can improve and broaden our individual teaching styles in order to be able
to adapt our practice to the diverse needs of our students.
17
GENERAL PROGRAMME
Wednesday 14 January
15:00 – 17:00 CercleS Focus Groups Meetings
Thursday 15 January
08:00 – 18:00 Registration
Conference Lobby
09:00 – 12:00 CercleS Focus Groups Meetings
21st Century Skills (Graciela Sbertoli)
Testing and CEFR (Kateřina Vodičková)
Parallel Pre-conference
09:00 – 10:30
Workshops I
Autonomous Learning
(Leena Karlsson & Kenneth Kidd)
ICT in Education (Russell Stannard)
Peer Coaching (Sabina Schaffner)
Latin Medical Terminology
(Helen King & Mair Lloyd)
10:30 – 11:00 Coffee Break
Conference Lobby
21st Century Skills (Graciela Sbertoli)
Testing and CEFR (Kateřina Vodičková)
Parallel Pre-conference
11:00 – 12:30
Workshops II
Autonomous Learning
(Leena Karlsson & Kenneth Kidd)
ICT in Education (Russell Stannard)
Coaching Applied (Sabina Schaffner)
Latin Medical Terminology
(Helen King & Mair Lloyd)
12:30 – 14:00 Lunch Break
12:30 – 13:30 CASALC Meeting
Assembly Hall
14:00 – 14:30 Opening & Welcome Speeches
Plenary Hall
14:30 – 15:30 Plenary Lecture
Nick Byrne (Plenary Hall)
15:30 – 16:00 Coffee Break
Conference Lobby
16:00 – 18:15 Parallel Sections
4 presenters per section
18:30 – 19:00 Welcome Drink
Conference Lobby
19:00 – 20:00
18
Open & Creative Café: Ideas for
Conference Lobby
future projects and cooperation
Language Centres in Higher Education
Brno, 15 –17 January 2015
Friday 16 January
08:00 – 18:00 Registration
Conference Lobby
09:00 – 10:00 Plenary Lecture
Vijay K. Bhatia (Plenary Hall)
10:00 – 10:30 Coffee Break
Conference Lobby
10:30 – 12:45 Parallel Sections
4 presenters per section
12:45 – 14:00 Lunch Break
14:00 – 15:00 Plenary Lecture
Libor Štěpánek (Plenary Hall)
Coffee Break /
15:00 – 16:00
Poster Session
Conference Lobby
16:00 – 18:15 Parallel Sections
4 presenters per section
Reception:
19:30 – 22:00
Social & Networking Event
Conference Lobby
Saturday 17 January
09:00 – 10:00 Registration
Conference Lobby
10:00 – 11:00 Plenary Lecture
Russell Stannard (Plenary Hall)
11:00 – 11:20 Coffee Break
11:20 – 13:00 Parallel Sections
13:00
Conference Closing
3 presenters per section
Closing Address by Sabina Schaffner &
Alena Hradilová (Plenary Hall)
14:00 – 17:00 CercleS Focus Groups Meetings
15:00
Brno City – Guided Tour
19
DETAILED PROGRAMME
Day 1 – 15 January Afternoon
14:00 – 14:30
14:30 – 15:30
Sections
Chair
Opening & Welcome Speeches, Plenary Hall
Plenary – Nick Byrne The ongoing challenges for university language centres
Innovations
Testing
Soft Skills
Room 42
Room 33
Room 32
Radim Herout
Marie Doskočilová
Pavel Reich
Martina Hulešová
Dagmar Sieglová
On the effect of using
different scoring methods
for two versions of the test
Critical thinking approach
in language education –
a sample lecture
Jiřina Hrbáčková,
Milan Boháček
Zdeněk Janík
16:00 – 16:30 David Bowskill
Zwei Sprachen mit einer
Klappe? Two languages
for the price of one? Due
lingue al prezzo di una?
16:35 – 17:05 Irena Zavrl
Zukunftsbildungskonzept:
Personalisierung des
Sprachenlernens
17:10 – 17:40 Varvara Golovatina
M-learning in the context
of Russian language
teaching: an analysis of
the selected apps.
17:45 – 18:15 Monika Ševečková
Значение игры в
жизни человека.
Педагогический аспект
18:30
20
The implications of a newly
developed oral test in
Business English at the
Faculty of Economics and
Administration, MU: Are
we heading in the right
direction?
English language
as a cultural tool
for intercultural
communication
Blanka Pojslová
Aleksandar Takovski
Assessing writing of
FEA MU students at C1
level of CEFR: test takers´
perspective
Increasing cultural
awareness and motivating
critical thinking through
humour
Pavlína Příbramská
Marcus Grollman
Improving inter-rater
reliability in the assessment
of production skills
English For Specific
Purposes Courses and
“The Native Speaker
Problem” Communication
or Identity?
Welcome Drink, Conference Lobby
Language Centres in Higher Education
Brno, 15 –17 January 2015
in a flexilingual world – collaborative solutions as a way forward, Plenary Hall
Language Centres + Staff
Course Design
Czech for Foreigners
Medical Latin
Development, Room 43
Room 31
Room 41
Room 25
Alena Hradilová
Štěpánka Bilová
Kateřina Sedláčková
Robert Helán,
Radomíra Bednářová
Jitka Žváčková
Rachel Lindner
Martin Punčochář
Language Centre Quality
Assessment: A Balancing
Act? Developing
communicative
competence in virtual
teams: A multiliteracies
approach to
telecollaboration for
students of Business
and Economics
Vizualizace českého
jazyka pro cizince
Johanna Vaattovaara,
Johanna Manner-Kivipuro
Markéta Denksteinová,
Stellan Sundh
Dita Macháčková
Developing as
a professional – the staff
development framework at
the University of Helsinki
Language Centre
Videoconferencing
and E-tools in Teaching
Cross-Cultural
Competences
Kujtim Ramadani,
Rufat Osmani
Sophia Butt
Ivana Rešková
Room 35
Authenticity in ESAP
Course Design:
Managing Student
& Departmental
Expectations
Jazyk pro specifické
účely v klinické
medicíně
Libor Švanda
Chris Sciberras,
Gemma Stansfield
Zuzana Bušíková
Jozefa Artimová
Výuka praktické
češtiny v polském
akademickém
prostředí
In what respect
are they similar?
(A practical guide to
the adjectives on
-oideus in anatomical
terminology)
The Language Center at
SEEU – a role model in the
Higher Education Area in
the Balkans
Hilal Onat
Route to ELT Leadership:
Student, Teacher, Leader
Exploiting Student
Work for Materials
Design
Kateřina Pořízková,
Marek Blahuš
Corpus of Authentic
Clinical Diagnoses:
Sketch Engine as
a Tool for Innovative
Approach to
Teaching Latin
Medical Terminology
Čeština pro
stomatology na LF
UK v Plzni
Master Claretus’ early
didactic writings on
medicine
21
Language Centres in Higher Education
Brno, 15 –17 January 2015
Day 2 – 16 January Morning
09:00 – 10:00 Plenary – Vijay K. Bhatia Critical Genre Analysis as Interdiscursive Performance:
Sections
Chair
10:30 – 11:00
Innovations
Testing
Soft Skills
Room 31
Room 33
Room 42
Eva Trumpešová-Rudolfová
Blanka Pojslová
Jana Kubrická
Constanza Guillermina
Arriaga
Eva Složilová
Mat Plews
The impact of standardized
exams
Learning by discussing
– how a task-based
approach works
Johann Fischer,
Nicole Wolder
Emanuel C. Marques
Internationalization at
Home ([email protected]) in an English as
a Foreign Language (EFL)
Course: First Steps towards
a Collaborative Online
International Learning (COIL)
Approach
11:05 – 11:35 Ruben Comadina Granson
Blortfolios: Constructivism
put to good use or a waste
of time?
11:40 – 12:10 Hana Němcová,
Robert Helán,
Eva Čoupková
Interdisciplinary sciencebased language course of
collaborative learning – do’s
and don’ts
12:15 – 12:45
Handlungsorientiertes
Lehren und Prüfen
an europäischen
Hochschulsprachenzentren
Adolfo Sánchez Cuadrado,
Aurora Biedma Torrecillas
eLADE: e-Test of Spanish
Proficiency by the Centre
of Modern Languages of
the University of Granada
(Spain). Construction and
validation process
22
Evel Meckarov
Education in
Corporations by using
new modern teaching
methods
Methodology
Hana Katrňáková
Veronika Camacho,
Alena Simbartlová
Should You Think
Twice Before You Open
Your Mouth: Pedagogic implications of
linguistic research in
an EAP/ESP classroom
Persuasive approaches
in communication and
principles of argumentation
in Spanish
12:45 – 14:00 Lunch
Living in a country?
Learn the language!
Detailed Programme
Implications for Higher Education, Plenary Hall
Best Practices – Strategies
Research
Multilingualism
Medical Latin
Room 32
Room 41
Room 43
Room 35
Barbora Chovancová
Petra Trávníková
Ivana Rešková
Jozefa Artimová,
Libor Švanda
Tuula Lehtonen
Pavel Reich
Ludmila Waschak
Language Centre research
into language users’
definitions of good language
skills and their relevance
Incorporating
Linguistic Analysis into
English for Specific
Purposes Courses
Interkulturalita
ve výuce jazyků
na Vysoké škole
Burgenland
Vita Viksne,
Inara Abelite
Teaching Latin
in International
student groups:
comparative study
Mª del Carmen Arau Ribeiro, Alexandra Csongor
Ágnes Koppán,
Aleš Beran
Manuel Moreira da Silva
Katalin Eklicsné
Lepenye,
Project for
Innovative
Textbook of Greek
and Latin Medical
Terminology in
Programmes of
General Medicine
National Collaboration for
Dynamic CLIL in Portuguese
Higher Education
Rhetorical Moves in
Medical Research
Articles and their
Online Popularizations
Timea Nemeth
How to involve
medical history taking
effectively in LSP
teaching
Joanna Leszkiewicz
Miervaldis Karulis
Ewa Wapinska
Sylva Fischerová
Internationalization
of studies at Wrocław
University of Technology
Optimising Syllabi
for the Study Course
«Medical Terminology
in English»
Exploring a Gold Mine
of Classroom Practices
Learning the local
language: tuning in to
Norwegian language
and culture
Hippokratés otec
lékařství: vznik
a vývoj legendy
Manuel Moreira da Silva
Basri Saliu
Yi Chen
Entrepreneurial skills and
creativity in a language
learning environment:
a Portuguese case-study
Developing an English
for Specific Purposes
Course Using a Learner
Centered Approach
Investigation of
passive learning in
China EAP classroom,
rationale and solutions
23
Language Centres in Higher Education
Brno, 15 –17 January 2015
Day 2 – 16 January Afternoon
14:00 – 15:00 Plenary – Libor Štěpánek Blind Men and an Elephant: What is creativity for?, Plenary Hall
15:00 – 16:00
Sections
Chair
Poster Session, Conference Lobby
Innovations
Room 31
Room 33
Room 41
Eva Složilová
Hana Katrňáková
Jana Nováková
Halina Sierocka
Jak testovat gramatiku
How to Stimulate
Speaking in Legal
English Classes
Petra Chvojková
Barbora Chovancová
Reflexe jazykových zkoušek
z češtiny za účelem získání
občanství v ČR v kontextu
jazykové politiky EU
Slick Moves in the
Dance of Course Design:
Step-by-Step Account of
Creating a Legal English
Syllabus
Pavel Pečený
Paul Cooper
Inovace a výzva: stanovení
mezní hranice úspěšnosti
jazykové zkoušky
Micro-teaching:
Concepts of Law:
The Concept of
Consideration in
Contract Formation in
Common Law Contracts
Kateřina Vodičková
Štěpánka Bilová
Zkoušky z češtiny a SERRJ:
na co se spolehnout?
Preparing consciously,
practicing effectively
Emotional Intelligence
in Foreign Language
Acquisition
16:35 – 17:05 Lorena Marchetti,
Peter Cullen
A multimodal approach
in the classroom
17:10 – 17:40 Lenka Zouhar Ludvíková
Motivating through
Autonomy
17:45 – 18:15 Anila R. Scott-Monkhouse,
Enrica Rigamonti
Personal filters in action
when learning a new
language and approaching
a new culture
Break
19:30 – 22:00 Reception, Conference Lobby
24
English for Law
Hana Němcová
16:00 – 16:30 Eva Trumpešová-Rudolfová
18:15 – 19:30
Testing
Detailed Programme
Best Practices – Strategies
Methodology – Writing
Medical Latin
Room 32
Room 42
Room 35
Gabriela Hublová
Robert Helán
Kateřina Pořízková
Irena Podlasková,
Judit Háhn
Julie Bytheway
Sylva Fischerová
Navigating writing and
publication in a world of
emerging Englishes
Hippokratova přísaha – její
charakter a původ
Videoconferencing in ESP
classes: Learner-centred
Approach
Rose de Vrieze,
Ray Boland
Katrina Stollmann,
Anikó Brandt
Designing materials and
methods for ELF teaching
and learning
Post-Graduate Writers in
Bremen: An academic support
program for doctorate
students and researchers
Antonín Zita
Giuliana Fiorentino
Reflections on ICT Innovations
of an Online Literature Course
Technology to support
creative writing
Mª del Carmen Arau Ribeiro
John Morgan
Interdisciplinary Projects
for Maximizing Learning
Lecture Capture as a Reflexive
Means of Enhancing Academic
Writing Development
Mária Bujalková,
Dagmar Statelová
Špecifiká lekárskej
terminológie v zubnom
lekárstve
25
26
Students´ attitude
towards the aims of
learning professional
medical terminology
Philipp Schneider
Ivana Rešková,
Klára Hušková
Laura Raščiauskaitė,
Loreta Alešiūnaitė,
Dalija Gudaityté
Mluvtecesky.net: On-line
platform for Learning
Medical Czech
Professional Vocabulary
Acquisition as an
ESP Course Goal and
a Motivational Tool
Experimenting with PBL
at Lodz University of
Technology Language
Centre: Findings,
Evaluation and Future
Prospects of the Method
Lernfeldplakate
im akademischen
Fremdsprachenunterricht
New Approaches
to Teaching GenreSpecific German Legal
Terminology
Svetlana Muhejeva
Joanna Miłosz-Bartczak
AMATE
Jitka Kolářová,
Martina Hulešová,
Eva Píšová
The Role of Correct
Pronunciation in Medical
English
Grazina Nemuniene,
Zita Krikstaponyte
How the incorrect use
of a medical genre and
terminology can result in
default legal judgements
Language teaching for
students with hearing
impairments at Masaryk
University
Norbert Conti
Katalin Fogarasi,
Philipp Schneider
Zuzana Fonioková,
Ilja Rajdová
Research on learning
styles of university
non-philology students:
the Brno University of
Technology lesson
Lenka Fišerová
Zdokonalování
jazykových dovedností
studentů francouzštiny
na ESF MU
15:00 – 16:00 Marie Červenková
Poster Session, Conference Lobby
Day 2 – 16 January Afternoon
Developing a Blended
learning strategy:
Motivating students
to learn English by
implementing blended
learning activities
(Instructional media
and Pedagogical
considerations)
Neda Radosavlevikj
English for study and
internship abroad
Renata Hajslerová,
Ivana Malovičová,
Šárka Roušavá
Language Centres in Higher Education
Brno, 15 –17 January 2015
Day 3 – 17 January Morning
13:00
Strategie řešení úloh na
příkladu Certifikované
zkoušky z češtiny pro
cizince
Ivana Šálená
Room 33
Task-based teaching
and testing at university language centres:
Developing models and
assessing examples
Johann Fischer,
Nicole Wolder
Room 33
Conference Closing, Plenary Hall
Hören – Sehen
– Handeln: Zum
Einsatz von Filmen
im berufsorientierten
Fremdsprachenunterricht
12:15 – 13:00 Gabriele Hassler
Room 42
ePortfolio Personal
Language Journey
11:20 – 12:05 Linda Pospíšilová
Room 25
Workshops
The benefits and
pitfalls of collaborative
presentations in
multicultural, multilingual EAP classrooms
Pav Filipi-Drabkova
Room 31
Balancing an
innovative EAP
assessment cocktail
with student
autonomy
Sophia Butt
Room 31
Research-based
teaching development
in language centres –
barriers and drivers
Johanna Vaattovaara,
Tuula Lehtonen
Legal linguistics as
interdisciplinary language
teaching – linguistic
knowledge in application
Dana Roemling
Room 32
To Dare or Not To Dare
Le projet «Ça joue !»:
faciliter l’intégration de
futurs étudiants à un
nouvel environnement
linguistique grâce
à une plateforme
d’apprentissage en ligne
Room 43
Eva Trumpešová-Rudolfová,
Lenka Zouhar Ludvíková
Room 32
Raphaël Noir,
Emmanuel Pralong
Room 43
10:00 – 11:00 Plenary – Russell Stannard Tools that have really impacted on my teaching and learning, Plenary Hall
Detailed Programme
27
ABSTRACTS* – ORAL PRESENTATIONS
Arau Ribeiro, María del Carmen
Polytechnic Institute of Guarda, Department of Languages and Cultures, [email protected]
Moreira da Silva, Manuel
ISCAP – Instituto Superior de Contabilidade e Administração do Porto, [email protected]
National Collaboration for Dynamic CLIL in Portuguese Higher Education
(Best Practices – Strategies)
Based on a national project promoted by ReCLes.pt, the Association of Language Centers in
Higher Education in Portugal, the polytechnics are preparing the groundwork for subject classes
to be taught in English. To carry out this innovative national project, a needs analysis of the
higher education institutes (HEI) in Portugal was first prepared for the ICLHE 2013 “Integrating
Content and Language in Higher Education” Conference, Maastricht, the Netherlands. These
results, including quantitative data and interviews with administrators and subject teachers
in the participating HEI, have corroborated the urgent call for CLIL in HEI and have led to the
development of a training manual, written collaboratively by seven polytechnics, this manual
covers training objectives, learner outcomes, interactive and student-centered methodologies,
materials and digital resources for learning, including a focus on acquisition of terminology, models
for classroom management, forms of interdisciplinary cooperation/collaboration, assessment,
and data collection. By January, the Portuguese network of language centers anticipates having
carried out local pilot courses in CLIL to train subject teachers who, due to limited human
resources in a financially-restricted country, cannot count on teaching in conjunction with
a language teacher. Armed with the dual competences of English language teaching and teaching
a subject in a foreign language acquired in this 10-hour CLIL teacher training course, these subject
teachers, in turn, will be responsible for carrying out at least one CLIL-based module in their
1st semester course in 2014–15, which will in turn contribute toward fine-tuning this ambitious
and innovative national project. Since the successful national implementation of CLIL-based
courses in higher education depends on careful management and strictly defined timelines for
maximum collaboration, proactive and timely feedback deriving from this exposure in Eastern
Europe is considered to be a most valuable contribution.
Apoyado en un proyecto en red promovido por la ReCLes.pt, la Asociación de Centros de Lenguas en
la Educación Superior en Portugal, los institutos politécnicos se encuentran a preparar el terreno para
las clases a ser enseñado en ingles. Para lograr este proyecto nacional y innovador, un análisis de las
necesidades de los institutos de la Educación Superior en Portugal, primero ha sido ya presentado en el
congreso ICLHE 2013, Maastricht, los Países Bajos. Los resultados, que interpretan dados cuantitativos
así como entrevistas con administradores y el profesorado de las unidades curriculares de contenido
específico, corroboran el ruego urgente para CLIL en la Educación Superior y llevaran el red al
desarrollo de un manual de instrucción, escrita en colaboración entre siete politécnicos, tratando de
los temas esénciales: los objetivos en materia de educación y formación, los resultados de aprendizaje,
metodologías interactivas y centradas en el alumno, material y recursos digitales para la aprendizaje,
también con un enfoque en la adquisición de la terminología, soluciones para la gestión de la clase,
la cooperación/colaboración interdisciplinar, la evaluación y la recogida de datos. Hasta enero, la red
portuguesa de centros de lengua anticipa ter ministrado cursos pilotos locales en CLIL para formar
profesores de materia no lingüística que no podrán contar con la enseñanza en colaboración con un
profesor de lengua debido a los límites en los recursos humanos en un país financieramente restringido.
Dotados de las competencias duales de la enseñanza de la lengua inglesa bien como de la enseñanza
de sus unidades curriculares en una lengua extranjera adquiridas en el curso piloto de 10 horas de
formación en CLIL, estos profesores tienen que ministrar por lo menos un modulo de CLIL, lo que irá
contribuir a la afinación de los últimos detalles de este proyecto nacional ambicioso e innovador.
* Editor’s note: The abstracts were not proofread or edited by conference organizers. Presenters
are solely responsible for all submitted texts.
28
Language Centres in Higher Education
Brno, 15 –17 January 2015
Arau Ribeiro, María del Carmen
Polytechnic Institute of Guarda, Department of Languages and Cultures, [email protected]
Interdisciplinary Projects for Maximizing Learning
(Best Practices – Strategies)
In an environment of higher education largely aimed at the workplace, language centers,
especially those that are involved in language for specific purposes and CLIL, have the opportunity
to promote an interdisciplinary approach to better serve student needs for their professional
future. The advocacy for practicing interdisciplinary higher education is documented as early
as Pound (1907) in the area of Law, for example, and today is promoted by the Association of
Interdisciplinary Studies (AIS), established in 1979. Yet while this approach has more recently been
largely embraced by researchers, it is still little represented in education despite the manifest
opportunity to truly focus on the message, rolling Task-Based Learning and Communicative
Language Learning into one since the target language is always in use. Boix Mansilla et al. (2000)
identified interdisciplinary education as “[t]he capacity to integrate knowledge and modes
of thinking in two or more disciplines or established areas of expertise to produce a cognitive
advancement–such as explaining a phenomenon, solving a problem, or creating a product–in
ways that would have been impossible or unlikely through single disciplinary means.” Innovation in
interdisciplinary higher education like that at Duke, the Institut Nicod/Interdisciplines in Paris, and
the University of Southhampton’ s College for Interdisciplinary Learning can and should be applied
proactively at a local level for enhanced English learning so that students can be encouraged to
acquire the specific education benefits of the interdisciplinary approach, which include gaining
skills not only in critical thinking but also in the toleration of ambiguity, the recognition of bias,
and the appreciation of ethical concerns. The synergistic nature of learning, which is reflected in
the workplace, where the interplay of various knowledge systems is a constant, can and should be
a best practice in modern day language learning in the higher education experience.
Esta comunicación introduce la buena práctica de educación superior interdisciplinaria, promovida
entre otros por Duke, el Institut Nicod/Interdisciplines en París y la University College for Interdisciplinary
Learning de la University of Southhampton, con vista al mejor aprendizaje de la lengua inglesa. La
defensa de la práctica general de educación interdisciplinaria se encuentra ya en Pound (1907) en el
área del Derecho, por ejemplo, y es hoy en día promovida por la Association of Interdisciplinary Studies
(AIS), fundada en 1979 para avanzar los beneficios educativos específicos no solo de pensamiento
crítico sino también de tolerancia de la ambigüedad, reconocimiento de prejuicios y consideración
de problemas éticos. En un ambiente de educación superior orientada hacia el desarrollo profesional,
los centros de lenguas, especialmente los de clases de lenguas para fines específicos y CLIL, están
únicamente preparados para fomentar un enfoque interdisciplinario para mejor servir las necesidades
del estudiante para su futuro profesional. De acuerdo con la definición ampliamente aceptada de
educación interdisciplinaria como “la capacidad de integrar conocimiento y modos de pensar en
dos o más disciplinas o áreas técnicas para producir un avance cognitivo – por ejemplo, explicar
un fenómeno, resolver un problema, o crear un producto – de un modo que hubiese sido imposible
o improbable por medio de una sola disciplina (Boix Mansilla et al., 2000), el enfoque interdisciplinario
para el óptimo aprendizaje del inglés enlace no solo una sino dos áreas temáticas aplicadas en un
enriquecimiento proactivo de competencias inglesas donde la lengua de aprendizaje es el medio de
comunicación. La naturaleza sinérgica del proceso de aprendizaje, reflejada en el mundo laboral,
donde la interacción de varios sistemas cognitivos es una constante, puede y debe ser una buena
práctica en el actual aprendizaje de lenguas dentro del ámbito de la educación superior.
29
Language Centres in Higher Education
Brno, 15 –17 January 2015
Arriaga, Constanza Guillermina
Universidad Nacional del Sur, Programa de Idioma Inglés,
[email protected]
Benedetti, Laura Andrea
Universidad Nacional del Sur, Programa de Idioma Inglés,
[email protected]
Internationalization at Home ([email protected]) in an English as a Foreign Language
(EFL) Course: First Steps towards a Collaborative Online International
Learning (COIL) Approach
(Innovations)
The need for internationalization is one of the key challenges faced by Argentinian public
universities nowadays. Foreign languages play a major role in the internationalization process
and English, in particular, is considered as a lingua franca in the academic world. At the Programa
de Idioma Inglés of the Universidad Nacional del Sur (UNS), Argentina, we have been working
to help students not only to develop their skills in EFL, but also to make them aware of the
need to become professionals capable of assimilating the opportunities and the challenges of
an international, multicultural, and multilingual society. Over the last few years, the number of
incoming international students at the UNS has been increasing steadily and English professors
have profited from this opportunity to implement some Internationalization at Home strategies.
However, we believe that cooperating and working together with other universities, especially
from other countries with a similar situation with respect to EFL, is essential if we want to offer our
students high-quality education.
Over the last year and a half, we have been working with peer professors from Masaryk University
(Czech Republic) and Shanghai Ocean University (China) to present our students with engaging
activities that move them to learn about different cultures, as well as to share their own. The
experiences were highly motivating and students’ feedback indicates that they enjoyed the
challenge and the new information they obtained from students in other parts of the world.
Insufficient technical expertise and lack of time for the extra activities were the main problems
they faced.
Considering the success of these small-scale projects, one of our future goals is to further
develop international cooperation with Language Centers from universities with similar interests
and to implement some larger-scale project of COIL to continue offering significant learning
opportunities for our students.
La internacionalización es uno de los principales desafíos que actualmente enfrentan las universidades
públicas argentinas. Las lenguas extranjeras son fundamentales en el proceso de internacionalización
y el inglés, en particular, se considera una lengua franca en el mundo académico. En el Programa
de Idioma Inglés de la Universidad Nacional del Sur (UNS), Argentina, hemos estado trabajando
para ayudar a los estudiantes a desarrollar sus habilidades en EFL, y para que tomen conciencia
de la necesidad de convertirse en profesionales capaces de asimilar las oportunidades y desafíos
que presenta una sociedad internacional, multicultural, y plurilingüe. Durante los últimos años, la
cantidad de estudiantes internacionales que estudian en la UNS ha aumentado constantemente
y los profesores de inglés han tomado esta oportunidad para implementar algunas estrategias de
Internacionalización en Casa. No obstante, consideramos que la cooperación y el trabajo conjunto
con otras universidades, especialmente de países con situaciones similares con respecto a EFL, es
esencial si deseamos ofrecer a nuestros estudiantes educación de alta calidad.
Durante el último año y medio, hemos trabajado con profesores de Masaryk University (República
Checa) y Shanghai Ocean University (China) para presentar a nuestros estudiantes actividades que
30
Abstracts – Oral Presentations
los motiven a aprender sobre distintas culturas y a compartir la propia. Las experiencias fueron
motivadoras y los comentarios de los alumnos indican que disfrutaron del desafío y de la nueva
información que obtuvieron de estudiantes de otras partes del mundo. Los principales problemas que
enfrentaron fueron la falta de conocimientos técnicos y de tiempo para las actividades adicionales.
Considerando el éxito de estos proyectos a pequeña escala, uno de nuestros objetivos es desarrollar
aún más la cooperación internacional con Centros de Idiomas de universidades con intereses similares
para implementar algún proyecto a mayor escala de COIL y continuar la oferta educativa significativa
para nuestros estudiantes.
Artimová, Jozefa
Masaryk University, Language Centre, [email protected]
In what respect are they similar? A practical guide to the adjectives
on –oideus in anatomical terminology
(Medical Latin)
In medical terminology textbooks the nouns and adjectives finishing with suffixoids -ideus or
- idalis are unanimously presented as a distinct and semantically homogenous group. Derived
form Greek word “eidos” these suffixoids are typically taken to refer to a particular shape, form or
resemblance to a wide range of material objects. Historical introduction to the study exposes the
way particular terms have been established in modern anatomical terminology, what changes
in their semantics occurred in the process of transmission from the ancient to the modern
medicine, and how these changes are reflected in their Slovak/Czech equivalents. Building on
the Anatomical nomenclature of Jena (Stieve, 1935) and Onomatologia Anatomica (Hyrtl, 1880)
different semantic groups of terms with suffixoids -ideus and -idalis are proposed to guide the first
years students of Latin medical terminology in order to work with these terms efficiently.
Učebnice medicínskej latinčiny prezentujú substantíva a adjektíva zakončené na sufixoidy -ideus
a -idalis ako špecifickú a sémanticky homogénnu skupinu. Obyčajne sa tieto prípony chápu vo
vzťahu ku gréckemu slovu “eidos”, od ktorého sú odvodené, a ich význam sa vysvetľuje ako odkaz
na konkrétny tvar, podobu resp. podobnosť s rozličnými materiálnymi objektmi. Historický úvod
štúdie poukazuje na to, ako sa jednotlivé termíny s týmito koncovkami etablovali v modernej
anatomickej terminológii, k akým zmenám v ich sémantike v procese prenosu došlo, a ako sú tieto
zmeny reflektované v ich slovenských a českých ekvivalentoch. V snahe zefektívniť prácu študentov
zoznamujúcich sa s medicínskou terminológiou vychádzajúc z Jenskej anatomickej nomenklatúry
(Stieve, 1935) a publikácie s názvom Onomatologia Anatomica (Hyrtl, 1880) navrhujeme odlišovať
niekoľko skupín termínov so suffixoidmi -ideus a -idalis.
Bytheway, Julie
Stenden University of Applied Sciences, School of Education, [email protected]
Navigating writing and publication in a world of emerging Englishes
(Methodology – Writing)
Academics throughout the world use English to disseminate and discuss research, theories and
practice. However, times–and Englishes–are changing! We have journeyed far beyond the limited
choices of British or North American academic Englishes. Editors and publishers in different
countries demand different varieties of Englishes, even emerging varieties that are not yet
recognised internationally. Alongside the writers and editors, readers worldwide hold yet again
other expectations of which varieties of academic English are considered correct language and
good practice. Writers are forced to navigate the various expectations of editors and readers. We
need to make choices and compromises for publishing opportunities that can conflict with our
own definitions of acceptable language and good style.
31
Language Centres in Higher Education
Brno, 15 –17 January 2015
Kachru (1992) created Three Circles to define the statuses of varieties of Englishes: the innercircle was norm-providing (e.g. Canada), the outer circle was norm-developing (e.g. India), and
the expanding-circle was norm-dependent (e.g. Germany). Kachru attempted to remove the
offensive terms native and non-native users, but merely shifted the boundary of acceptable
and unacceptable to other places. Edwards (2014) recommends we rethink the acceptability of
varieties of Englishes and move beyond Kachru’ s restrictive boundaries of former colonies and
foreign language learning contexts. Edwards’ (2014) research shows that users in foreign language
contexts actively construct varieties of English which become increasingly recognised and valued
as communities create and maintain identity as English language users.
How do we help learner-writers navigate the realities of publishing in a world of emerging
Englishes? Where are the dynamic boundaries between acceptable and unacceptable? How
do we meet the (sometimes conflicting) expectations of publishers’ and readers’ contextual
demands? How do we decide and justify which variety for which context(s)? Which varieties of
English do we recommend learner-writers develop throughout their academic careers?
Beran, Aleš
Charles University, Institute for History of Medicine and Foreign Languages,
[email protected]
Project for Innovative Textbook of Greek and Latin Medical Terminology
in Programmes of General Medicine
(Medical Latin)
The paper outlines a future textbook, having ambitions of modernizing Greek and Latin medical
terminology instruction in programmes of general medicine at the First Faculty of Medicine,
Charles University in Prague.
The innovation is primarily based on rejection of traditional grammar-oriented approach, which
is replaced by practice-oriented instruction. The key demand is to balance the language form
of a medical term with its medical content. This approach shall be supported by (1) vocabulary
compiled in the empirical way according to frequency in real-life professional settings,
(2) structuring the instructional content based on substantial or factual (not only formal
grammatical) aspect and (3) thorough semantization of medical terms by means of
contextualization and visualisation.
Apart from Greek and Latin terms in pure grammatical forms, the present-day medical terminology
consists of many words of Greek and Latin origin in forms adapted to national languages as well as
expressions of other origin than Greek and Latin. That is why we have to pay attention to another
contemporary requirement: the necessity to reflect the actual state of medical terminology as
a multilingual complex. The textbook will contain authentic medical texts (e.g. medical reports,
prescriptions, professional medical texts), which should enhance interdisciplinary relationships
to medical topics. Based on these texts students will be able to perceive the nature of medical
language as a whole, not as a list of isolated terms. The natural relation between medical
terminology instruction and professional English instruction in the field of vocabulary will be
supported by regularly giving English equivalents of Greek and Latin terms.
The textbook will be designed having a tripartite structure. The first part will be limited to
anatomical vocabulary and anatomically relevant nominal grammatical forms (i.e. nominative
and genitive singular and plural), giving the students an opportunity to acquire the necessary
language skills in order to understand the system of anatomical terminology as soon as possible.
The second part dealing with components and word building of clinical terms will be subdivided
according to body systems. The anatomical and clinical vocabulary will be subsequently
integrated in the last part, completing Latin grammatical paradigms with the prepositional cases
(i.e. accusative and ablative), which will be taught in the context of Latin diagnoses.
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Abstracts – Oral Presentations
Příspěvek představuje zamýšlenou podobu učebního textu, jehož hlavní ambicí je žádoucí
modernizace výuky řecko-latinské lékařské terminologie ve studijních programech všeobecného
lékařství na 1. lékařské fakultě Univerzity Karlovy. Tato modernizace je založena především na opuštění
tradičního gramaticky orientovaného schématu výuky a na snaze o její přiblížení reálným potřebám
studentů medicíny a budoucích lékařů. Klíčovým požadavkem je vyvážení formální jazykové stránky
a medicínského obsahu, k němuž by měly vést zejména empirický výběr jazykového materiálu
na základě frekvenčního hlediska, strukturování obsahu převážně na základě hlediska věcného, nikoliv
gramatického, a důkladná sémantizace probíraného jazykového materiálu pomocí kontextualizace
a vizualizace. Důležitá je též reflexe reálné podoby lékařské terminologie, v níž se v současné době
ve velké míře objevují vedle tvarů v čistých řecko-latinských formách i tvary adaptované pro národní
jazyky či výrazy jiného než řeckého nebo latinského původu. Přítomnost autentického lékařského
materiálu (např. lékařské zprávy, recepty, lékařské odborné texty) by měla posilovat interdisciplinární
vztah s výukou vlastních medicínských předmětů a jejich prostřednictvím by měl student poznávat
nejen terminologickou bázi medicíny, ale též charakter medicínského jazyka obecně. Paralelně
uváděné anglické podoby termínů by pak měly podporovat vztah k výuce odborné angličtiny.
Pro učebnici je navržena tripartitní struktura. První část se bude omezovat na anatomické lexikum
a na anatomicky relevantní jmenné tvary (tj. nom. a gen. obojího čísla). Tímto bude nejlépe vyhověno
požadavku paralelně probíhající výuky anatomie, aby student získal v co nejkratším čase základní
jazykové kompetence nutné k uvědomělé práci s anatomickým termínem. Druhá část se bude
zaměřovat na slovotvorbu klinických a patologických termínů. Bude věcně členěna do několika lekcí
podle jednotlivých tělních systémů. Ve třetí části dojde k integraci anatomické a klinicko-patologické
slovní zásoby, která bude sledována v kontextu souvislejších syntagmat, zejm. diagnóz. V této fázi
budou paradigmata latinských deklinací přirozeně doplněna o předložkové pády (tj. ak. a abl.).
Bilová, Štěpánka
Masaryk University, Language Centre, [email protected]
Preparing consciously, practicing effectively
(English for Law)
The work of university part-time students in language courses is affected mainly by a reduced
number of in-class sessions, which may lead to limiting communicative components of the
lessons This paper introduces interactive activities included in the innovated syllabus of English
for International Trade Law in a part-time bachelor’ s degree programme at the Faculty of Law,
Masaryk University, neverthless, the mentioned examples can be adapted to various other ESP
settings.
The paper describes several complex activities, presents examples of students’ work, discusses
benefits and drawbacks of individual tasks and suggests further alternatives. The activities
combine pre-session preparation and in-class work. When preparing the students should be well
aware of the aims of the tasks to be able to produce a piece of work which will enable them
to practice the language effectively. The activities are designed to support students’ critical
thinking and to eliminate “paste & copy” approach. As a whole, they lead to more personalized,
communicative and creative tasks.
Práce studentů kombinovaného studia bývá v jazykových předmětech ovlivněna zejména sníženou
hodinovou dotací, což může vést k omezení komunikačních cvičení. Tento příspěvek prezentuje
příklady interaktivních úkolů z inovovaného sylabu kurzu Angličtiny pro právo mezinárodního
obchodu nabízeného v rámci bakalářského studia na PrF MU, uvedené ukázky však lze aplikovat
na odbornou angličtinu jiných oborů.
Prezentace představuje několik komplexních aktivit, uvádí příklady výsledků, hodnotí výhody
a nevýhody jednotlivých cvičení a navrhuje možné alternativy. V aktivitách se prolíná domácí příprava
a práce v semináři, přičemž je důležité, aby si studenti uvědomovali cíle jednotlivých úkolů. Uvedené
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aktivity by měli podpořit kritické myšlení a do určité míry odstranit odpovědi formou zkopírovaného
textu. Celkově vedou k sérii cvičení, které odrážejí individuální přístup, avšak podporují komunikaci
a kreativitu.
Bowskill, David
Humboldt University Berlin, Language Centre, [email protected]
Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due
lingue al prezzo di una?
(Innovations)
This paper deals with a successful (according to tutor and student evaluations) attempt to
implement a bilingual project course at a university language centre. The idea for this course came
from the tutors’ experience of attending each other’s language courses as students. The example
of the trilingual course Communicating in a multilingual environment offered at Basel University
Language Centre inspired the tutors to put their ideas into practice. This paper introduces and
critically evaluates the development and initial delivery (in winter semester 2013/14) of a CEFRlevel B2 course in English and Italian at Humboldt University Berlin. The focus of the course is
on the promotion of multilingualism, flexilingualism and intercultural competence. The success
of the following course objectives will be evaluated: the simultaneous use and development of
two languages within one course; putting the concepts of multilingualism and multiculturalism
into practice; providing added value in terms of experience and knowledge for both students
and teachers and, finally, the analysis, comparison and discussion of aspects of British and Italian
society with the aim of using the differences as a resource in contributing to the development of
multilingual and multicultural European citizens.
Im Referat werden Konzeption und erste Durchführung (im Wintersemester 2013/14) eines bilingualen
Kurses an der Humboldt-Universität zu Berlin dargestellt und kritisch evaluiert. Die Förderung der
Mehrsprachigkeit (insbesondere des flexilingualism) sowie der interkulturellen Kompetenz stehen im
Mittelpunkt des Konzeptes. Der Erfolg von folgenden Kurszielen wird evaluiert: die Anwendung und
Vertiefung von zwei Sprachen innerhalb eines Kurses; der Versuch, die Begriffe Mehrsprachigkeit und
Multikulturalität in der Praxis umzusetzen; der angestrebte Gewinn sowohl für Lernende als auch
Lehrende an Wissen und Erfahrung sowie die Analyse, Besprechung und Vergleich von Aspekten der
italienischen und britischen Gesellschaft, um dazu beizutragen, dass kulturelle Unterschiede eine
wichtige Ressource zur Bildung der europäischen mehrsprachigen und mehrkulturellen Bürger werden.
Bujalková, Mária
Comenius University in Bratislava, Jessenius Faculty of Medicine, [email protected]
Statelová, Dagmar
Comenius University in Bratislava, Jessenius Faculty of Medicine, [email protected]
Špecifiká lekárskej terminológie v zubnom lekárstve
(Medical Latin)
Pre predmet lekárska terminológia v zubnom lekárstve nemá väčšina fakúlt v Čechách ani
na Slovensku špeciálne výučbové materiály. Dôvodom je určite aj rozsah vedomostí požadovaný
od zubných lekárov, pretože v praxi musia uplatňovať multidisciplinárny prístup, počínajúc
od všeobecnomedicínskych disciplín až po špeciálne zameranie na zdravie a choroby ústnej
dutiny a maxilofaciálnej oblasti. Je zrejmé, že treba vytvoriť vhodne kombinované učebné
materiály, ktoré by vo väčšej miere reflektovali potreby zubného lekárstva, čo sa týka jeho
špecifickej terminológie. V oblasti anatomickej terminológie by zahŕňali okrem vybraného
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Abstracts – Oral Presentations
okruhu termínov zo všeobecnej anatómie aj anatómiu zubov, špeciálne termíny označujúce smer
a polohu (hlavy a zubov) a pod. V klinickej terminológii by sa zamerali okrem zubnolekárskych
odborov aj na oblasť orálnej a maxilofaciálnej chirurgie. Nová učebnica, ktorá zohľadňuje všetky
požiadavky praxe, bude vytvorená v spolupráci so zubnou klinikou.
There aren´t any particular textbooks to teach the course of Medical terminology in dentistry at many
faculties in the Czech Republic or Slovakia. One of the reasons is the range of knowledge required from
dentists who have to apply a multidisciplinary approach, starting in disciplines of general medicine
up to the special orientation to health and diseases of the oral and the maxillofacial area. Obviously,
there is necessity to create appropriately combined course materials, reflecting in larger extend the
need for special terms in dentistry. In the field of anatomical terminology it covers the selected terms
in general anatomy as well as teeth anatomy, expressions of directions and location, etc. In the clinical
terminology there should be focus on various fields of dentistry, the field of oral and maxillofacial
surgery. The new textbook, taking into consideration all requirements of praxis, is going to be created
in co-operation with the clinic of dentistry.
Bušíková, Zuzana
Masaryk University, Language Centre, [email protected]
Výuka praktické češtiny v polském akademickém prostředí
(Czech for Foreigners)
V rámci svého příspěvku bych se chtěla zaměřit na praktickou výuku českého jazyka na polských
vysokých školách. Tato problematika mě zajímá z toho hlediska, jakou uplatnitelnost mají v praxi
absolventi českého jazyka z polských univerzit, na co jsou v praxi připravováni. Rovněž mě bude
zajímat motivace studentů ke studiu češtiny, výběr konkrétní univerzity, na níž studují a představě
o jejich dalším směřování v oblasti češtiny po skončení studia na vysoké škole. Dotkneme se
rovněž specifik při výuce češtiny jako cizího jazyka v polském akademickém prostředí.
Příspěvek bude vedle toho seznamovat s výsledky probíhajícího výzkumu, jež na vybraných
polských univerzitách provádím a který se mě jako lektorky češtiny na jedné z polských univerzit
týká. (Budu pracovat s daty získanými z univerzit ve Varšavě, Poznani, Krakově, Opoli a Katovicích.
Půjde o univerzity, na které je vysílán lektor češtiny českým MŠMT, Domem zahraniční spolupráce.)
Vycházet přitom budu rovněž z již proběhlých výzkumů z minulých let.
Nad získanými výsledky bych se chtěla zamyslet, jak by šly zhodnotit zpětně samými univerzitami
či pedagogy, jak by se dalo výsledků získaných tímto výzkumem aktuálně využít při náboru
nových studentů, především na menších univerzitách a ve vojvodstvích, jichž se výrazně dotýká
nastávající demografický pokles populace.
Účel tohoto výzkumu, respektive příspěvku, jsem částečně nastínila již výše. Budu pracovat
s polským prostředím, poština a čeština jsou jazyky blízké, ale vzdálené zároveň, často je znalost
těchto jazyků podceňována. Proto je potřeba jak na české, tak na polské straně kvalitních
absolventů vysokých škol, jejichž znalost jazyka obstojí v ekonomické, kulturní a jiné oblasti.
Zajímá mě, proč se studenti ke studiu jazyka rozhodli, jaké preference mezi nimi převládají, jak se
na jednotlivých univerzitách od sebe výsledky výzkumu liší. Nelze sice hned měnit stávající obory
a jejich zaměření, proto se aktuální poptávce snaží vyjít vstříc podiplomová studia. Přesto může
lektor do volitelné výuky zařazovat prvky, jež jsou studentům blízké a jichž v praxi využijí, přestože
se mnohdy budou od klasické náplně oboru odchylovat.
This article deals with the practical teaching of the Czech language in the Polish academic environment.
It mainly focuses on the specific features of teaching Czech as a second language to Polish students.
The article also presents the results of reseach conducted on selected Polish universities. The research
is concerned with the students‘ motivation behind their choice of Czech as a university subject, their
choice of faculty as well as university.
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Language Centres in Higher Education
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Butt, Sophia
University of Birmingham, English for International Students Unit, [email protected]
Authenticity in ESAP Course Design: Managing Student & Departmental
Expectations
(Course Design)
Designing ESAP programmes which could help practitioners to deliver an authentic experience
to students who are preparing for departmental studies is undeniably challenging. However,
with careful planning, close cooperation with academicians and feedback from students both
before and after they have embarked on their departmental studies, it is a challenge that can be
successfully met.
The Business Management English (BME) Presessional Programme is one of the UK’ s leading
ESAP courses for postgraduate students. This presentation demonstrates how the BME gained
success in training its teachers in the methods, principles and practices which are relevant to an
ESAP course: it proposes a three-pronged approach to creating authenticity in discipline-specific
English courses, identifying how to generate a student experience that will, as far as is possible,
mirror departmental studies in terms of the pedagogical methods employed, the assessment
techniques used, and seminar activities set. Through a carefully designed syllabus, specially
created materials/handbooks, group/interdisciplinary teaching and the exploitation of e-learning
technologies, it is possible to manage both student and departmental expectations, leading to
a rewarding experience for learners.
The motivational aspect of meeting the needs and expectations of international students was
presented by Jordan (1984, 1993, 1986 & 1996) in a number of reports (some of which were coauthored) while Swales & Feak (2001) discussed the value of striving for collaborative synergies to
benefit materials and course design.
Finally, the inspiration behind the first of three recent studies at the University of Birmingham in
the UK came from Geoghegan (1983) who conducted a large-scale investigation into the linguistic
difficulties experienced by overseas students in their first term of studies at Cambridge University:
In term 1 of 2009, the presenter of this paper (Sophia Butt) conducted a series of observations
and interviews with lecturers at the Birmingham Business School (BBS) in order to gain first-hand
experience of the pedagogical approaches employed there and the challenges faced by students.
In arrival week of 2010–12, together with a team of colleagues, the presenter administered
an e-questionnaire to 816 presessional students about to embark on ESP and EAP courses in
order to establish their expectations before postgraduate studies. This was then followed by an
e-questionnaire which was sent to Programme Leads and academicians at the BBS to understand
their needs, and to elicit genuine examples of materials and assessments used at the BBS.
All of the aforementioned has helped to inform course design on the BME Presessional Programme.
Camacho, Veronika
Masaryk University, Language Centre, [email protected]
Simbartlová, Alena
Masaryk University, Language Centre, [email protected]
Persuasive approaches in communication and principles of argumentation
in Spanish
(Methodology)
The art of argumentation can be considered as a soft-skill as well as the master piece of language
acquisition. Where is the border line between a good and a bad argumentation? How can I learn
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Abstracts – Oral Presentations
to be persuasive in my communication? How can I become a good negotiator? Can I manage
to persuade easily and convincingly, would I be a good attorney or a good mediator? These
questions are rather comprehensive and a possible answer to them involve a wide range of
different aspects. The aim of the presentation is to offer some examples of best practices and to
share innovations implemented into the seminars of academic and professional Spanish at the
Faculty of Arts, Faculty of Social studies, Faculty of Economics and Administration and Faculty of
Law at Masaryk university, in order to master the basic principles of persuasive communication
and argumentation. These activities involve both written practice, example of which can be an
argumentative essay as opposed to expository text and oral exercises such as art of business
negotiation, lawyer-client communication, persuasive political speech, persuasive approaches in
marketing, etc. To be able to get acquainted with the basic rules, students should first master
numerous linguistic practical aspects, i.e. linking words, discourse markers, confrontation of
ideas, cohesion etc. Attention is also paid to the structure of an argumentative text, techniques of
argumentation, different kinds of argumentative paragraphs. Some examples of such exercises,
both written and oral, together with the methodology outline will be presented during the
presentation.
El arte de argumentación puede ser considerado como una habilidad o competencia blanda
asimismo como el resultado del máximo dominio de una lengua extranjera. ¿Por dónde pasa la línea
marcadora entre una buena y mala argumentación? ¿Cómo se pueden aprender las técnicas de
persuasión en una comunicación? ¿Cómo se llega a ser un buen negociador, abogado o mediador?
¿Qué es lo que hace de mí un hablador persuasivo, dotado y confiable? La respuesta engloba varios
aspectos: lingüísticos, pragmáticos, interculturales y discursivos. El fin de la presentación es ofrecer
varios ejemplos de las actividades implementadas en los cursos de español académico y específico
en la Universidad Masaryk y al mismo tiempo compartir la metodología enfocada en los estudiantes
universitarios.
Chen, Yi
Shanghai Ocean University, AIEN Institute, [email protected]
Investigation of passive learning in China EAP classroom, rationale
and solutions
(Multilingualism)
Unlike in other countries where students come from multilingual background, Chinese EAP
students are quieter than those in intercultural settings, which brings “inflated” problems for
Chinese teachers of EAP. With the rocketing amount of students who study abroad each year, the
problems have commenced to spread over to other EAP settings in numerous English speaking
countries, triggering continual laments from lecturers globally. Therefore, as an EAP teacher in
China with six year experience, the author reflects potential causes of such reticence within the
classroom and possible approaches to convert passive learning behaviour into a proactive one.
The presentation discusses the rationale of the passive learning in Chinese classrooms, and its
linguistic, cultural and sociological interpretations of the problems, all based on a questionnaire
and interviews done within the Ocean University of Shanghai. Further analysis presents data
collected from the respondents in University EAP classes. Furthermore, a set of solutions
for necessary innovations of the teaching and learning is provided and analysed. Finally, an
emphasis is placed on examining the construction of EAP teachers’ rapport with students and
ways to reinforce teacher-student relationship in the EAP settings, which was overlooked by EAP
professionals both in China and abroad in decades. With better understanding, “mute” classes
may cease to exist sooner or later. Illustrations of diversified activities that aim to help learners
transform their learning patterns and EAP teachers adopt new practices in their own institutes
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Language Centres in Higher Education
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is also testified in the presentation. Kongzi (known as Confucius), once asserted: “involve me and
I will understand”, which can, undeniably, justify the idea that Chinese students may have not
behaved as passive learners in history and that “involvement” implies engagement rather than
quiescence.
A diferencia de otros países donde los estudiantes hablan distintas lenguas maternas, los estudiantes
chinos de EAP son más silenciosos que aquellos en un contexto intercultural. Esto genera problemas
“aumentados” para los profesores chinos de EAP. Con la cantidad creciente de estudiantes que
estudian en el extranjero anualmente, los problemas han comenzado a extenderse a otros entornos
de EAP en países de habla inglesa, y esto provoca lamentos continuos de profesores a nivel mundial.
Como profesor de EAP con 6 años de experiencia en China, el autor reflexiona sobre posibles causas de
tal reticencia dentro del aula, y posibles enfoques para convertir este comportamiento de aprendizaje
pasivo en uno proactivo. La presentación analiza los motivos para el aprendizaje pasivo en las aulas
chinas, y las interpretaciones lingüísticas, culturales y sociológicas de los problemas, todo según
cuestionarios y entrevistas realizadas dentro de la Ocean University de Shanghái. Se presenta un
análisis más detallado de datos recogidos de los encuestados en clases de EAP universitarias. Se
proporciona y analiza un conjunto de soluciones para implementar innovaciones necesarias en el
proceso de enseñanza-aprendizaje. Finalmente, se enfatiza la construcción de una buena relación
entre profesores de EAP y estudiantes y la forma de reforzarla en los entornos de EAP, aspecto que fue
ignorado durante décadas por los profesionales de EAP, tanto en China como en el extranjero. Con
una mejor comprensión, es posible que las clases “mudas” se extingan tarde o temprano. También se
incluyen ejemplos de actividades para ayudar a los alumnos a transformar su modelo de aprendizaje,
que los profesores de EAP pueden adoptar en sus instituciones. Kongzi, (conocido como Confucio),
afirmó: „involúcrame y entenderé“, y esto puede, sin lugar a dudas, justificar que los estudiantes chinos
no deberían comportarse como alumnos pasivos, y que “participación” incluye compromiso más que
calma.
Comadina Granson, Ruben
University of Groningen, Language Centre, [email protected]
Blortfolios: Constructivism put to good use or a waste of time?
(Innovations)
Traditional paper-based portfolios have a long history of use in higher education. More recently,
the web-based version has become a popular means of collecting and presenting selections of
work, and even showcasing achievements to prospective employers. The practical applicability of
blortfolios or, rather, blogs as language portfolios, lies in its constructivist approach to language
learning. Not only can blortfolios act as a journal of work created during the course but also as
a stimulus for feedback of work posted, inviting comments from both teachers and peers. Since
students are digital natives, they are well-acquainted with web technologies, and teachers can
simply no longer ignore their role in language classrooms. This paper will explore the potential
for using blortfolios in language courses, more specifically in Spanish at waystage level (CEFR A2),
as a tool to foster creativity, self-esteem and reflection, all in preparation for lifelong learning and
personal development.
El tradicional portafolio en papel tiene una larga historia de uso en la enseñanza superior. Su versión
en línea se ha convertido más recientemente en un medio popular utilizado para recopilar y presentar
material de trabajo e incluso utilizado como carta de presentación ante futuros empleadores.
La aplicación práctica del blortfolio, vale decir, el uso del blog como portafolio de las lenguas, radica
en el enfoque constructivista del proceso de enseñanza y aprendizaje. Los blortfolios no sólo funcionan
como un diario de trabajo creado durante un curso sino como un estímulo para la retroalimentación
del material subido que invita a comentarios tanto de sus pares como de sus profesores. Si tenemos
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Abstracts – Oral Presentations
en cuenta que los estudiantes son nativos digitales, como tal manejan sin dificultad las Web 2.0,
y los profesores simplemente no pueden ignorar el papel que las mismas deben jugar en la clase de
lengua. Esta ponencia explora el potencial de los blortfolios en las clases de lengua, específicamente
en las de español a nivel plataforma (A2 del MCER), como una herramienta que estimula la creatividad,
la autoconfianza y la reflexión, todo ello bajo el concepto de la preparación permanente y el desarrollo
personal.
Cooper, Paul
Prague College, School of Business, [email protected]
Micro-teaching: Concepts of Law: The Concept of Consideration in Contract
Formation in Common Law Contracts
(English for Law)
This paper will share the experience of using an illustrative approach to teaching business
students the concept of consideration in contract formation in Common Law contracts.
Consideration is a particularly abstract concept of the Common Law legal system (essentially
the Anglo-American system), and one which is foreign to the thinking of people from a Civil
Law jurisdiction. Students have traditionally had difficulty absorbing, and more particularly,
articulating the concept. Yet, without consideration there can be no enforceable contract. Hence
understanding the concept is fundamental to all business (and other) transactions.
This paper will look at statements of law from a number of textbooks and dictionaries together with
a sample of actual student responses, based on a lecture/textbook approach, to an assignment
task requiring articulation of the concept. The presenter will then outline an innovative illustrative
whiteboard approach in the classroom to approaching the concept. Finally we will look at samples
of actual student responses to the same assignment task following introduction of the innovative
illustrative whiteboard approach.
The session will conclude with a brainstorm of what other areas of conceptual learning might
lend itself to this illustrative approach together with sharing of experience of others in concept
teaching and learning.
Cette présentation vous fera partager l‘expérience de l‘utilisation d‘une approche illustrative
à enseigner aux élèves d‘affaires les concept de ‚consideration‘ dans la formation des contrats en
contrats de common law.
Csongor, Alexandra
University of Pécs, Medical School, Department of Languages for Specific Purposes,
[email protected]
Rhetorical Moves in Medical Research Articles and their Online
Popularizations
(Research)
Students, scholars and researchers extensively use Web sources in their works. The online news
media commonly translates the content of scientific articles while also influencing the decisionmaking process of the audience. Linguistic studies mostly concentrate on scientific discourse.
Nwogu (1997) using Swales’ (1990) genre-analysis model attempted to identify the structure
of information in the Introduction, Methods, Results and Discussion sections. Fryer provided
a methodology, in which he combined a detailed rhetorical and lexico-grammatical analysis of
medical research articles (Fryer, 2012). The schematic structure of science popularization was
examined by Nwogu (1991). In his study he characterized the generic structure of medical texts
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using Swales’ (1981) move analysis approach. Stejskalova (2012) studied a corpus of 35 popular
science articles in the field of medicine. There have been few studies that compare the language
use of research papers and their popularizations. This work aims to broaden our knowledge about
the popularization of science. The focus of the study is to investigate and compare the rhetorical
structure of research and popular articles by means of move analysis.
The analysis is based on an electronic corpus of 60 articles divided into two sub-corpora: 30
Medical Research Articles (MRAs) about prenatal vitamins and nutrition, and 30 corresponding
Popular Science Articles (PSAs). The texts in the two sub-corpora were analyzed and divided
into moves, which mark the content of the particular discourse unit. As a second step, based on
the move-analysis of all texts in the corpus, a characteristic move structure for both genres was
identified. The results indicate that PSAs have an identifiable pattern and a typical popular article
contains 8 moves. The writers are likely to take over some of the rhetorical moves that are present
in MRAs. However, significant structural differences exist between the two text types.
The results of these analyses can be useful in assisting non-native and even native professionals in
the interpretation and production of both scientific and popular science articles.
References:
Nwogu, K. N. (1997). The Medical Research Paper: Structure and Functions. English for Specific Purposes,
16 (2), 119–138.
Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: CUP.
Fryer, D. L. (2012). Analysis of the generic discourse features of the English-language medical research
article: A systemic-functional approach. Functions of Language 19 (1), 5–37.
Nwogu, K. N. (1991). Structure of science popularisations: A genre-analysis approach to the schema
of popularised medical texts. English for Specific Purposes, 10, 111–123.
Swales, J. (1981). Aspects of Article Introductions. ESP Monograph No.1, Language Studies Unit,
Birmingham: Aston University.
Stejskalová, T. (2012). Grammatical aspects of the moves in popular scientific reports. Thesis. University
of Pardubice. Faculty of Art and Philosophy.
Denksteinová, Markéta
University of Pardubice, Language Centre, [email protected]
Sundh, Stellan
Uppsala University, Department of English, [email protected]
Videoconferencing and E-tools in Teaching Cross-Cultural Competences
(Course Design)
International communication in business requires adequate skills in English. For this purpose,
the global community requires a working force who not only can use the English language for
reception of information but also for oral and written production. It is thus vital for educational
institutions to prepare students efficiently and possibly more than ever, for fast and reliable oral
communication with the help of Skype or video-conferences. At the same time the curricula
of higher education are filled with what the students need in many other respects to be able
to succeed in their future career. Studies of language can therefore be challenged by other
courses and activities, all necessary to have at hand in a more complex and demanding working
environment. Motivation is central in students’ learning and therefore it is crucial to create
conditions for learning languages that students experience as both relevant and authentic-like.
In 2014 some 120 students at Pardubice University and Uppsala University, Campus Gotland
worked together in communication in English by using videoconferences. In these videoconferencing seminars the students’ oral skills were in focus. The Czech and Swedish students were of
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different faculties/disciplines but mostly in the first or second year of their studies. The purpose
was to highlight issues of international business and intercultural communication and in this way
develop the students’ language competence in authentic communication and interaction in English between non-native speakers of English. The authors will discuss some e-instruments (Moodle, Facebook groups, shared Google docs and presentations, Google drive) used in VC seminairs
for improving effective language learning and for achieving desired progress in the students’ communicative and cross-cultural competences. The discussed instruments are related to raising the
students’ learner autonomy through the videoconferencing techniques into the everyday learning-teaching process. The experience of the students will also reflect the intercultural challenges seen through the students’ different approaches towards both set and selected topics for VC
sessions and focus on the shift from the teacher-centered to a more learner-centered approach.
The seminars were evaluated both in terms of questionnaires and with discussions in groups.
Mezinárodní obchodní komunikace vyžaduje adekvátní dovednosti komunikace v anglickém jazyce.
Za tímto účelem vyžaduje globální společnost pracovní sílu, která je nejen schopna používat angličtinu
pro přijímání informací, ale také k vlastnímu ústnímu a psanému projevu. Je tedy životní nutností
vzdělávacích institucí připravit studenty efektivně a možná více než jindy, na rychlou a spolehlivou
komunikaci prostřednictvím Skypu či videokonferencí. Na druhou stranu kurikula vyšších vzdělávacích
institucí jsou naplněna dalšími požadavky na studenta pro úspěšné začlenění do pracovního prostředí.
Motivace jak pak klíčová pro samotné učení studentů a proto je nezbytné vytvářet takové podmínky
pro studium jazyků, které by navozovaly dojem autentičnosti a byly relevantní studijnímu zaměření
v co nejvyšší možné míře.
V roce 2014 pracovalo zhruba 120 studentů Univerzity Uppsala a Univerzity Pardubice na společném
projektu prostřednictvím videokonferencí. Videokonferenční semináře se zaměřily především na ústní
projev studentů. Jednalo se o švédské a české studenty prvního až druhého ročníku bakalářského studia
různých fakult a oborů. Cílem videokonferenčních seminářů bylo zaměřit se na otázky mezinárodního
obchodu a interkulturní komunikace a tímto způsobem rozvinout jazykové kompetence studentů
v autentické komunikaci a interakci v angličtině mezi nerodilými mluvčími. Autoři představí některé
používané e-nástroje (Moodle, Facebookové skupiny, sdílené Google dokumenty a prezentace,
Google drive), které studenti používali během videokonferenčních seminářů. Diskutované nástroje
jsou spojeny se snahou o zvýšení studentovy studijní autonomie v každodenním procesu učení. Tato
zkušenost studentům umožnila porovnat interkulturní rozdílnost v přístupu k řešení daných otázek
a problémů a pomohla též posunout ohnisko výukového procesu více ke studentovi. Semináře byly
hodnoceny závěrečným dotazníkem a diskuzemi v jednotlivých skupinách.
Fiorentino, Giuliana
University of Molise, Department SUSeF, [email protected]
Technology to support creative writing
(Methodology – Writing)
It is well known that web environment and writing activities supported by ICT strongly increases
students motivation in writing tasks by offering an appropriate and ‘real’ context to share writing
tasks required by the teacher in the classroom. But motivation is only one aspect of learning
process and we are interested in discussing more in detail other relevant and less researched
aspects of writing with ICT. In particular we aim at deeply investigating a) how writing with ICT
makes the writing process a more creative one and b) which aspects of writing tasks can be better
supported and developed by using new technologies.
The paper is based on research in progress about the way digital information and communication
technologies support innovative and creative teaching of composition. We apply our analysis both
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in the context of L2 teaching and in the context of L1 teaching. We discuss how ICTs contribute
to innovate writing activities in the following subtypes: writing descriptive texts and constructing
illustrated texts, (re)writing narrative texts by accessing specialized websites, collaborative
writing supported by wikis. For each type, theoretical aspects and teaching practices are deeply
inspected.
Data come from public websites devoted to writing and from a corpus of writing with ICT that we
are collecting at the University of Molise.
One of the theoretical aspects that our research aims at better inspecting is the definition of
creativity applied to the writing process. Creativity is inherent in writing because writing is ‘to
create’ a text that did not exist before - whatever its type (in this definition creativity is not an
exclusive property of literary texts). Even if we consider writing as a complex process involving
previous knowledge of the topic, of textual schemas and of linguistic registers coherent with the
specific textual type, writing is a creative act. In fact, writing always involves original and personal
choices. Even when writing is a mere linguistic manipulation of an existing text there is some kind
of creativity in it. Creativity in writing is the ability to solve in a flexible, personal and original way
different types of writing problems. The research will focus on the description of different aspects
of creativity in writing on the part of the author.
Last but not the least in our research we also explore the notion of creativity on the part of the
teacher: it emerges that creativity from the part of the teacher results in an effort to invent new
activities that increase the involvement and active contribution of the student during the writing
tasks. The teacher is required to rethink the writing curriculum and to define and develop writing
practices that are not traditionally part of the Italian pedagogical tradition.
References
Bereiter, Carl e Marlene, Scardamalia 1987. The psychology of written composition, Lawrence Erlbaum
Associates, Inc.
EACEA 2011. Cifre chiave sull’utilizzo delle TIC per l’apprendimento e l’innovazione nelle scuole in
Europa. Bruxelles.
Eco, Umberto 2004. “Combinatoria della creatività. Conferenza tenuta a Firenze per la Nobel Foundation
il 15 Settembre 2004 ”.
http://www.umbertoeco.it/CV/Combinatoria%20della%20creativita.pdf
Fiorentino, Giuliana 2013. Frontiere della scrittura. Lineamenti di web writing. Roma, Carocci.
Fiorentino, Giuliana e Bruni, Filippo 2013. Didattica e tecnologie, Roma, Carocci.
Hillocks, G. Jr. (1986) Research on written composition: New directions for teaching, Urbana, IL, Ncte.
Testa, Annamaria (2010) La trama lucente. Che cos’è la creatività, perché ci appartiene, come funziona.
Milano, Rizzoli.
Fischer, Johann
Georg-August-Universität Göttingen, ZESS, [email protected]
Wolder, Nicole
Georg-August-Universität Göttingen, ZESS, [email protected]
Handlungsorientiertes Lehren und Prüfen an europäischen
Hochschulsprachenzentren
(Testing)
Handlungsorientierung bietet durch das kontext- und praxisbezogene Arbeiten die Möglichkeit,
im Fremdsprachenunterricht und beim Sprachtesten an der Hochschule auf die komplexen
Kommunikationssituationen einzugehen, in denen sich Studierende während des Studiums
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Abstracts – Oral Presentations
und später im Beruf befinden werden. Fremdsprachenlernen in thematisch eingebetteten
Zusammenhängen mit konkreten Zielen, verbunden mit der Orientierung der Inhalte an den
Studierenden ermöglicht Studierenden und Lehrenden, gemeinsam an soziokulturellen und
Handlungskompetenzen sowie an weiteren Schlüsselkompetenzen, die für das Leben und
Arbeiten in Europa unumgänglich sind, zu arbeiten.
Ausgehend von den Ergebnissen des GULT-Projekts und der Umsetzung des handlungsorientierten Konzepts im UNIcert-Verbund werden wir die Herausforderungen und Chancen des handlungsorientierten Lehrens und Testens im Rahmen des hochschulischen Fremdsprachenlehrens
und -lernens in Europa vorstellen und konkrete Beispiele näher erläutern.
A task-based approach offers the possibility to work in a specific context close to real-world scenarios
and to link language teaching and testing at university to the complex situations of communication
students will encounter during their studies and in their future profession. Language learning that
takes place within a thematic context with specific aims and that is based on the content of the
learners’ field of study allows both students and teachers to develop the necessary sociocultural skills
and other transferable skills that are essential to act successfully in a European work and study context.
Based on the results of the GULT project and the implementation of the task-based approach in the
UNIcert network we will discuss the challenges and opportunities of a task-based teaching and testing
approach at university level in Europe and present concrete examples taken from our own context.
Golovatina, Varvara
University of West Bohemia, Institute of Applied Language Studies,
[email protected]
M-learning in the context of Russian language teaching: an analysis
of the selected apps.
(Innovations)
M-learning is a contemporary method in language learning that is intended to increase general
motivation of a student and expand their contact with the language in question beyond the
classroom. The problem of students’ motivation continues to be one of the central tasks in
language learning and academic discussions in the area. ICT were acknowledged as a possible
solution especially in the era of technology and the increase of its popular use. Introduction of
informational technologies in language learning has been supported by governments as well
often as a required revision of the curricula. Many teachers, however, still find its usage confusing,
which proves the importance of the further discussion of the issue.
M-learning is a method that is based on a wide distribution of mobile devises such as smartphones
or tablets and increasing production of applications for language learning on different levels.
For my presentation, I will analyse selected mobile applications for Russian language from the
language learning point of view and their potential for RLT. I will present the results of their
tests and classify them, dividing into several groups according to the different characteristics as
follows: What does a student exercise (alphabet, vocabulary or grammar)? How a student does it?
How is material organized? As well as common mistakes in the didactic materials provided by the
applications? Among the others.
В области преподавания языка одной из центральных задач остается повышение
мотивации учащихся. Использование информационных технологий (ICT) на уроках языка
видится как одно из ее решений. В том числе использование обучающих приложений для
мобильных устройств (смартфонов или планшетников) может повысить мотивацию
студентов и обесепечить их контакт с изучаемым языком вне класса.
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В своей презентации я представлю результаты анализа, с точки зрения лингводидактики,
ряда мобильных приложений для изучения русского языка, а также рассмотрю возможности
их применения на уроках русского как иностранного.
Grollman, Marcus
University of Groningen, Language Centre, [email protected]
English for Specific Purposes Courses and “The Native Speaker Problem”
Communication or Identity?
(Soft Skills)
Internationalization is now a reality for many working for university language centres. One of the
results of this process at the University of Groningen is the growing number of first language
English speakers enrolled in English for Specific Purposes student courses, offered by the English
Section of the Language Centre (English for Law, English for Business, etc.). None of these students
are granted exemptions and they must complete an English programme in order to qualify for
study credits. Student resistance and resentment could be a problem for teachers. How can the
teacher motivate these students to participate actively and positively in course programmes
and workshops? How can we channel the expertise and experience that they may be able to
offer to their second language colleagues? How can we ensure that course curricula challenge
mother-tongue speakers in a positive and developmental way? In this presentation, I will share
the experiences we have had in Groningen, the solutions we have found and the resources we
have developed to challenge, motivate and enthuse this growing group of students.
Eine zunehmende Anzahl Studenten mit Englisch als Muttersprache ist innerhalb von ESP-Programmen
in studiengangrelevante Kurse eingeschrieben. Dies stellt eine Herausforderung für die Dozenten des
Sprachenzentrums dar. Wie können wir diese Studenten in unseren Kursen herausfordern, motivieren
und einbeziehen? Wie können wir ihre möglichen Ressentiments überwinden? In diesem Workshop
werden Lösungen und Ideen präsentiert, die von der englischen Abteilung des Sprachenzentrums an
der Universität Groningen entwickelt wurden.
Hrbáčková, Jiřina
Masaryk University, Language Centre, [email protected]
Boháček, Milan
Masaryk University, Language Centre, [email protected]
The implications of a newly developed oral test in Business English
at the Faculty of Economics and Administration, Masaryk University:
Are we heading in the right direction?
(Testing)
This paper examines the result of a two-year developmental process of the Business English
spoken test at C1 CEFR level at the Faculty of Economics and Administration of Masaryk
University. However radical the overhaul in the oral part of the test may have seemed at the onset,
the transition from a classical teacher-student interview format to the monological discourse and
a peer-to-peer discussion as the main test tasks, with the role of the interlocutor and rater split
between two teachers using analytical rating scales, has had huge implications on the validity and
reliability of assessment. Setting a pass score on the oral performance, unknown to the previous
practice, led students to reconsider their attitude towards the role the oral part plays within the
overall test. The paper will provide an overview of the stages of the development and will be
complemented by sample test tasks, basic statistical output and analysis of feedback provided by
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Abstracts – Oral Presentations
the students taking the test. The preliminary look into the merit of the efforts exerted indicates
enhancement in quality, reliability, validity as well as prestige of the oral test.
Příspěvek představí výsledek dvouletého vývoje ústní části zkoušky obchodní angličtiny na úrovni C1
na Ekonomicko-správní fakultě Masarykovy univerzity. Ačkoliv se revize původní formy ústní zkoušky
na počátku vývoje zdála velmi radikální, ukázalo se, že přechod od klasického formátu pohovoru mezi
učitelem a studentem k monologu studenta a diskuse s vrstevníkem coby hlavními testovými úlohami
má velký dopad na spolehlivost a validitu hodnocení. Studenti jsou nově hodnoceni hodnotitelem
dle analytické hodnotící škály a komunikace je vedena tazatelem; zkoušku tedy administrují vždy dva
vyučující. Na ústní část zkoušky byl nastaven limit pro úspěšné zvládnutí, což přispívá ke zvyšování její
důležitosti. V příspěvku bude představen proces vývoje ústní části zkoušky, základní statistické údaji
a analýza dotazníku, který byl předložen studentům absolvujícím zkoušku na jaře 2014. Předběžné
hodnocení celé této snahy naznačuje, že se jedná o posun směrem k vyšší kvalitě, spolehlivosti, validitě
i prestiži ústní části zkoušky.
Hulešová, Martina
AJAT ČR; Masaryk University, Faculty of Education, [email protected]
On the Effect of Using Different scoring Methods for Two Versions
of the Test
(Testing)
I will discuss the effect of two different scoring methods on the construct of the test, on the
decision consistency made on the basis of the test results and the implications for test fairness
and validity of the interpretation of the results. The data comprised scores of two tests (both taken
by the same students) scored differently and data from teachers’ and students’ questionnaires.
I will try to show how rescoring can cause changes in the construct, decision consistency, and
therefore in the interpretation of the results.
Chovancová, Barbora
Masaryk University, Language Centre, [email protected]
Slick Moves in the Dance of Course Design: Step-by-Step Account
of Creating a Legal English Syllabus
(English for Law)
From the original ideas, through a series of dead ends to the final results – this presentation will
show the process of designing a new four-term course for students of legal English within the
Impact project. Not only different stages but also different aspects of the work will be discussed,
e.g. ways of working with experts, ensuring effective teamwork, maintaining balanced content,
and avoiding falling out of step with modern methodology. Sample lessons will be presented and
selected activities will be shared to illustrate some of the complex considerations that had to be
taken into account when designing the new course syllabus.
Prezentace dokumentuje proces tvorby nového čtyřsemestrálního kurzu právnické angličtiny, který
vznikl jako jeden z výstupů projektu Impact na CJV MU. Představeny budou jednotlivé fáze inovace,
a to od původních představ až po konečné výsledky. Probrány budou takové aspekty jako spolupráce
s experty, zajištění efektivní činnosti týmu, přípravu vyváženého obsahu a využití moderních
technologií. Prezentace přiblíží vybrané výukové moduly a aktivity s cílem ilustrovat hlediska, která je
nutno vzít v úvahu při tvorbě nového výukového sylabu.
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Language Centres in Higher Education
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Chvojková, Petra
Palacky University, [email protected]
Reflexe jazykových zkoušek z češtiny za účelem získání občanství v ČR
v kontextu jazykové politiky EU
(Testing)
Řada evropských států reaguje na narůstající migraci v prostoru EU mj. i požadavkem aktivní
znalosti „národního“ jazyka cílové země jako jednu z podmínek pro získání občanství. Česká
republika není v tomto ohledu výjimkou. V prvé části příspěvku bude pozornost věnována situaci
kolem zkoušek pro občanství v České republice. Další část se pak zaměří na jazykovou zkoušku
v kontextu současné jazykové politiky EU, kdy jsme na jedné straně svědky narůstající migrace,
na straně druhé můžeme sledovat regulace členských států v podobě požadavků na úroveň
ovládání jazyka cílové země a používání jazykových zkoušek pro účely integrace. I když je zřejmé
z kontextu situace v Evropě, že jazykové zkoušky plní především roli „propouštěče“ („gate-keeping
role“), přesto je v daném kontextu nutné položit si otázku, zda může současné nastavení jazykových
zkoušek pro občanství může vést ke spravedlivější jazykové politice týkající se migrantů ČR, tj. zda
se současného systému mohou mít prospěch jak samotní žadatelé o občanství, tak stát jako celek.
Many European countries implement the requirement of an active knowledge of their „oficial“ language
as one of the condition for obtaining citizenship. Czech Republic is no exception in this respect. In the
first part of the paper, attention will be paid to the situation around exams for citizenship in the Czech
Republic. The next part will focus on language exams in the context of the current EU language policy.
On the one hand we can see an increasing migration in the EU but on the other hand we can observe
the actual regulations of the EU Member States in the form of requirements of the language proficiency
of the target country and using language tests for integration purposes. Although it is clear from the
situation in the Europe that the language tests play mainly „gate-keeping role“ it is still necessary to
ask the question whether the current state of language testing policies is based on fair criterions for
citizenship applicants, e.g. whether both sides (the state on one side and the apllicants on the other)
can benefit from the current state.
References:
Blackledge, Adrian (2009): „As a country we do expect: the futher extension of language testing regimes
in the United Kingdom“ Languae Assessment Queraterly 6/1: 6-16.
Council of Europe: Parliamentary Assembly, Integration tests: helping or hindering integration?, 29
February 2014, Resolution 1973 (2014), available at: http://www.refworld.org/docid/530f1b714.html
Davies, Alan (2009): Language testing for non-indigenes – high stakes demands and ethical imperatives.
IN: Sprachen ohne Grenzen. Goethe-Institut.
Gysen, Sara; KUIJPER, Henk; and van AVERMAET, Piet, (2009): „Language testing in the context of
immigration and citizenship: the case of the Netherlands and Flanders (Belgium)“. Language
Assessment Quarterlly, 6/1: 30-40.
Krumm, Hans-Jürgen (2010): Die Förderung der Muttersprachen von MigrantInnen als Bestandteil einer
glaubwürdigen Mehrsprachigkeitspolitik in Österreich. MitSprache 3, s. 37-44.
Kunnan, Anthony John (2009): „Testing for citizenship: the U.S. naturalization test“. Language Assessment
Quearterly 6/1: 89-97.
Milani, Tommaso, M. (2008). „Language testing and citizenship: A language ideological debate
in Sweden.“ Language in Society 37: 27-59.
Papp, Szilvia – ROBINSON Martin (2008). „ A framework for addressing issues related to migration
and language assessment: exemplification of the framework with Cambridge Sol´ s Skills for Life
examinations.“
Piller, Ingrid (2001). „Naturalization language testing and its basis in ideologies of national identity and
citizenship.“ International Journal of Bilingualism 5:259–78.
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Abstracts – Oral Presentations
Shohamy, Elana (2009). „Reflections on testing for migration purposes“. IN: Sprachen ohne Grenzen.
Goethe-Institut.
Stevenson, Patrick (2006). „National“ languages in transnational contexts: Langugae, migration and
citizenship in Europe. IN: Clare Mar-Molinero – Patrick Stevenson (eds.), Language ideologies, policies
and practices: Language and the future of Europe, s. 147-61. Basingstoke, UK: Palgrave Macmiillan.
Janík, Zdeněk
Masaryk University, Faculty of Education, Department of English Language and Literature,
[email protected]
English language as a cultural tool for intercultural communication
(Soft Skills)
More and more intercultural communication takes place in the language of English. When one
non-native speaker of English communicates with another, an appropriate language use does not
guarantee a success in their communication. The knowledge of English must be supplemented
by the knowledge of context. The knowledge of context which is required for successful
communication is not accomplished through learning about large cultural groups, such as is the
U.S. American or British culture. Since each of us simultaneously participates in many different
cultural groups – based on our nationality, gender, age, vocations, family, etc. – the context of
intercultural communication depends on the situation, the participants and their relationships,
rather than on their membership in particular cultural groups.
The paper presents methods of English teaching used in two courses – Intercultural
Communication and Cultural Studies For Teachers of English. The main objective of these courses,
taught at the Faculty of Education of Masaryk University, is to show the students how to adopt
English language as a cultural tool for successful intercultural communication. The students learn
how their identities and cultural perceptions effect their intercultural communication; they learn
to recognize the differences between high and low context situations; they further study the
varieties of styles of communication and non-verbal cues and their meanings. The emphasis is
not given on cross-cultural differences in ideas and beliefs about the world and ways of treating
other people, though these aspects of culture are also explored, but on enhancing the students‘
communicative competence in order to make their intercultural communication effective.
Interkulturní komunikace stále častěji probíhá v anglickém jazyce. Když jeden nerodilý mluvčí
komunikuje s jiným, správné užití jazyka nezaručuje úspěch v jejich komunikaci. Znalost jazyka musí
být doplněna znalostí kontextu. Znalost kontextu, která je nutná pro úspěšnou komunikaci, není
docílena studiem kulturních systémů, jako je například kultura USA nebo Velké Británie. Protože každý
z nás je současně členem mnoha různých kulturních skupin – na základě národnosti, pohlaví, věku,
zaměstnání, rodiny, apod. – kontext interkulturní komunikace závisí na konkrétní situaci, identitě
mluvčích v komunikaci a jejich vzájemném vztahu, spíše než na příslušnosti ke konkrétní kulturní
skupině.
Tento článek prezentuje metody výuky angličtiny aplikované v předmětech Interkulturní komunikace
a Kulturní studie pro učitele angličtiny. Cílem těchto předmětů, vyučovaných na Pedagogické fakultě
MU, je ukázat studentům, jak používat angličtinu jako kulturní nástroj v interkulturní komunikaci.
Studenti poznávají, jak jejich identity a kulturní vnímání reality ovlivňují jejich komunikaci
s jinými v interkulturním kontextu; učí se rozpoznávat rozdíly mezi vysokým a nízkým kontextem
komunikace; studují různé styly komunikace a neverbální signály a jejich významy. Důraz není kladen
na mezikulturní rozdíly v myšlení, hodnotách a jednání členů různých kultur – přestože i tento kulturní
aspekt je zkoumán – ale na zdokonalování komunikativní kompetence vedoucí k úspěšné interkulturní
komunikaci.
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Karulis, Miervaldis
Riga Stradins University, Language Centre, [email protected]
Optimising Syllabi for the Study Course “Medical Terminology in English“
(Research)
Background: On entering Riga Stradins University, students of different medical and allied
specialties take the study course „Medical Terminology in English“ in the first and second study
years. It is a great challenge for the English teacher to create a tailored-made syllabus for studies
of each specialty. Since English teachers are not usually medical professionals, an effective
collaboration with them and other experts is essential to optimise syllabi that comprise relevant
themes and context. In addition, students may not have the necessary advanced English language
skills to cope with assignments, hence the need for including certain language aspects to study
in course syllabi. All the above aspects should meet the general guidelines of requirements for
learning outcomes set by the university‘ s administration. Therefore, designing an optimised
syllabus is a multipartial task.
Objective: To create optimised syllabi of the study course „Medical Terminology in English“ for
students of different medical and allied specialties through consensus from medical professionals,
English teachers and students.
Methods: In educational [1, 2] (also medical [3,5]) research [4] and practice [6], a multi round
Delphi technique is commonly used to gain consensus on ranking items, which results in the
design of an optimised syllabus. For the present study, a version of three round Delphi process
was conducted by involving the teaching staff (medical professionals and professional linguists)
of the departments of the university and students. In fact, three sets of questionnaire items were
designed and offered a corresponding one to the ad hoc group involved. The Delphi process
comprised several iterations. On the basis of a previous one, another questionnaire was developed
and conducted when respondents were asked to rank reduced items again. After the third round,
the final versions of syllabi were obtained. The subsequent descriptive statistical analysis of the
data was carried out using IBM SPSS Statistics 20. In the end of the study courses, students were
asked to evaluate the course syllabi by fillling out a questionnaire containing also open-ended
questions, which can be a useful source for further improvements of syllabi .
Results: Following the Delphi iterative process, two syllabi of the study course „Medical Terminology in English“ were developed - for the students of the study programmes „ Pediatrics „ and
„ Orthotics-Prosthetics „, since the author of the research conducted the courses. In these syllabi
themes, structure and situations were optimised by taking into account the course evaluations
as well.
Conclusion: The proposed technique for designing optimised syllabi of study courses when
gaining consensus among different types of specialists and students ensures effectiveness and
meaningfulness of studies, regardless of the lengthy and time-consuming process of conducting
a questionnaire survey.
References:
Blair S., Uhl N.P., Using the Delphi Method to Improve the Curriculum; The Canadian Journal of Higher
Education, vol. 23(3), 1993, pp. 107-128
Devetak I., Metljak M., Vogrinc J., Curricular Delphi Study on Science Education (Interim Report on the
Second Round of the UL, Slovenia, Working Group); 2013, 44 p.
Fallon K.E., Trevitt A.C., Optimising a Curriculum for Clinical Haematology and Biochemistry in Sports
Medicine: a Delphi Approach; British Journal of Sports Medicine, vol. 40(2), 2006, pp. 139-144
Habibi A., Sarafrazi A., Izadyar S., Delphi Technique Theoretical Framework in Qualitative Research; The
International Journal of Engineering and Science, vol. 3(4), 2014, pp. 8-13
Jones J., Hunter H., Consensus Methods for Medical and Health Services Research; British Medical
Journal, vol. 311, 1995, pp. 376-380
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Razmjou L., Bonyadi A., Haghi V., Developing Guidelines for Improving the Curriculum for BA Program
in Englisg Language Teaching in Iranian Universities; Journal of Academic and Applied Studies, vol.
2(6), 2012, pp.39-47
Справочная информация: При входе Рижского университета Страдыня студенты
разных медицинских и смежных специальностей изучают курс обучения „Медицинская
терминология на английском языке“ в первом и втором учебных лет. Это большой вызов
для учителя английского языка, чтобы создать специально разработанный учебный план
для каждой специальности. Поскольку учителя английского языка обычно не медицинские
работники, эффективное сотрудничество с ними и другими экспертами необходимо,
чтобы оптимизировать учебные планы, которые включают соответствующие темы
и контекста.Кроме того, студенты могут не иметь необходимые передовые знания
и навыков английского языка, чтобы справиться с заданиями; отсюда и потребность
в изучении некоторых аспектов языка. Все вышеперечисленные аспекты должны
соответствовать общим руководящим принципам требований к результатам
обучения, установленные администрацией университета. Поэтому проектирование
оптимизированного учебного плана является многочастичной задачей.
Цель: Создать оптимизированные учебные планы для изучения курса „Медицинская
терминология на английском языке» для студентов различных медицинских и смежных
специальностей на основе консенсуса медицинских работников, учителей английского
языка и студентов.
Методы: В учебных [1, 2] (также медицинских [3,5]) исследованиях [4] и практике [6] мульти
круглый метод Дельфи обычно используется, чтобы получить консенсус в рейтинге
пунктов, что приводит в оформлении оптимизированного учебного плана. В учебной
практике мульти круглый метод Дельфи обычно используется, чтобы получить консенсус
по ранжированию предметов. Для этого исследования версия трех круглых процессов Delphi
была проведена с участием преподавателей (медицинских работников и профессиональных
лингвистов) из кафедр университета и студентов. На самом деле, три комплекта единиц
опроса были разработаны и предложены соответствующим участвующим группам.
Процесс Delphi включает несколько итераций. На основе предыдущей итерации другой
вопросник был разработан и проведен, когда респондентов попросили оценить уменьшенные
детали снова. После третьего тура были получены окончательные варианты учебных
программ. Последующий описательный статистический анализ данных был проведен
с использованием IBM SPSS Statistics 20. В конце учебных курсов студентов попросили оценить
учебные планы курсов используя анкету содержащую также открытые вопросы, ответы на
которых могут быть полезным источником для дальнейшего совершенствования учебных
программ.
Результаты: После итерационного процесса Delphi две учебные планы курса изучения
„Медицинские термины на английском языке“ были разработаны - для студентов учебных
программ «Педиатрия» и «Ортопедия-протезирование“, поскольку автор исследования
проводит зти курсы. В этих учебных планов темы, структура и ситуации были
оптимизированы также с учетом оценки курса.
Заключение: Предложенная методика для разработки оптимизированных учебных планов,
когда набирает консенсуса между различными типами специалистов и студентов,
обеспечивает эффективность и целенаправленность обучения, несмотря на длительный
и трудоемкий процесс проведения анкетирования.
Ссылки:
Blair S., Uhl N.P., Using the Delphi Method to Improve the Curriculum; The Canadian Journal of Higher
Education, vol. 23(3), 1993, pp. 107–128
Devetak I., Metljak M., Vogrinc J., Curricular Delphi Study on Science Education (Interim Report on the
Second Round of the UL, Slovenia, Working Group); 2013, 44 p.
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Language Centres in Higher Education
Brno, 15 –17 January 2015
Fallon K.E., Trevitt A.C., Optimising a Curriculum for Clinical Haematology and Biochemistry in Sports
Medicine: a Delphi Approach; British Journal of Sports Medicine, vol. 40(2), 2006, pp. 139–144
Habibi A., Sarafrazi A., Izadyar S., Delphi Technique Theoretical Framework in Qualitative Research; The
International Journal of Engineering and Science, vol. 3(4), 2014, pp. 8–13
Jones J., Hunter H., Consensus Methods for Medical and Health Services Research; British Medical
Journal, vol. 311, 1995, pp. 376–380
Razmjou L., Bonyadi A., Haghi V., Developing Guidelines for Improving the Curriculum for BA Program
in Englisg Language Teaching in Iranian Universities; Journal of Academic and Applied Studies, vol.
2(6), 2012, pp.39–47
Katrňáková, Hana
Masaryk University, Language Centre, [email protected]
Should You Think Twice Before You Open Your Mouth: Pedagogic
implications of linguistic research in an EAP/ESP classroom
(Soft Skills)
The aim of this presentation is to show how linguistic research into spoken formal discourse
influences sessions of my English for Layers course taught at the Faculty of Law, Masaryk
University in Brno, Czech Republic. Students are introduced into basic rules of successful formal
communication based on socio-linguistic and pragmatic analysis of formal panel discussions and
investigative interviews, which have been analysed over a number of years. I have also gained
some experience of teaching international virtual classes via videoconferencing sessions in
which a number of language skills are developed; specifically: negotiation and argumentation
strategies. Although students first have some practice in micro tasks in which they learn how to
build their argument, and then pose a counter-argument before reacting to it, video samples
from videoconferences between law students at Masaryk University (Czech Republic) and the
University of Helsinki (Finland) will demonstrate different approaches to allocated case studies.
Although the students are introduced briefly to intercultural differences between Czech and
Finnish communication in English in advance of the virtual session, students’ performances differ
greatly in terms of negotiation strategies, showing power, argumentation and the choice of words
and grammar. This seems to reflect not only their personal levels of (im)maturity and inexperience
in negotiation, but also their unwillingness to reach a win-win conclusion, which is manifested in
the language they use at lexical, grammatical, sociolinguistic and pragmatic levels. It shows how
students from two not quite so dissimilar cultures approach the task, use language and soft skills
negotiation strategies to achieve the goal. Thus examples of linguistic analysis of good practice
used by native speakers in formal settings helps both the teacher and the students in practising
necessary language and skills.
Cílem této prezentace je ukázat na příkladech, jan lingvistický rozbor formálního mluveného jazyka
(angličtiny) ovlivnil můj kurz pro právníky na Právnické fakultě Masarykovy university v Brně v České
republice. Studenti jsou nejdříve seznámeni se základními pravidly úspěšné formální komunikace
na základě sociolingvistické a pragmatické analýzy formálních panelových diskuzí a výslechů, jež
byly analyzovány vyučující kurzu během řady let. Vyučující také získala zkušenost s výukou virtuální
třídy prostřednictvím videokonferencí, v nichž studenti nacvičují zejména vyjednávání a argumentaci.
Přestože mají studenti za sebou alespoň minimální zkušenost s nácvikem jan vybudovat argumentaci,
jan reagovat na argumenty protistrany, video ukázky z videokonferencí mezi českými a finskými
studenty svědčí o opaku. Výkon finských a českých studentů nese patrné interkulturní rozdíly
v řešení takového úkolu.Jejich jazyková produkce se liší nejen ve vyjednávacích strategiích, využitím
síly, argumentaci a volbě slov a gramatiky. zdá se, že jazyk odráží jejich nezralost a nezkušenost
s vyjednáváním a nechuť dosáhnout řešení, jež bude přijatelné a příznivé pro obě strany. To se
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Abstracts – Oral Presentations
projevuje ve využití prostředků na rovině lexikální, gramatické, sociolingvistické a pragmatické.
Příklady z lingvistické analýzy dobré praxe pomáhá jak učiteli tak studentům nacvičovat potřebné
jazykové dovednosti.
Koppán, Ágnes
University of Pécs, Medical School, Department of Languages for Specific Purposes,
[email protected]
Eklicsné Lepenye, Katalin
University of Pécs, Medical School, Department of Languages for Specific Purposes,
[email protected]
Nemeth, Timea
University of Pécs, Medical School, Department of Languages for Specific Purposes,
[email protected]
How to involve medical history taking effectively in LSP teaching?
(Multilingualism)
The Department of Languages for Specific Purposes at the Medical School of the University of
Pécs (UPMS) has started to develop innovative practices; modernized blended-learning methods
and tools in the field of medical communication (history taking).
At the moment educational material is being worked out, from September 2014 communication
courses will be involved in pilot experimentation and later, with Erasmus+ funding, educational
material available digitally will assist our international students in acquiring practical
communication skills in medical Hungarian.
Authenticity is ensured by internists and language teachers who collect and record doctorpatient conversations in Hungarian while taking past medical history. Following the recording,
the texts are transcribed, segmented based on communication purposes and reformed to adjust
to the language learners’ level. Thus, according to EU standards, texts of A1, A2, B1 (B2 as future
goal) levels are worked out, as most international medical students start their studies with no
or very basic Hungarian. Video-recording of the history-taking scenes has been carried out with
professional actors to prevent violation of privacy rights.
As a next step, task-based case studies as well as check lists will be designed to provide the
professional perspective and to ensure the use of appropriate communication and linguistic tools.
The pilot experiments are conducted during blended-learning university courses. The videorecorded conversations may be used in early beginning phases of language acquisition to enhance
motivation, accelerate vocabulary expansion as well as to raise diverse cultural awareness of the
Hungarian doctor-patient communication (equal rights or paternalism dominates?), that may be
very different from the norms of the students’ home country.
We believe that providing behavioural and communicational samples, pronunciation exercises,
self-tests and keys do not only enable individual learning, but will equip future doctors with the
necessary conversational strategies for interviewing the 21st century patients of different ages,
sex, positions, ethnic and cultural backgrounds.
Das Institut für Sprachen für Spezifische Zwecke an der Medizinischen Hochschule der Universität von
Pécs hat begonnen, innovative Praktiken zu entwickeln; modernisierte integrierte Lernmethoden und
Mittel im Bereich der medizinischen Kommunikation (Anamneseerhebung).
Zum jetzigen Zeitpunkt wird das Ausbildungsmaterial ausgearbeitet, ab September 2014 werden
Kommunikationskurse in Pilotenstudien einbezogen werden und später, mit Erasmus + Finanzierung,
wird das Ausbildungsmaterial digital erreichbar sein und den internationalen Studenten dabei helfen,
praktische Kommunikationsfähigkeiten in der medizinischen ungarischen Sprache zu erwerben.
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Die Authentizität wird durch Internisten und Sprachlehrer, die Arzt-Patienten-Gespräche auf Ungarisch
während der Anamneseerhebung sammeln und aufnehmen, sichergestellt. In Anlehnung an die
Aufnahme, werden die Texte umgeschrieben, entsprechend den Kommunikationszwecken aufgeteilt
und neu gestaltet, um sie an das Niveau des Lernenden anzugleichen. Daher, entsprechend den EU
Standards, werden Texte des A1, A2, B1 (B2 als zukünftiges Ziel) Sprachlevels ausgearbeitet, da die
meisten internationalen Medizinstudenten ihr Studium mit keinem oder sehr geringem Basiswissen
in Ungarisch beginnen. Videoaufnahmen der Anamneseerhebung wurden mit professionellen
Schauspielern durchgeführt, um Verletzung privater Rechte vorzubeugen.
Im nächsten Schritt werden Aufgaben-orientierte Fallstudien sowie Checklisten erstellt werden, um
einen professionellen Blickwinkel zu bieten und die Anwendung geeigneter Kommunikation und
sprachlicher Werkzeuge sicherzustellen.
Die Pilotenstudien werden während Kursen integrierten Lernens der Universität durchgeführt. Die
Video-aufgezeichneten Konversationen werden möglicherweise in der früheren Anfangsphase des
Spracherwerbs angewandt um die Motivation zu steigern, die Wortschatzerweiterung zu beschleunigen
und ebenso um die Bewusstheit unterschiedlicher kultureller Erkenntnisse der Ungarischen ArztPatienten Kommunikation zu erhöhen (gleiche Rechte oder Paternalismus dominiert?), die sich
eventuell von den kulturellen Normen des Heimatlandes der Studenten unterscheiden.
Wir sind überzeugt, dass Verhaltens-und Kommunikationsbeispiele, Ausspracheübungen und
Selbsttests sowie Lösungsschlüssel nicht nur das individuelle Lernen ermöglichen, sondern zukünftige
Ärzte mit den notwendigen Kommunikationsstrategien ausstatten, die für die Befragung eines
Patienten im 21. Jahrhundert von verschiedenem Alter, Geschlecht, Stellung, ethnischer und kultureller
Herkunft notwendig sind.
Lehtonen, Tuula
University of Helsinki, Language Centre, [email protected]
Language Centre research into language users’ definitions of good
language skills and their relevance
(Best Practices – Strategies)
Teacher research is systematic inquiry into the teacher’ s own context. This type of research is
often, but not always, made public and, quite often, its aim is to address certain problems or to
find out about issues related to the teaching context, thus creating a better understanding of the
context.
This presentation is an example of systematic teacher research from the Language Centre of the
University of Helsinki, Finland. About ten years ago, the everyday concept of good language skills
started to interest me when working on a collaborative research project looking into professional
language needs and skills. Inspired by job ads that often state that the applicant has to have
good language skills, we interviewed those working in recruitment to collect definitions of good
language skills. In the past years, I have gathered around 100 written definitions of good language
skills from Law Master’ s students with work experience. In addition, as part of a new collaborative
research project, I have around 100 definitions of good language skills from international
Master’s students.
The similarities and differences in the definitions from the three different samples are the starting
point of this presentation. However, the main focus is on the relevance of the definitions to my
teaching context and of this long-term research interest to me as a teacher. The research has
helped me see how contextual the users’ definitions often are; they have changed my own
understanding of good language skills to an extent; they have provided an opportunity to expand
my students’ thinking through affordances; they have helped me in curriculum planning as well
as in the creation of new ecological approaches to teaching. The wider relevance of this teacher
research is in the importance of the process of research that encourages a practitioner to reflect.
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Esta presentación constituye un ejemplo de la investigación sistemática del profesorado del Centro
de Lenguas de la Universidad de Helsinki, Finlandia. Hace unos diez años, el concepto de “buenas
competencias lingüísticas” comenzó a interesarme cuando trabajé en un proyecto de investigación
colaborativa que estudiaba las necesidades de y habilidades requeridas en el lenguaje profesional.
Inspirada por los anuncios de trabajo que a menudo declaran que el solicitante tiene que contar con
buenas habilidades de lingüísticas, entrevistamos a encargados de reclutamiento para recoger sus
definiciones de dicho término. En los últimos años, he recopilado alrededor de 60 definiciones escritas
de buenas habilidades lingüísticas de estudiantes de Maestría con experiencia laboral. Asimismo,
como parte de un nuevo proyecto de investigación colaborativa, poseo unas 70 definiciones de
buenas habilidades de lenguaje de los estudiantes internacionales de Maestría.
El punto de partida de esta presentación son las similitudes y diferencias en las definiciones de las tres
muestras diferentes. Sin embargo, la atención se centra tanto en la importancia de las definiciones
para mi contexto de enseñanza como de mi interés como profesora en la investigación a largo
plazo. La investigación me ha ayudado a ver cuán contextuales resultan, a menudo, las definiciones
de los usuarios; que han cambiado, hasta cierto grado, mi propia comprensión del término buenas
competencias lingüísticas; que han proporcionado la oportunidad de ampliar el pensamiento de mis
alumnos a través del concepto Affordances -entiéndase las posibilidades de acción inmediatamente
percibidas por ellos mismos–; que me han ayudado en la planificación del currículo, así como en la
creación de nuevos enfoques ecológicos para la enseñanza. La mayor relevancia de esta investigación
por parte del profesor recae sobre la importancia del proceso de indagación que fomenta la reflexión
del practicante.
Leszkiewicz, Joanna
Wrocław University of Technology, Department of Foreign Languages,
[email protected]
Internationalization of studies at Wrocław University of Technology
(Best Practices – Strategies)
The session presents the involvement of the Department of Foreign Languages in the process of
internationalization of studies at Wrocław University of Technology. It focuses on the participation
of EFL teachers in the project: “Development of didactic potential and academic offer of Wrocław
University of Technology” which was run from 2009 to 2013 and was co-financed from European
Social Fund. The aim of the project was to increase the language competence of the academic
staff in order to enhance the quality of teaching in English, which would result in further
internationalization of studies. The project included different activities ranging from general
language courses and one–to-one lessons for university lecturers to lesson observations and
language consultancy in preparation as well as proofreading of teaching materials in English for
various university courses. The talk also presents the outcomes of the project.
In der Präsentation wird die Beteiligung des Fremdsprachenzentrums der Technischen Universität
Wroclaw am Internationalisierungsprozess der Studiengänge an der TU Wroclaw dargestellt. Es wird
die Teilnahme der Englischlehrer an dem vom Europäischen Sozialfonds mitfinanzierten Projekt
„Entwicklung vom didaktischen Potential und Studienangebot der Technischen Universität Wroclaw“
(in den Jahren 2009–2013) besprochen.
Das Projekt setzt sich zum Ziel, Sprachkompetenzen der akademischen Lehrer zu fördern und dadurch
Bildungsqualität in der englischen Sprache zu verbessern, was zur weiteren Internationalisierung von
Studium und Lehre beitragen wird. Das Projekt umfasste verschiedene Elemente – Fremdsprachenkurse,
individuellen Unterricht für wissenschaftlich-didaktische Mitarbeiter, Unterrichthospitationen,
sprachliche Beratung bei Lehrstoffvorbereitung sowie sprachliche Korrektur von Lehrstoff für
verschiedene Englischkurse. In der Präsentation werden auch Projektergebnisse vorgestellt.
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Lindner, Rachel
Universität Paderborn, International Business Studies, [email protected]
Developing communicative competence in virtual teams: A multiliteracies
approach to telecollaboration for students of Business and Economics
(Course Design)
International organisations are increasingly using culturally diverse virtual teams as a potentially
cost and time-saving method of bringing together geographically, temporally, and functionally
dispersed employees for work on a common task. However, within the field of Business and
Economics, there are few examples of pedagogy aimed at preparing students for such work
scenarios and even less consideration of what exactly communicative competence in virtual
teams entails. Foreign language teachers, on the other hand, can draw on two decades of
research into the development of communicative competence in online intercultural exchange
– or telecollaboration as it is frequently referred to. While such exchanges have primarily
foregrounded enhancing the linguistic and intercultural competence of the participating foreign
language learners, a model that has emerged in recent years focusses more on the intersection
of language, intercultural and media education and explores the multiliteracies that define the
communicatively competent individual in a networked, globalised world.
In my talk, I outline the rationale, design and practicalities of setting up a telecollaborative
project with a multiliteracies approach between students of Business and Economics at Brno
and Paderborn Universities. Although these students are proficient speakers of English, the
experiential nature of working in culturally mixed virtual teams using English as a lingua franca,
combined with theoretical input and opportunities for reflection aims to develop in participants
a more nuanced, critical awareness of the competences required for networked communication
across cultures.
Macháčková, Dita
Charles University, Faculty of Medicine in Pilsen, Institute of Languages,
[email protected]
Čeština pro stomatology na LF UK v Plzni
(Czech for Foreigners)
Výuka češtiny pro cizince je na LF UK v Plzni uskutečňována jednak pro studenty všeobecného
lékařství, jednak pro studenty stomatologie. Budoucí stomatologové se připravují na komunikaci
s českým pacientem 4-5 semestrů, přičemž poslední dva semestry jsou věnovány výhradně
problematice „stomatologické“ češtiny. Tato výuka probíhá formou blended-learningu. Autorka
příspěvku představí e-learningový kurz, který vytvořila za účelem výuky stomatologů.
Czech lessons for foreigners at the Faculty of Medicine in Pilsen are implemented for students of both
medicine and dentistry. Students of dentistry are being trained to communicate with their Czech
patients for 4–5 semesters, the last two semesters are devoted exclusively to „dental“ Czech. This
training takes the form of blended-learning. Author of the article will introduce her e-learning course,
created for the purpose of teaching dentists.
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Abstracts – Oral Presentations
Marchetti, Lorena
University of Urbino Carlo Bo, University Language Centre, [email protected]
Cullen, Peter
University of Urbino Carlo Bo, University Language Centre, [email protected]
A multimodal approach in the classroom
(Innovations)
A multimodal approach in the classroom, can be a source of creativity for both teachers and
students. It draws upon available semiotic resources including modes that are visual, audio, and
kinesthetic and does not necessarily rely on technology. This talk will briefly define what modes
are and outline the origins of multimodal studies in the New London Group (1996). We would like
to give an example of a multimodal lesson using video, identifying the modes used by teacher
and students and how these correlate not only to contemporary society but to specific cognitive
processes. This combination- use of multiple channels- allows for creativity and flexibility in
teacher-student interaction and can enhance the learning environment.
The paper looks at the work of Kress and Jewitt and their research in multimodal studies and
pedagogy, with the aim of applying these concepts to the higher education sphere and the
undergraduate experience in second language learning. The focus is on the combination of
text, audio and image as individual modes and how these can be creatively combined to create
meaning, encourage interaction and learning in the classroom. Engaging students in course
content requires strategies of communication that a) focus and maintain attention, and b) work
past the simple cognitive styles of information recognition to activate deeper forms of memory
creation. Multimodal approaches tend to do this naturally.
Considering image as a single mode is relevant to today‘ s image-oriented society. Images are
often the sole source of information and when accompanied by text often remain the dominant
carrier of information. The possibilities for teachers to consciously use different modes, thus
drawing attention to modern ensembles of text construction, can provide useful input for
students - who may be both consumers and producers of multimodal texts.
Ultimately the essence is one of creative communication, which occurs spontaneously in student
‘lifeworlds’ and can be creatively tapped into to activate the language classroom and lead to
satisfying learning goals for both teacher and student.
Marques, Emanuel C.
Masaryk University, Faculty of Medicine, [email protected]
Living in a country? Learn the language!
(Soft Skills)
Why not learning the language of the country you live in? Why refusing to adapt to the new
environment that involves you? I am a medical student and I have been studying in Brno for the
past 5 years. There was not a single day I didn‘t refuse to have chosen this country to study in...
No one likes to be placed in a new environment they‘re not used to: people will feel unprotected,
unsafe and eventually misplaced. That‘ s exactly what happened to me... More than home sick, I felt
like I didn‘t belong to this land! Today I realise it was all but a language barrier!! Communication
and language are not exclusively, but are the main ways we express our personality: our intelect,
our emotions, our behaviour! There are no adaptation and development without communication
skills! Let us get involved in a true story experience and understand the importance of learning
the language of the country you live in!
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Meckarov, Evel
IBM, Project Management, [email protected]
Education in Corporations by using new modern teaching methods
(Soft Skills)
As the world develops around us, becomes faster every day and the attention span (especially of
busy professionals) decreases, it is necessary to innovate and implement new teaching methods.
During my 9-year career in IBM I have developed a custom-made full-day education course using
modern teaching methods and implementing gamification techniques. In the presentation,
we will go through the main techniques I have used to build the full day education course, the
lessons learned from teaching it to over 300 professionals and the best practices we can take from
it that can be used and implemented in other education courses. Some of the topics covered
will be: Building the visual presentation material, keeping the right balance between theory
and audience participation, gamification elements throughout the course designed to keep
the audience motivated and engaged, rhetoric techniques in the delivery of the course, lessons
learned, collected over 15 deliveries of the course and 300+ feedbacks.
Jak se svět kolem nás vyvíjí, je rychlejší a rychlejší, a pozornost při výuce, zvláště u velice zanepraprázdněných profesionálů, klesá, je třeba inovovat a zavádět nové učební metody.
Během mé devítileté kariéry v IBM jsem si zvykl dělat celodenní výuku a využívat při ní moderní výukové
metody a zahrnout do ní i prvky hry.
V prezentaci se podíváme na techniky, které vám pomohou vytvořit celodenní kurz, budu s vámi sdílet
poučení, které jsem si vzal z učení více než tří set odborníků, poradím vám osvědčené postupy, které
můžete ve vzdělávacích kurzech použít.
Témata, kterých se dotkneme: vytvoření vizuální prezentace, jak zachovat rovnováhu mezi teorií
a zapojením publika, prvky hry, které vám pomohou udržet publikum zapojené a motivované,
rétorické techniky, které vám během kurzu pomohou – tzv. Gamifikace, co jsem se naučil z 15ti kurzů,
které jsem dělal, a co jsem si vzal z feedbacku na tyto kurzy (více než 300 feedbackových odpovědí).
Moreira da Silva, Manuel
ISCAP – Instituto Superior de Contabilidade e Administração do Porto, [email protected]
Entrepreneurial skills and creativity in a language learning environment:
a Portuguese case-study
(Best Practices – Strategies)
Modern societies are global and in constant change and look for students who have developed
both generic and specific competences which allow them to succeed in the labor market.
In response to this demand and for its implementation, the Bologna process defined as an
objective to prepare students for their future careers and for life as active citizens in democratic
societies, and support their personal development. This led to new curricula and new approaches
aiming at switching from a teacher-centered teaching process into a student-centered learning
process, focusing on acquiring competences instead of achieving learning outcomes that would
prepare graduates for their future role in society in terms of employability and citizenship.
Consequently, most HEIs developed strategies and adapted their teaching methods to stimulate
in their students generic transversal skills – such as creativity, problem solving, decision-making,
initiative and entrepreneurial spirit, and will to succeed, amongst others – strategies perceived
as useful in finding the first or ideal job or in being a better European citizen. In other words,
this shift in structure should be followed by a shift in attitude and bring forth more creative and
entrepreneur students able to face the labor market when applying for the first job and cope with
the ever growing phenomenon of globalization and markets internationalization.
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Abstracts – Oral Presentations
This was the main goal of the case-study on which this paper will focus, in which final-year
students in Business Communication were asked to develop a CV, where the only mandatory
requirements were to be (i) bilingual (Portuguese and English), (ii) multimedia, (iii) subtitled and
(iv) real. All the design, format and content should be decided by the students according to their
personalities, goals and desired job profiles.
With this case-study, we intend to show how a semester project on creating a bilingual Multimedia
CV helped Portuguese final-year students develop some of the generic competences indicated
before, increase their self-marketing strategies, creativity and entrepreneurship while developing
their language skills.
Morgan, John
Aberystwyth University, Student Learning Support / International English Centre,
[email protected]
Lecture Capture as a Reflexive Means of Enhancing Academic Writing
Development
(Methodology – Writing)
Lecture capture technologies such as Panopto, enable the combined recording of video and
audio, alongside whatever media documents are being used on the recording computer at
each stage of a classroom session. The instant processing and upload to the server allows rapid
dissemination via a virtual learning enviroment such as Blackboard, allowing students to access
the recording within minutes of its completion. This enables the immediate use of recordings for
revision, reflection and further academic development.
This presentation describes the ongoing use of lecture capture in an undergraduate writing
development module at Aberystwyth University in the current academic year (2014/2015).
Recordings of seminars include taught sections and a range of student discussions, through
which students are required to review and respond to recordings in a course wiki that is linked
to the recordings in Blackboard. Students engage in reflection and peer commentary on their
own writing development by selecting the most informative and most challenging aspects of
writing advice that each individual identifies in each seminar. They enter these comments in the
course wiki each week and the comments are used as the opening discussion of each subsequent
seminar. This provides specific review and transition to the next aspect of writing in the syllabus.
Over a ten or twenty week period students build a critical profile of individual and universal
aspects of writing development. This also enables ongoing reflexive review and feedback on
the strengths, weaknesses and areas for further development in the learning and teaching cycle.
This presentation will provide an account of the first ten weeks of this initiative, identifying
specific issues generated from student comments and how they relate to their overall writing
development and academic progress. It will include suggestions for ongoing development
through the following ten weeks of the academic year.
Las tecnologías de captura de clase (Lecture Capture) como Panopto, permiten la grabación
simultánea de vídeo y audio, junto con otro documento que se esté usando en el ordenador, en
cualquier momento de la clase. El proceso informático instantáneo y la subida inmediata al servidor
permiten la difusión rápida, a través de un entorno virtual de aprendizaje como Blackboard, haciendo
posible que los estudiantes accedan a la grabación minutos después de su realización. Esto permite el
uso inmediato de las grabaciones para la revisión, reflexión y para impulsar el desarrollo académico.
Esta presentación describe el uso de la captura de clase en un curso universitario de redacción de
textos académicos, en la Universidad de Aberystwyth, en el presente curso académico 2014–15.
Las grabaciones de las clases incluyen la contribución del profesor y las discusiones de los estudiantes,
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que los estudiantes tienen que revisar y comentar en la wiki del curso, que está enlazada con las
grabaciones en Blackboard. Los estudiantes participan en reflexiones y en comentarios sobre el
trabajo de sus compañeros y el suyo propio, seleccionando los aspectos más esclarecedores y más
difíciles de los consejos sobre redacciόn académica que cada estudiante identifica en cada clase. Ellos
ponen estos comentarios en la wiki del curso cada semana y los comentarios se usan como discusión
de apertura en la clase siguiente. Esto permite una revisión específica y el paso al siguiente aspecto del
temario del curso de redacción académica.
En un periodo de entre diez o veinte semanas los estudiantes construyen un perfil crítico de los
aspectos individuales y universales de la redacción académica. Esto permite la reflexión continua
y comentarios reflexivos sobre los puntos positivos y negativos, y sobre los aspectos a desarrollar en el
ciclo de aprendizaje y enseñanza.
Esta presentación informará sobre las diez primeras semanas de esta iniciativa, identificando posibles
problemas extraídos de los comentarios de los estudiantes y cόmo se relacionan con su progreso en
redacción académica y con su progreso académico en general. Incluirá sugerencias para su desarrollo
durante las diez semanas siguientes de este año académico.
Němcová, Hana
Masaryk University, Language Centre, [email protected]
Čoupková, Eva
Masaryk University, Language Centre, [email protected]
Helán, Robert
Masaryk University, Language Centre, [email protected]
Interdisciplinary science-based language course of collaborative learning
– do’ s and don’ts
(Innovations)
Problem solving, critical thinking, collaboration, communication, and promoting active learning
are the main trends in today’ s education. By employing the constructivist view of learning students
are encouraged to articulate their ideas clearly as well as to collaborate on tasks effectively by
sharing in group projects. The paper discusses an interdisciplinary science-based language
course enhancing all these skills needed for the 21st century work and academic environment.
The course has been designed within the Impact project at the Masaryk University Language
Centre in cooperation of English language and science teachers. The main objective was to join
students of six scientific disciplines taught at the Faculty of Science and address one problem
from different perspectives reflecting the specific tools and methodologies of the particular fields.
The primary focus of the paper is to discuss different teaching strategies used in the course with
regard to their effectiveness – as doing experiments, or solving real-world problems. Also a list
of do’ s and don’ts will be shown based on the experience from the pilot courses provided to the
students of the Faculty of Science, Masaryk University in Brno.
Příspěvek se zabývá metodami a postupy kolaborativního učení, které se osvědčily při pilotáži kurzu
Angličtina pro přírodovědce v rámci projektu Impact.
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Abstracts – Oral Presentations
Nováková, Jana
Charles University, Institute for Language and Preparatory Studies, [email protected]
Jak testovat gramatiku
(Testing)
Gramatická kompetence představuje jednu z mnoha složek, které se podílejí na komplexní
lingvistické kompetenci a tato pak na celkové komunikační kompetenci. Z tohoto důvodu má
gramatika ve vyučování cizího jazyka nezpochybnitelnou roli. Příspěvek si klade za cíl odpovědět
na otázku, zda je tomu tak i v oblasti testování. V přednášce budou porovnány rozdílné přístupy
k testování gramatiky a představeny různé typy gramatických testů a cvičení. Pozornost bude
věnována především úskalím, která jsou spojena s jejich tvorbou, použitím a hodnocením.
Příspěvek poukáže, na co by měl tvůrce gramatického testu myslet především. Přednáška se bude
kromě gramatických testů zabývat i dalšími způsoby, kterými je možné ověřit studentovy znalosti
týkající se této kompetence.
Testing of grammatical knowledge is traditionally thought to be necessary. Although it does not have
to be done only by grammar test, the tests are still the most popular and common method used for
verification of students knowledge. In this paper we discussed the qualities of grammar tests that
make them useful and the whole proces of grammar test construction. When considering the testing
of grammar, teachers has to give careful consideration to all factors that can affect the test assesment,
marking and also interpretation of the tests results both for teachers and students.
Onat, Hilal
Hacettepe University, School of Foreign Languages, [email protected]
Route to ELT Leadership: Student, Teacher, Leader
(Language Centres + Staff Development)
Teachers have different roles; a student, a teacher and a teacher as school leader. In the past
teachers served as team leaders, department chairs , association leaders and curriculum
developers. They served as representatives rather than “leaders” who enact change (Livingston,
1992)
In terms of personal development, our main focus was on gaining necessary qualifications to
become a good university student, then a teacher and good model for the society. The lack of
leadership training during university education or lack of leadership attitues in an organization
can be the reason why teachers delay engaging in leadership roles in their schools. Occupational
life preparation should be provided in ELT education. The passive attitute in leadership before and
after school should be changed into an active role. If we as teachers can engage our students and
colleagues to join us in a team in improving the climate of our school, we can take an important
leadership action.
Lehrer sind Führer, die für die inspiration, Die Leitung und die Führung von einer Gruppe von
Menschen verantwortlich sind, die auf einem Weg für einen gemeinsamen Anlass zusammenhalten.
Um ihren Einflussbereich außerhalb des Klassenzimmers erweitern und diese in umfangreiche
Führungstätigkeiten in der Schule transferieren zu können, ist es wichtig, Änderungen zu bewirken,
weil Lehrer dann in ihrem Umfeld umfassender und kontinuierlicher sind. In dieser Präsentation
werden Teilnehmer diskutieren, was Lehrer eigentlich machen und was die Merkmale eines effektiven
Lehrers im Allgemeinen sind. Danach wird definiert, was eine Führung ist und wer der Führer ist. Die
Teilnehmer werden die Bedeutung der Führung im Englischunterricht als Fremdsprache diskutieren.
Während der Sitzung werden bestimmte Führungssstile und Fragen diskutiest. Die Frage: “Warum
brauchen Führungslehrer?” wird beantwortet. Am Ende des Vortrages werden die Teilnehmer die Frage
“ Wie können wir angehende Lehrer als Führer für die Zukunft ermutigen? Beantwortet haben.”
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Pečený, Pavel
Charles University, Institute for Language and Preparatory Studies, [email protected]
Inovace a výzva: stanovení mezní hranice úspěšnosti jazykové zkoušky
(Testing)
Stanovení mezní hranice úspěšnosti je jednou z velkých výzev tvůrců jazykové zkoušky. Tak zvaný
standard setting představuje významný moment, jehož provedení se zásadně dotýká všech
uživatelů dané zkoušky (od samotných kandidátů, přes tvůrce až po zkoušku akceptující instituce).
Příspěvek se věnuje procesu stanovení mezní hranice úspěšnosti Certifikované zkoušky z češtiny
pro cizince, kterou připravuje Ústav jazykové a odborné přípravy Univerzity Karlovy v Praze.
Zaměří se nejprve na představení východisek a přípravné fáze standard settingu této zkoušky,
dále na jeho průběh a konečně také naznačí možné konsekvence vyplývající z jeho výsledků.
Setting of the cut-off score is one of the major challenges for the language test constructers. The socalled standard setting is an important moment that fundamentally affects all users of the test (from
the candidates themselves, through the test constructers to test the accepting institution). This paper
describes the process of setting cut-off score for the Czech Language Certificate Exam (CCE), prepared
by the Institute for Language and Preparatory Studies at the Charles University in Prague. It will focus
initially on the background and preparatory phase of standard setting, as well as its progress and it will
finally discuss the possible consequences resulting from its conclusions.
Plews, Matt
Humboldt University Berlin, Language Centre, [email protected]
Learning by discussing – how a task-based approach works
(Soft Skills)
With the aim of significantly developing the English-language academic discussion skills of
participants, the Language Centre of Humboldt University Berlin has recently introduced
a course which is wholly adherent to the principles of task-based language learning and teaching
(TBLT). In this presentation, I will explain the theoretical background to the project as well as
presenting details on how the course was designed and the results that have been achieved
thus far. Developed according to key principles of EAP (English for Academic Purposes) syllabus
design, and incorporating CEFR-based continuous assessment, the course consists of a series of
academic discussions and (native-speaker-based) ‚foci on form‘ aimed at enabling participants to
identify and address their individual language needs, the whole being linked together within the
framework of a virtual learning environment (Moodle). Both results and feedback thus far have
been positive, appearing to support the adoption of such a task-based approach with regard to
increasing participants‘ oral proficiency.
Mit dem Ziel, die englischsprachige Diskussionsfähigkeit der Teilnehmer(innen) maßgeblich weiter
zu entwickeln, führte das Sprachenzentrum der Humboldt Universität zu Berlin einen Kurs ein, der
gänzlich den Prinzipien des handlungsorientierten Fremdsprachenunterrichts folgt.In diesem Vortrag
erläutere ich den theoretischen Hintergrund des Projekts und stelle Einzelheiten der Kurskonzeption und
die bisherigen Ergebnisse vor. Entwickelt entsprechend der Grundprinzipien der Lehrplankonzeption,
unter Einbeziehung von, auf GER-basierender, kontinuierlicher Evaluierung, mit dem Ziel, es den
Teilnehmer(inne)n zu ermöglichen, ihre individuellen Sprachbedürfnisse zu ermitteln und anzugehen,
besteht der Kurs aus einer Reihe von wissenschaftlichen Diskussionen mit „Fokussen auf Form“, während
derer die Teilnehmer(innen) ihre Leistungen mit denen der Muttersprachler(innen) vergleichen. Der
gesamte Kursinhalt wird innerhalb einer Lernplattform (Moodle) verlinkt und dokumentiert. Sowohl
die Ergebnisse als auch das Feedback sind bis dato positiv und scheinen, hinsichtlich der Verbesserung
der mündlichen Sprachkompetenz, die Einführung eines solchen „handlungsorientierten Ansatzes“ zu
unterstützen.
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Abstracts – Oral Presentations
Podlasková, Irena
University of Pardubice, Language Centre, [email protected]
Háhn, Judit
University of Jyväskylä, Department of Languages, [email protected]
Videoconferencing in ESP Classes: Learner-centred Approach
(Best Practices – Strategies)
The integration of videoconferencing (VC) into ESP education provides an opportunity for the
combination of collaborative learning, autonomous learning and cross-cultural communication
via social media and ICT implementation. The authors describe their first-hand experience as
teachers of joint VC Business English sessions arranged between the University of Pardubice,
the Czech Republic and the University of Pécs, Hungary. The novelty lies in the development of
teaching and learning approaches including project based learning for virtual ESP classes that
are jointly held for students living in two different cultures. Videoconferencing means a major
shift in the role of instructors: instead of being the ultimate sources of knowledge, they usually
remain in the background during the lesson but take an active role in the preparation. The focus
is on student-student interaction both in the VC classroom and in social media activity. Thus, both
collaborative and autonomous learning are realized.
The authors outline the process of VC both from the students’ and the teachers’ point of view.
The actual sessions were preceded by several Skype meetings between the teachers because
agreements had to be made on the number of sessions and the timing, the topics to be covered,
the creation of a Facebook group and the activities students could engage in between the
sessions. Two mixed nationality groups of students were formed and three VC sessions were
organized for each group. All participating students were asked to fill in a questionnaire allowing
them to critically reflect on the benefits and drawbacks of VCs. The authors present the outcomes
and provide some recommendations as to the suitability of the videoconferencing concept for
ESP classes.
Pojslová, Blanka
Masaryk University, Language Centre, [email protected]
Assessing writing of FEA MU students at C1 level of CEFR: test
takers´perspective
(Testing)
This paper presents a standardisation process of assessing writing of bachelor and master
students at the Faculty of Economics and Administration (FEA) of Masaryk University (MU) which
was undertaken under Impact project of MU Language Centre.
The standardisation process involves test specification and task development for assessing
writing of ESP and EAP together with raters´ training and benchmarking process in the context
and within the constraints of the given testing situation.
The paper will focus on mutual relationships and interdependence of the four above mentioned
components of the standardisation process of assessing writing while considering the overall
usefulness of the writing test as defined by L.F.Bachman and A.S.Palmer, namely impact on test
takers and their familiarization with assessment criteria through peer assessment.
Proces standardizace hodnocení psaní probíhající v rámci projektu Impact na Ekonomicko-správní
fakultě MU zahrnuje vývoj testových specifikací a testových úloh spolu s tréninkem a benchmarkingem
jeho hodnotitelů. Tvůrci testových úloh se přitom snaží o maximalizaci užitečnosti testu tak, jak
ji definuje L.F.Bachman a A.S.Palmer. Příspěvek se zaměří především na otázku dopadu testu psaní
na testované a jejich obeznamování s hodnotícími kritérii prostřednictvím peer assessment.
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Příbramská, Pavlína
ŠKODA AUTO University, University of Finance and Administration, Department of Languages,
[email protected]
Improving inter-rater reliability in the assessment of production skills
(Testing)
Students during their studies at university have to undertake various tests and evaluation
procedures. It is very important not only to prepare standardized tests and testing criteria, but
also to provide valuable feedback for students. Therefore our university is trying to improve the
inte- rater reliability in order to lower the rater subjectivity. The presenters will show the audience
particular examples of production based tasks B1-B2 how they are evaluated and the assessment
criteria developed at our university, that the raters should follow.
Studenti během studií na vysoké škole musejí projít řadou testů a hodnotících procedur. Je velmi
důležité nejen připravit standardizované testy a testovací kritéria, ale také poskytnout studentům
validní zpětnou vazbu. Naše vysoká škola se snaží zlepšit „inter-rate“’ reliabilitu, aby snížila subjektivní
pohled evaluátora. Prezentující ukáží příklady testových úkolů na úrovni B1 a B2, jak jsou evaluovány
a také představí hodnotící kritéria produktivních dovedností používané na ŠKODA AUTO Vysoké škole.
Punčochář, Martin
Masaryk University, Language Centre, [email protected]
Vizualizace českého jazyka pro cizince
(Czech for Foreigners)
Cílem příspěvku je poukázat na možnosti re-prezentace gramatického a syntaktického plánu
českého jazyka grafickou (vizualizace konkrétního jevu) nebo fyzickou formou (prostřednictvím
lidského těla, zejména pomocí rukou). Flektivní charakter češtiny (rozmanité slovní formy
vyjadřující specifické funkce) spolu se syntaktickými specifiky (relativně volný slovosled, aktuální
členění větné) představují pro studenty češtiny jako cizího jazyka mnohdy obtížně překonatelnou
bariéru. Vizualizace jednotlivých gramatických funkcí (pády, slovesné formy) umožňuje jejich
snadnější pochopení a brzké užívání v běžné komunikaci. Použití lidského těla (zvláště ruky) jako
vždy přístupné pomůcky pak eliminuje problémy s výstavbou české věty a s jejím slovosledem
(pozice zvratných zájmen a enklitik, pomocné sloveso v minulém čase a v kondicionálu). Inherentní
dialogičnost konkrétní výpovědi pak umožňuje využívat otázky (počtu a formy užitých slov,
slovosledu, jak u zjišťovacích, tak u doplňovacích otázek) jako podkladu či pozadí pro odpověď.
Součástí příspěvku bude praktická ukázka uvedených principů a strategií.
The aim of this paper is to point out the possibility of re-presentation of grammatical and syntactical
plan of Czech language by showing in graphic (visualization of a particular phenomenon) or physical
way (through the human body, especially by hand).
Czech grammar is fusional: its nouns, verbs, and adjectives are inflected by phonological processes
to modify their meanings and grammatical functions; czech word order is relatively free. That is why
students of Czech language as a foreign language often experience difficulties while surmounting
this barrier. Visualization of individual grammatical functions (cases, verbal forms) allows student
to understand the language easier and start to use it in everyday communication sooner. Using
the human body (especially hands) as always accessible aids then eliminates problems with the
construction of Czech sentences (especially with regards to the word order: the position of reflexive
pronouns and enclitic, the auxiliary verb in the past tense and conditional). Inherent dialogue
charakter of a statement allows speakers to use questions as background or backdrop for an answer.
There will be a practical demonstration of the above mentioned principles and strategies.
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Abstracts – Oral Presentations
Ramadani, Kujtim
South East European University, Language Centre, [email protected]
Osmani, Rufat
South East European University, Language Centre, [email protected]
The Language Center at SEEU – a role model in the Higher Education Area
in the Balkans
(Best Practices – Strategies)
The Language Center (LC) was founded in 2001 and was the first independent unit to provide
instruction within South-East European University (SEEU). It provides language services to all
SEEU students. Its 20 well-equipped classrooms, CELTA Center and the Language Resource Center
(LaRC) are designed to meet the educational needs of the students, staff and the community as
well as create an environment that is conducive to learning.
Language study is a central part of every SEEU student’ s academic career, both as required subjects
and as optional elective courses. Part of the University’ s mission is to promote a multilingual
approach to learning, stressing both the importance of local and international languages. The
Language Center has the crucial role in achieving this goal. The primary function of the Center
is to provide courses specified in the curricula of the five faculties. This includes courses such
as Basic English Skills as well as ESP faculty-dependent courses. Due to these requirements and
student interest, the LC is the largest teaching organization at the University.
The Language Centre as an integral part of the SEEU, implements a number of well-established,
institution-wide quality procedures which are intended to have a positive impact on the
standards of learning and teaching. These include: Teaching Observation Procedure, an annual
Student Evaluation Survey, a performance management process for staff linked to professional
development and an LC cycle of strategic planning, linked both to internal and LC Specific
external evaluation. In developing these procedures, the University and the Centre have drawn on
international quality assurance guidelines, trends and good practice in order to develop effective
approaches to quality within a specific educational and national context.
Das Sprachenzentrum (LC) wurde im Jahr 2001 gegründet und war die erste unabhängige Einheit
Befehl innerhalb Südosteuropäische Universität (SEEU) zu liefern. Es bietet Sprachdienstleistungen
für alle SEEU Studenten. Seine 20 gut ausgestattete Klassenräume, CELTA Center und das Language
Resource Center (LaRC) sind auf die Bildungsbedürfnisse der Studenten, Mitarbeiter und der
Gesellschaft sowie die Bedürfnisse schaffen eine Umgebung, die förderlich für das Lernen ist.
Sprache Studie ist ein zentraler Bestandteil der akademischen Laufbahn jedes SEEU Schüler, die
beide als Pflichtfächer und Wahlfächer als optional. Ein Teil der Aufgabe der Universität ist es, einen
mehrsprachigen Zugang zum Lernen zu fördern, betonte sowohl die Bedeutung der lokalen und
internationalen Sprachen. Das Sprachenzentrum hat die entscheidende Rolle bei der Erreichung
dieses Ziels. Die primäre Funktion des Zentrums ist es, Kurse in den Lehrplänen der fünf Fakultäten
festgelegt werden. Dazu gehören Kurse wie Grundkenntnisse in Englisch sowie ESP Fakultät
abhängige Kurse. Aufgrund dieser Anforderungen und das Interesse der Studenten ist der LC die größte
Lehrerorganisation an der Universität.
Das Sprachenzentrum als integraler Teil der SEEU, implementiert eine Reihe von gut etablierten,
Institution weiten Qualitätsverfahren, die dazu bestimmt sind, einen positiven Einfluss auf den
Standards des Lernens und Lehrens haben. Dazu gehören: Lehr Beobachtung Ordnung, eine jährliche
Studenten Bewertung Survey, eine Performance-Management-Prozess für die Mitarbeiter, um die
berufliche Entwicklung verknüpft und ein LC-Zyklus der strategischen Planung, der sowohl an interne
und externe Evaluation LC Spezifische verknüpft. Bei der Entwicklung dieser Verfahren sind die
Universität und das Zentrum für internationale Qualitätssicherungsrichtlinien, Trends und bewährten
Verfahren, um wirksame Ansätze zur Qualitäts innerhalb eines bestimmten Bildungs-und nationalen
Kontext zu entwickeln gezogen.
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Reich, Pavel
Masaryk University, Language Centre, [email protected]
Incorporating Linguistic Analysis into English for Specific Purposes Courses
(Research)
The aim of this paper is to explore the possibilities of incorporating basic linguistic analysis into
the syllabus of a course of English for Specific Purposes (ESP) designed for students of political
science. It is based on my research in the fields of euphemistic language, semantic prosody, and
appraisal in language.
Traditionally, ESP methodology focuses predominantly on listening, reading, speaking and writing
skills in the domains related to the learners’ expertise, as well as on the grammatical forms typical
of academic contexts and on specialised lexis. A typical feature of ESP methodology is that “the
teacher is not in the position of being the primary knower of the carrier content of the material”,
but becomes rather a “consultant who has knowledge of communication practices, but needs to
‘negotiate’ with the students on how best to exploit these practices to meet the objectives they
have” (Dudley Evans and St John, 1998).
The present paper attempts to explore a somewhat different approach. The teacher does not
necessarily have to have the function of a language consultant in the field of expertise of the
student, but, on the contrary, can merge his own field of expertise – linguistics – with the field
of expertise of the students. Consequently, certain aspects of linguistic subfields, such as lexical
semantics, pragmatics, critical discourse analysis, or corpus linguistics can be integrated into ESP
courses, teaching students rudimentary linguistic analysis of the specialised discourse of their
field of study.
This approach broadens the students’ horizons by enabling them to see their own field of study
from a different perspective, while continuously developing their reading, speaking, listening and
writing skills.
Příspěvek si klade za cíl prozkoumat možnosti začlenění základní lingvistické analýzy do kurzů
angličtiny pro specifické účely, konkrétně do kurzu určeného pro studenty politologie a příbuzných
oborů. Vychází z mého vlastního výzkumu v oblasti eufemistického jazyka.
Kurzy angličtiny pro specifické účely jsou tradičně zaměřeny především na poslech, čtení, mluvení
a psaní v oblastech souvisejících se specializací studentů, na gramatické jevy typické v akademickém
jazyce a na odbornou slovní zásobu. Na hodině jazyka pro specifické účely není vyučující považován
za znalce obsahu učiva, ale je spíše jakýmsi konzultantem, který má znalosti v oblasti komunikace
v cizím jazyce a společně se studenty „vyjednává“, jak nejlépe tyto znalosti využít v jejich prospěch
(Dudley Evans and St John, 1998).
Cílem této prezentace je ukázat poněkud odlišný přístup. Učitel nemusí být nutně považován pouze
za jazykového konzultanta v oblasti, na kterou se specializují studenti, ale naopak se může pokusit
propojit jeho vlastní specializaci – lingvistiku – se specializací studentů. Výsledkem může být začlenění
různých lingvistických podoborů, jako např. lexikální sémantiky, pragmatiky, kritické analýzy diskurzu
nebo korpusové lingvistiky, do kurzů angličtiny pro specifické účely. Studenti se tak mají možnost
naučit analyzovat jazyk typický pro svůj obor.
Tento přístup rozšiřuje obzory studentů a umožňuje jim vidět svůj obor studia z jiného pohledu.
Zároveň jsou zdokonalovány jejich schopnosti čtení, mluvení, poslechu a psaní v cizím jazyce.
References:
DUDLEY-EVANS, Tony and Maggie Jo St John. Developments in ESP: a multi-disciplinary approach.
Cambridge, U.K: Cambridge University Press, 1998.
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Abstracts – Oral Presentations
Rešková, Ivana
Masaryk University, Language Centre, [email protected]
Jazyk pro specifické účely v klinické medicíně
(Czech for Foreigners)
Příspěvek se zabývá specifiky jazyka pro specifické účely, konkrétně češtiny využívané zahraničními
mediky a lékaři v klinických oborech medicíny. Čeština pro lékaře je dynamicky se rozvíjejícím
oborem výuky češtiny pro cizince, který spojuje lingvistické dovednosti s odbornými znalostmi.
Představuje pro potenciálního uživatele šanci bezprostředního kontaktu v komunikační situaci
a současně je důležitou součástí interkulturní komunikace. V příspěvku se zaměříme jednak
na teoretická východiska oboru, jednak na konkrétní výstupy v univerzitní praxi.
The paper deals with the specifics of language for specific purposes, namely the Czech for foreign
medical students and physicians in the clinical medicine. Czech for physicians is a rapidly developing
field of teaching Czech for foreigners, which combines linguistic skills with medical knowledge.
The users of Medical Czech have a great chance to participate in the authentic communicative
situation and also in the intercultural communication at the same time.
Saliu, Basri
South East European University, Faculty of Languages and Communications, [email protected]
Developing an English for Specific Purposes Course Using a Learner
Centered Approach
(Research)
English for Specific Purposes is a new developing branch in South East European University and
the general approach for planning this course is very important. There are many approaches to
course design, which are important, but in this paper the discussion will be focused mainly on the
issue of designing a syllabus for English for specific purposes courses using the Learner Centered
Approach.
Many theoretical basis of learning Centered approach will be discussed and well thought-out
in this paper, but special attention will be given to Hutchison and Waters identified approaches
(1987) to course design, especially the learner centered approach, which is based on the principle
that learning should be entirely based by the learner. According Hutchison and Waters (1987) with
this approach learning is viewed as a development by which the “learners use what knowledge
or skills they have in order to make sense of the new information”. By the same token, according
to Nunan (1988), with learning centered approach we understand the involvement of the
learner in developing the learning objectives for themselves for the purpose of best learning.
(Nunan,1988, p. 24).
Within this approach it is proposed that any ESP course should start by a strategy of determining
some prior objectives based on needs analysis with the aim of identifying what learners are
requiring the foreign language for. With this in mind, a thorough investigation of the learners
‘needs prior to syllabus design will be done with the aim of launching a firm base for the
subsequent production of a syllabus for an ESP course for Law at South East European University.
The study hopefully will be used as a framework for an ESP course-development process that will
help instructors with some of the problems they may come across in designing a new ESP course.
Englisch für spezielle Zwecke ist ein neues Fach dass sich in der Südosteuropa-Universität entwickelt.
Das allgemeine Konzept für die Planung des Kurses ist sehr wichtig.Es gibt viele Theorien und
Meinungen über die Gestaltung des Kurses,die wichtig sind,aber an dieser Arbeit fokusiert sich
diese Diskussion hauptsächlich an die Ausgabe der Zusammensetzung eines Lehrplans für die
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englische Sprache für spezielle Zwecke durch die Verwendung eines Zugriffs mit dem Studenten im
Mittelpunkt. Viele Theorien die diesen Zugriff behandeln werden in dieser Arbeit diskutiert,aber eine
besondere Aufmerksamkeit wird dem Zugriff des Hutchison and Waters(1987) für die Kursgestalltung
gegeben,insbesondere den Zugang mit den Studenten im Mittelpunkt,die auf dem Prinzip basiert
dass der Unterricht ganz auf den Schüler basieren soll.Durch den Zugang von Hutchison und
Waters(1987) gilt der Unterricht als eine Entwicklung, durch diese benutzen die Schüler ihre Kenntnisse
oder Fähigkeiten die Sie haben um der neuen Information eine Bedeutung zu geben.Mit der gleichen
Logik erarbeitet auch Nunan(1988) diesen Zugang,er sagte das durch konzentriertes Lernen wir
die Beteiligung des Schülers in die Entwicklung der Ziele für sich selber lernen, damit man bessere
Ergebnisse im Unterricht hat.(Nunan,1988,f,24).
Die Erforschung der Literatur wird hoffentlich für ein Prozess der Entwicklung in den englischen Kurs
genutzt.Für spezifische Gründe helfen die Ausbilder ein paar Probleme zu lösen, die bei der Entstehung
des Syllabus für dieses Fach begegnen können.
Sánchez Cuadrado, Adolfo
University of Granada, Centre of Modern Languages, [email protected]
Biedma Torrecillas, Aurora
University of Granada, Centre of Modern Languages, [email protected]
eLADE: e-Test of Spanish Proficiency by the Centre of Modern Languages
of the University of Granada (Spain). Construction and validation proces
(Testing)
The Centre of Modern Languages of the University of Granada initiated in 2009 a thorough
updating process of its assessment practices that lead in 2014 to the creation of eLADE B1/B2
(Examen en Línea de Acreditación de Dominio de Español), the first e-Test of Spanish Proficiency
to be completely reliable. This test is aligned with the CEFR and constructed complying with the
standards for best-practice assessment of institutions such as EALTA and ALTE. It is also recognized
by all the Universities belonging to the Associations of Language Centres in Higher Education in
Spain (ACLES) and Europe (CERCLES). In this lecture, we will describe the test, its specifications
and administration, together with the construction and validation process that make it the first
on-line test of Spanish proficiency to be fully fair, validated and reliable.
El Centro de Lenguas Modernas de la Universidad de Granada inició en 2009 un proceso de actualización
en las prácticas de evaluación que ha culminado con la puesta en marcha en 2014 del eLADE,
el Examen en Línea de Acreditación de Dominio de Español B1/B2, pionero en la acreditación fiable
en línea del dominio de español. Este examen se construye según las directrices del MCER y siguiendo
los estándares de evaluación de organizaciones como EALTA y ALTE. Así mismo, está reconocido por
todas las universidades pertenecientes a ACLES y CERCLES. En esta ponencia se presenta el examen,
sus especificaciones y sistema de administración, así como el proceso de construcción y validación que
lo convierte en el primer examen en línea de español completamente justo, válido y fiable.
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Abstracts – Oral Presentations
Sciberras, Chris
London School of Economics, Language Centre, [email protected]
Stansfield, Gemma
London School of Economics, Language Centre, [email protected]
Exploiting Student Work for Materials Design
(Course Design)
How useful are published materials for your students? This presentation looks at why and how
creating your own materials using student work can help students develop their writing. We will
consider the theoretical bases and practical considerations of this approach to teaching writing
skills. We will present criteria for selecting student work to use, discuss how this work can be
used to develop language and an understanding of genre, and share materials we use at the LSE
Language Centre.
Scott-Monkhouse, Anila R.
University of Parma, Language Centre, [email protected]
Rigamonti, Enrica
University of Salzburg, Fachbereich Romanistik, [email protected]
Personal filters in action when learning a new language and approaching
a new culture
(Innovations)
All individuals are fitted with filters which act on the way they experience the world, and these
filters depend on various factors, including personal traits and cultural influences. If it is true that
language is a reflection of both the self, and the culture and people it belongs to, then it might be
assumed that when learning a new language each individual is approaching a different identity
and a different culture with personal filters which affect the learning process. Given that any
learning process involves approaching something new, it is inevitably going to lead to some kind
of change, much of which occurs without conscious awareness, yet is affected by the individual’
s attitude towards novelty and diversity.
In this dual-purpose joint project between the University of Parma (Italy) and the University of
Salzburg (Austria) we devised practical in-class activities based on Gardner’ s theory of Multiple
Intelligences and principles of Neuro-Linguistic Programming in order to indirectly ‘test’ these
filters whilst revising and consolidating language structures and lexis. Our aims were, on the
one hand, to verify if our learners’ filters are subtly expressed in their way of seeing themselves,
their own language and culture, and the ‘foreign’ language and culture; on the other, to raise the
students’ sensitivity to these personal filters as a means to becoming aware of their opinions and
feelings towards what they learn in relation to another language and culture. This hopefully would
be a stepping stone towards discovering new aspects of themselves, developing sensitivity to
differences and recognising factors acting in their own learning process, which can be exploited
to become more efficient learners.
Alle Menschen verfügen über Wahrnehmungsfilter, die ihre Art, die Welt zu erfahren, beeinflussen.
Diese Filter hängen von mehreren Faktoren ab, zu denen auch persönliche Charakterzüge und
kulterelle Einflüsse zählen. Wenn es stimmt, dass die Sprache ein Ausdruck sowohl des eigenen Selbst
ist, wie auch der Kultur und der Menschen, deren Gut sie ist, dann kann angenommen werden, dass
jedes Individuum sich beim Erlernen einer neuen Sprache einer anderen Identität und einer anderen
Kultur mit persönlichen Filtern nähert, die den Lernprozess beeinflussen.
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Jeder Lernprozess führt unausweichlich zu einer Veränderung, die in der Regel den Menschen nicht
bewusst ist, die jedoch von der persönlichen Einstellung des Einzelnen gegenüber Neuem und
Andersartigem beeinflusst wird.
In diesem gemeinsamen Projekt der Universität von Parma (Italien) und der Universität von Salzburg
(Austria) entwarfen wir Unterrichtsaktivitäten, die sich auf die Theorie der Multiple Intelligences
von Gardner sowie auf das Neuro-Linguistic Programming stützen, um diese Filter während der
Wiederholung bzw. der Vertiefung von Sprachstrukturen und Wortschatz indirekt zu „testen“.
Die Studierenden, die an diesem Projekt teilnahmen, studierten Englisch (in Parma) sowie Italienisch
(in Salzburg) als Fremdsprache. Unser Ziel war einerseits, zu überprüfen, ob ihre Filter in ihrer
Selbstwahrnehmung, in der Wahrnehmung ihrer eigenen Sprache und Kultur, sowie auch der fremden
Sprache und Kultur subtil zum Ausdruck kommen. Andererseits wollten wir die Studierenden auf ihre
individuellen Filter aufmerksam machen, damit sie sich ihrer Meinungen und Gefühle über das, was
sie im Zusammenhang mit einer anderen Sprache und Kultur lernen, bewusst werden. Das könnte
vielleicht ein wesentlicher Schritt sein, um sich selbst besser kennen zu lernen, die eigene Sensibilität
gegenüber Unterschiedlichkeit zu entwickeln, sowie Faktoren wahrzunehmen, die sich auf den eigenen
Lernprozesses auswirken, um sie effizienter auszunutzen.
Sieglová, Dagmar
ŠKODA AUTO University, University of Finance and Administration, Department of Languages,
[email protected]
Critical thinking approach in language education – a sample lecture
(Soft Skills)
Recently, university students are facing an increasing need to work with English language
resources. This becomes not only a wide practice during their studies but an objective reality for
their future carriers, if they want to succeed, excel or receive a competitive advantage at the job
market. For that reason, developing English language competencies that would enable students
to work with life material should become the center of attention at the university language
education. Lower level English language textbooks, simplified or outdated texts, and grammar
drills are no longer enough. It is the content based teaching focused on developing students’
reading, writing, listening and speaking skills applied in wider context that leads to a real
language competence development.
It will be shown that the Reading and Writing for Critical Thinking (RWCT) approach offers
a powerful set of methods and techniques not only promoting students’ general study skills,
but also developing their foreign language competencies necessary for their future academic
or professional practices. Based on a three-phase model that monitors the students’ study
process through cooperative learning techniques, the approach helps coordinate the students’
productive and receptive language skills thoroughly. The purpose of the workshop is to show the
RWCT approach as a sophisticated system that activates and further cultivates students’ language
competencies in its complexity. The presented sample lecture will introduce a selected set of
RWCT techniques adapted on a work with text taken from professional periodicals. It aim is to
demonstrate its potential and feasibility for the tertiary level professional English instruction.
Sierocka, Halina
University of Białystok, Faculty of Law, Białystok Legal English Centre, [email protected]
How to Stimulate Speaking in Legal English Classes
(English for Law)
English for Legal Purposes appears to be gaining in popularity and acquiring a new dimension
in many countries. Legal practitioners as well as law students, increasingly interested in pursuing
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Abstracts – Oral Presentations
their professional careers in a foreign language context, are no longer satisfied with general
English skills and competences. Thus, legal English teachers are forced to put a greater emphasis
on developing these skills which are exploited in legal professionals’ community extensively. It is
not an easy task, due to specificity and complexity of the legal English discourse, but the benefits
that can be derived (e.g. enhancing students’ language competence, achieving the course
objectives and increasing motivation) definitely outnumber the drawbacks. The presenter aims to
give teachers of Legal English some hints on how to develop one of the language skills i.e. speaking
among pre-experienced and experienced law students. First, a brief outline of activities exploited
for teaching speaking will be provided. Next, the most effective and stimulating techniques and
tasks will be demonstrated and commented on. They include, among other things, negotiations,
role plays, problem solving activities and are based on authentic, landmark cases from various
areas of law. The presentation will conclude by looking at some examples of stimulating tasks and
techniques which come from the Legal English textbook “Legal English – Niezbędnik przyszłego
prawnika”, which in 2013 was awarded the European Language Label; the certificate granted by
EU Commissioner for Education, Culture, Multilingualism and Youth as well as Polish Ministry of
Education for innovative teaching techniques and methodological achievements.
Odborná angličtina pro právnickou praxi získává na popularitě a v mnoha zemích získává novou
dimenzi. Právníkům i studentům, jejichž zájem o práci v cizojazyčném prostředí se zvyšuje, již nestačí
dovednosti a schopnosti získané z výuky angličtiny obecné. Učitelé právnické angličtiny proto musí
klást větší důraz na rozvoj těch dovedností, které jsou uplatňovány v rámci právnických profesí.
Tento úkol není snadný zejména díky specifikům a komplexnosti právního diskurzu, avšak výhody,
které z toho přístupu lze získat (např. zvyšování jazykových schopností studentů, dosažení cílů
kurzu a zvyšování motivace), zajisté převyšují nevýhody. Autorka prezentace si klade za cíl sdílet své
zkušenosti při rozvíjení jedné z jazykových dovedností, a to mluvní dovednosti, studentů bez právnické
praxe i studentů s praxí. Prezentace se pokouší předvést nejúčinnější způsoby a úkoly, které podpoří
mluvní dovednosti v hodinách právnické angličtiny. Mezi jinými bude zahrnovat vyjednávání, situační
scénky (roleplays), řešení problémů. Uvedené aktivity jsou založeny na význačných autentických
případech z různých oblastí práva.
Složilová, Eva
Masaryk University, Language Centre, [email protected]
The impact of standardized exams
(Testing)
The implementation of standardized language exams within the context of tertiary education is
a complex process that implies a wide range of challenges and compromises. The consequences
of the standardization process potentially affect a large number of stake-holders.
The paper applying mixed method research methodology examines the impact of an ambitious
project aimed at standardizing high-stakes language exams developed, administered and
evaluated at a central European university language centre. It contextualizes the process
encompassing nine faculties and four foreign languages and provides basic background
information necessary for a closer look at the washback effect, i.e. the way the standardization
process has been affecting teachers and teaching.
Zavádění standardizovaných jazykových zkoušek v kontextu terciárního vzdělávání je složitý proces,
který s sebou přináší celou řadu výzev a kompromisů. Důsledky tohoto standardizačního procesu
mohou ovlivňovat velké množství zainteresovaných stran.
Příspěvek je zasazen do rámce smíšeného výzkumného designu a zkoumá dopad ambiciózního
projektu, jehož cílem je standardizovat jazykové zkoušky vysoké důležitosti vyvíjené, administrované
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a evaluované na jazykovém centru jedné středoevropské univerzity. Kontextualizuje tento proces,
který zahrnuje devět fakult a čtyři cizí jazyky, a poskytuje základní informace potřebné pro detailnější
pohled na tzv. washback, tj. na způsob, jakým proces standardizace ovlivňuje učitele a výuku.
Stollmann, Katrina
Universität Bremen, Fremdsprachenzentrum Bremen, [email protected]
Brandt, Anikó
Universität Bremen, Fremdsprachenzentrum Bremen, [email protected]
Post-Graduate Writers in Bremen: An academic support program for
doctorate students and researchers
(Methodology – Writing)
The past few decades have been witness to the increasingly central role that English plays as
a lingua franca in many different contexts, one of which is academia, as it is the language most
commonly used by scholars around the world, especially when publishing. Publication is a scholar’
s way of participating in the discourse of his/her academic community, or in other words, joining
a global research conversation. Thus, the writing skills required for publication are a key feature
of every scholar’ s ‘academic toolbox’. For a large number of scholars who use English as a lingua
franca, there is the additional challenge of acquiring advanced writing skills in a language that is
not their native tongue - an issue that is especially pertinent to young research scholars.
This talk will outline how the foreign language center in Bremen (FZHB) has responded to the
academic writing needs of scholars, focusing in particular on the writing support program that
has been developed for various graduate schools whose PhD candidates are expected to write
and publish in English, as well as recent efforts to streamline our ESL writing-support coaching
and workshops for researchers.
The presentation will include a statistical overview of what we have learned about post-graduate
writers and their needs through survey work and needs analyses. Furthermore, the talk will
consider the benefits of combining writing workshops with individual coaching - comparing
and contrasting the latter with correction services, and providing an overview of which points in
a typical academic writing process most researchers choose to pursue writing support coaching.
The presentation will additionally demonstrate what academic writers expectations entail, as well
as how language centers can respond to these expectations.
Englisch ist im Laufe der letzten Jahrzehnte zu einer Lingua Franca für viele unterschiedliche Bereiche
geworden. Im akademischen Kontext bedienen sich viele Wissenschaftler inzwischen des Englischen für
ihre Publikationen, um am globalen Diskurs ihrer Forschungsgemeinschaft teilzunehmen. Aus diesem
Grund sind gute bis sehr gute wissenschaftliche Schreibkompetenzen eine Grundvoraussetzung für
den akademischen Erfolg. Wissenschaftler, die Englisch als Lingua Franca nutzen, stehen jedoch noch
vor einer weiteren Herausforderung: Sie müssen sich zusätzlich noch sehr gute Schreibkompetenzen
in einer Sprache aneignen, die nicht ihre Muttersprache ist. Vor allem junge Wissenschaftler benötigen
oft Hilfe, um diese Kompetenzen zu entwickeln.
In diesem Vortrag wird ein vom Fremdsprachenzentrum der Bremer Hochschulen (FZHB) entwickeltes
Programm zur Unterstützung des fremdsprachigen Schreibprozesses vorgestellt. Es wendet sich an
verschiedene Graduiertenschulen und Promotionsprogramme aller Fachbereiche, deren Doktoranden
ihre Dissertationen und Fachaufsätze auf Englisch verfassen müssen. Des Weiteren wird dargestellt,
wie das FZHB das ESL-Angebot für Wissenschaftler im Bereich Coaching und Workshops weiter
ausbaut und den Bedürfnissen der Zielgruppe anpasst.
Die Präsentation gibt auch Antworten auf Fragen zur Zielgruppe und ihren Bedürfnissen, die wir durch
Bedarfsanalysen, Umfragen und detaillierte Studien ermittelt haben. Des Weiteren wird der Vortrag die
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Vorteile der Verbindung von Schreibworkshops mit individuellem Coaching darstellen, verglichen mit
z.B. einem reinen Korrekturservice oder auch in Abgrenzung zur klassischen Schreibberatung. Zuletzt
wird auch darauf eingegangen, in welchem Stadien eines typischen akademischen Schreibprozesses
Schreibende Rat und Hilfe suchen. Es wird gezeigt, wie die Erwartungen an diese Hilfestellung aussehen
sowie wie Sprachenzentren auf diese reagieren können.
Ševečková, Monika
Masaryk University, Language Centre, [email protected]
Значение игры в жизни человека. Педагогический аспект
(Innovations)
Статья посвящена существенной роли игры в рамках обучения ребенка и взрослого,
акцентирует при этом педагогический момент данной проблематики. Ребенок, используя
игры в целях воспитания, учится понимать окружающий его мир и найти свое место
в коллективе. Имея в виду факт, что детские игры являются частью духовной культуры, автор
ссылается на некоторых известных этнолингвистов, работающих над данной проблематикой
(Биттнерова, Морозов – Слепцова), и перечисляет основные этнолингвистические
принципы, необходимые для понимания использования игр и во взрослом возрасте.
Использование игр во время преподавания иностранных языков помогает студентам
осваивать разные категории языка и обработать огромное количество новой информации
естественным путем. Така как автор статьи убеждена, что вопросы преподавания русского
язвка как иностранного связаны также с лингвокультурологией, внимание уделяется
тоже основным моментам данной научной дисциплины с педагогической точки зрения.
Опираясь на личный опыт работы со смешанными многонациональными группами
студентов, автор утверждает, что использование игр во время обучения в вузе помогает
преодолеть языковой коммуникационный барьер и создать приятную рабочую атмосферу.
В заключение статьи приводятся конкретные примеры и игры, использованные во время
преподавания русского языка для академических и специальных целей.
Příspěvek informuje o zásadní roli hry jako výukové složky v životě dítěte i dospělého s důrazem
na folklorní žánrovost, funkci a pedagogickou stránku dané problematiky. Vzhledem k faktu, že dětské
hry patří do oblasti duchovní kultury, odvolává se autorka na některé významné entolingvisty, kteří se
danou tematikou zabývají (Bittnerová, Morozov – Slepcova aj.), a přibližuje základní etnolingvistické
principy nezbytné k pochopení důležitosti využití her i v dospělosti. Zařazení her do výuky cizích
jazyků napomáhá studentům osvojovat si různé kategorie jazyka a přirozenou formou zpracovat
velké množství nových informací. Na základě vlastní zkušenosti autorky příspěvku se smíšenými
mnohonárodnostními skupinami studentů je akcentována také důležitost využití her pro překonání
jazykové komunikační bariéry a vytvoření dobré pracovní atmosféry během výuky. V závěru článek
přináší konkrétní příklady a hry využívané během výuky ruského jazyka pro akademické a odborné
účely.
Švanda, Libor
Masaryk University, Language Centre, [email protected]
Master Claretus’ early didactic writings on medicine
(Medical Latin)
Bartholomaeus de Solentia († ca 1370), called usually Master Claretus, is known as the author
of the oldest Latin-Czech dictionaries. The greatness of his dictionary work and its importance
for the Czech (and generally Slavic) lexicography overshadows Claretus as the author of other
literary writings, including two Latin didactic poems related to medicine: Medicaminarius,
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which describes the health care, dietary regimen and also some remedies and medication; and
Complexionarius, which deals with complexions (temperaments).
The aim of this paper is to introduce both Claretus’ medical writings as two examples of medieval
schooltexts and to point out some of their interesting features.
Content analysis: structure of the texts, relations to the author’ s other writings and other works of
the same time and genre, reflections of the contemporary medical theory.
Although quite a number of similar schooltexts were created during the Middle Ages, not many
of them originated in the Czech lands. However, Claretus’ didactic poems Medicaminarius and
Complexionarius allow us to take a look inside the medical theory as it was taught in the middle
of 14th century in Bohemia.
Bartoloměj z Chlumce (†1370), zvaný Mistr Klaret, je známý jako autor nejstarších latinsko-českých
slovníků. Velikost slovníkového díla mistra Klareta a jeho význam pro českou a obecně slovanskou
lexikografii zastiňuje Klareta jako autora dalších spisů, mimo jiné i dvou latinských didaktických básní
s lékařskou tématikou: Medicaminarius, jehož tématem je zdravý způsob života, péče o zdraví, léky
a léčba, a Complexionarius, který pojednává o čtyřech lidských complexiones (temperamentech).
V příspěvku představíme oba Klaretovy texty s lékařskou tématikou jako příklad středověkých učebních
textů a poukážeme na některé jejich formální i obsahové aspekty.
Základem je formální a obsahová analýza obou uvedených textů, uvedení do souvislostí s ostatními
autorovými spisy a s dalšími spisy daného žánru a období. Důraz je kladen na žánrové zařazení textů
(k tomu srov. např. M. Říhová: „Sanitatem conservare. K typologii jednoho druhu středověké literatury.“
Listy filologické, 127, 54–65) a na to, do jaké míry se v nich odráží soudobá lékařská teorie (srov. např.
Nancy G. Siraisi v knize Medieval and early Renaissance medicine: an introduction to knowledge and
practice Chicago: University of Chicago Press, 1990).
Byť podobných učebnic vznikla ve stejném období v Evropě řada, v českém prostředí se jich mnoho
nedochovalo a oba Klaretovy texty tak poskytují cenný vhled do některých oblastí medicíny v Čechách
poloviny 14. století.
Takovski, Aleksandar
South East European University, Language Centre, [email protected]
Increasing cultural awareness and motivating critical thinking through
humour
(Soft Skills)
Among the numerous functions of humour (biological, social, psychological, rhetoric, political)
one of the most recently debated ones is its didactic function. Studies on use and role of humour
in educational, mostly language learning, context, have fairly recently started to investigate the
instrumental value of humour as means of: reducing test anxiety, increasing learning speed,
retention of information, perception of teacher credibility (Torok et all 2004), reducing affective
barriers to language acquisition (Askildson 2005), enhancing or facilitating the learning (Berk
1996 ; Garner 2003; Hackathorn et all 2011).
In this developing research interest, little attention has been paid to humour’ s potential for
raising cultural awareness and motivating critical thinking. The belief in this potential rests upon
the fact that humour as a culturally contingent phenomenon encodes idiosyncratic sociocultural
stimuli, the appreciation and understanding of which does not only necessitates understanding
of the culture that has produced the humour, but also requires taking a critical approach towards
the reductionist representation of the cultural realities often communicated through humour.
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In order to explore this possibility more closely, the study will conduct a research based on series
of in-class activities with high proficiency level English students, organized in several stages. First,
students provide humorous samples for the three coded categories of humour (funny, not funny,
not understandable), after which they are interviewed and surveyed as to identify culturally
factored reasons for non-appreciation and non-understanding. In the next stage, the students are
facilitated, based on textual hints, in the search for the cultural information that resolves the initial
non-appreciation and/or non-understanding. By this they are expected to gain understanding of
humor by gaining understanding of the culture that has produced it, or is targeted by it. In the
last stage, the students will be exposed to culturally reductionist humour like ethnic humour or
humour about marginalized groups as to challenge them to critically approach the cultural bias
present in such humor.
Finally, based on the research results, the study will try to suggest possible manners of integrating
the study findings within a language teaching curricula by discussing how this general framework
of activities based on humour may be specifically used as supplemental course material, or how
it may be integrated in the course core material, thus making it a more viable instrument for
accomplishing the course objectives.
Trumpešová-Rudolfová, Eva
Masaryk University, Language Centre, [email protected]
Emotional Intelligence in Foreign Language Acquisition
(Innovations)
This presentation is going to touch upon areas connected most of all to Emotional Intelligence.
It is going to frame out the areas that are crucial for everyday human interactions and that can
be used fruitfully for foreign language learning. As people need to communicate and their
utter-most need is to connect with other people, it becomes necessary, to be able to navigate
one´s own behaviour through the lands of other people. Hic sunt leones is no longer true. As
much as we crave and need connection, we are intrinsically afraid of it, of the opinions we would
get from other people. Emotional Intelligence is there to help us be guided through the web of
human relations and to understand our own feelings as well as those of others. That´ s where
the starting point is – with awareness of those feelings. Undemanding it might sound, yet it is
in reality very laborious, even in a native language, let alone in a foreign one. However, in my
opinion, mastering Emotional Intelligence in a foreign language can serve both as a facilitating
element for native language as well as a progress marker in a foreign one, as it represents the
threshold dividing a mediocre user from a fluent and natural one. It opens the gate to a much
higher level of knowledge; to a much higher level of learning, living and being.
This presentation is followed by a workshop (To Dare or Not To Dare) where you can apply the
knowledge you gained in the presentation to your own situation and learn some useful strategies.
Prezentace se bude týkat témat Emoční inteligence vzhledem k jejich využití ve výuce cizího jazyka.
Jelikož se všichni pohybujeme mezi lidmi, je nutné znát mechanismy, které ovlivňují interakce mezi
námi. Je třeba začit rozpoznáváním a pojmenováváním emocí, což se jeví jako jednoduché, ale není
tomu tak. Jakmile se to však naučíme, a výuka jazyků pro toto nabízí ideální prostředí, staneme se
jednak schopnějšími v našem rodném jazyce a zároveň se posuneme od průměrného uživatele cizího
jazyka, k plynnému, přirozenému projevu.
Na tuto prezetaci navazuje workshop To Dare or Not to Dare, kde je možné uplatnit tyto poznatky
do praxe a naučit se užitečné strategie.
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Vaattovaara, Johanna
University of Helsinki, Language Centre, [email protected]
Manner-Kivipuro, Johanna
University of Helsinki, Language Centre, [email protected]
Developing as a professional – the staff development framework
at the University of Helsinki Language Centre
(Language Centres + Staff Development)
The University of Helsinki Language Centre offers teaching in 15 languages and arranges 550
courses for 14,000 university students annually. It is the largest university language centre in
Finland, with over 200 teachers and other staff. Like other language centres in Finland, it is an
independent institute of the University, concentrating on teaching. This means that, for example,
research is not normally included in the annual work load of the Language Centre language
teachers. However, like any university institute, the Language Centre promotes staff development
and professional growth, and it has also set this type of promotion as one of its strategic goals.
The quality of teaching of the University of Helsinki Language Centre has been recognized by
external audits and a number of quality awards (http://www.helsinki.fi/kksc/english/quality.html).
The Language Centre is also one of the top units of the University in terms of workplace wellbeing and occupational health, as evidenced by local surveys carried out across the different units
of the University.
In this presentation we will discuss the crucial factors that we believe are behind this success in
quality of teaching and the recognition of well-being. First, we will focus on the overall structures
and workplace culture that promote these positive trends through offering forums and means
for professional development. Second, we will present an example (University Pedagogy course
tailored for the Language Centre personnel), which enables collaboration and research based
development across the language units and also administration personnel. By this example we
also show how the often problematic relationship between research and teaching development
has been solved in our context.
Au cours de cette présentation, nous allons aborder l’organisation structurelle et la culture de travail
du Centre de langue de l’Université d’Helsinki, du point de vue des forums et du contexte socioculturel
pour le développement professionel. Nous allons également présenter une étude de cas (cours
de pédagogie universitaire destiné au personnel du Centre de langues) qui montre de quelle manière
la coopération et le développement basé sur la recherche sont à l’œuvre non seulement entre les
différents départements de langue mais aussi entre lesdits départements et l’administration. Cet
exemple illustrera aussi la réponse que le Centre de langues a apporté au défi que représentent les
relations souvent problématiques entre la recherche et le développement de l’enseignement.
Viksne, Vita
Riga Stradins University, Language Centre, [email protected]
Abelite, Inara
Riga Stradins University, Language Centre, [email protected]
Teaching Latin in International student groups: comparative study
(Medical Latin)
Introduction. The Latin language still plays a very important role in teaching medical terminology
which is widely used in all fields of Medicine. We can agree that it provides us with the necessary
international communication and helps us to understand modern languages. Our students
come from different countries; their knowledge and cultural backgrounds are different. The
microclimate in the group is as important as the motivation or/and the lecturer’ s qualification.
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Aim. The aim of this investigation is to identify the differences between international student
groups from several countries (most of our students come from Germany, Sweden, Norway,
Finland, as well as the UK, Portugal and Spain), to point to the most common mistakes and
difficulties experienced in the study process.
Material and methods. The study includes different student groups both from Latvia and
International Student department we are working with. We also include other colleagues’
experience. Students’ final or/and interim tests were used to analyze the most common mistakes.
Some general statistics of our university also were helpful in our work.
We compared students from different countries, using a contrast method (using as language
1 (L1) - English and as language 2 (L2) - Latin. Even if it is not possible (we communicate with
the students in English), we tried to see some native language (L3) influence in learning Latin as
well. In order to sort out the most common mistakes, we used both - qualitative and quantitative
method to see the frequency of the mistakes mentioned above.
Results. All of the students experience difficulties in learning the Latin grammar. The Latvian
students have less difficulties with the noun declensions (except the 3rd one, which is the most
difficult) or agreement of adjective-noun, but they experience difficulty in the word order. As to the
international students, most of whom come from Germany, and who have studied Latin at school,
have just certain difficulties with the vocabulary. As to students from other countries (Sweden,
Finland, Norway, etc.), they have difficulties with the noun gender, declensions, agreement of
adjective-noun. Some of them even say that in their native tongue the genders do not exist, or
adjectives have the same ending in all genders.
Conclusion. In teaching students, coming from different countries, we have to elaborate exercises
that help them better understand the difference between the L1 and L2. We also have to pay
attention to the L3 (if different from the L1), explaining things that are different from English and
Latin, even if we do it through English.
Introducción. La lengua latina sigue siendo muy importante enseñando la terminología médica que
es ampliamente utilizada en todos los campos de medicina. Estamos de acuerdo que éste proporciona
a nosotros la comunicación a nivel internacional necesaria y ayuda nos a comprender las lenguas
modernas. Nuestros estudiantes vienen de distintos países, su conocimiento y su bagaje cultural
es diferente. El microclima en el grupo es tan importante como la motivación y/ o la calificación de
profesor.
Propósito. El propósito de nuestra investigación es identificar las diferencias que hay entre los distintos
grupos de estudiantes de diferentes países (la mayoría de los estudiantes viene de Alemania, Suecia,
Noruega, Finlandia, como también del Reino Unido, Portugal y España), así como señalar las faltas
más comunes y las dificultades que hemos observado durante el proceso de aprendizaje.
Materiales y métodos. La investigación incluye diferentes grupos de estudiantes de Letonia y
también del Departamento de Estudios Internacionales con los que trabajamos. También incluimos
la experiencia de otros colegas. Las pruebas parciales y/ o los exámenes de los estudiantes han sido
usados para el análisis de las faltas más comunes. Para nuestro trabajo también nos ayudamos de la
estadística general de la universidad.
Hemos comparado estudiantes de diferentes países utilizando el método contrastivo (usamos como
lengua 1 (L1) el inglés y como lengua 2 (L2) el latín. Aunque no fuera posible (nos comunicamos con los
estudiantes en inglés), hemos intentado ver la influencia de la lengua materna (L3) en el aprendizaje
de latín. Para señalar las faltas más comunes hemos utilizado los métodos cualitativo y cuantitativo
para ver la frecuencia de las faltas arriba mencionadas.
Resultados. Todos los estudiantes tienen dificultades a la hora de aprender la gramática de latín. Los
estudiantes letones no tienen tantas dificultades con las declinaciones de los substantivos (salvo la 3a
declinación que resulta ser la más difícil) tampoco tienen dificultades en hacer acuerdo sustantivo75
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adjetivo, pero tienen dificultades en el orden de las palabras. De los estudiantes internacionales hay
que decir que los estudiantes alemanes están bien preparados (casi todos han aprendido el latín
antes), así que tienen ciertas dificultades con el vocabulario. Acerca de los estudiantes de otros países
(Suecia, Finlandia, Noruega etc.) podemos decir que tienen dificultades con el género de sustantivos,
declinaciones, acuerdo sustantivo-adjetivo. Algunos dicen que en su lengua materna no existen los
géneros o que los adjetivos tienen las mismas terminaciones para todos los géneros.
Conclusiones. Enseñando a estudiantes de diferentes países tenemos que elaborar ejercicios para
ayudarles a comprender mejor la diferencia entre la L1 y la L2. También tenemos que estar atentos
a la L3 (si es diferente de la L1), explicando cosas que son diferentes del inglés y del latín aunque lo
hacemos a través de inglés.
Vodičková, Kateřina
Charles University, Institute for Language and Preparatory Studies,
[email protected]
Zkoušky z češtiny a SERRJ: na co se spolehnout?
(Testing)
Pokud tvůrci zkoušek tvrdí, že je daná zkouška vztažena k nějakému externímu referenčnímu
systému, například Společnému evropskému referenčnímu rámci pro jazyky (dále SERRJ), musejí
toto sepětí uživatelům zkoušky doložit. V příspěvku se zabýváme několika dostupnými zkouškami
z češtiny a jejich deklarovaným sepětím se SERRJ jak z pohledu běžného uživatele zkoušky, tak
z pohledu jazykového testera.
If the examination developers claim that a particular examination is linked to an external framework
of reference, such as e.g. the Common European Framework of Reference for Languages (CEFR), they
should be able to document this link to the examination users. The paper deals with a few examinations
in Czech and their declared linkage to the CEFR from both the examination users’ point of view and the
language testers’ point of view.
Vrieze, Rose de
NHTV University, Department of Tourism, [email protected]
Boland, Ray
NHTV University, Department of Tourism, [email protected]
Designing Materials and Methods for ELF Teaching and Learning
(Best Practices – Strategies)
There are two contemporary challenges facing teachers and learners of English in international
education. First of all, English is mainly used as a lingua franca by international students and
international business people. This has consequences for the goals, content and assessment
of English language courses in higher education. Secondly, the rapid development of online
platforms such as TED, MOOCs and a more open Internet pose questions about the relevance of
many current teaching methods.
Our presentation aims to share some of our attempts to respond to these challenges and
opportunities especially in terms of curriculum development and material design.
Mauranen (2012) amongst others has charted English use in the international academic field,
Nguyen (2011) has produced valuable research on the lack of an international context for English
in language text books whilst Kirkpatrick (2010) and Louhiala-Salminen, Charles & Kankaanranta
(2005) have investigated English language use in multinational businesses. The challenge now as
Nickerson (2005) has indicated in an editorial in a special edition of English for Specific Purposes
is to develop suitable materials to prepare students to work and study further in an international
environment.
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Whilst Crystal (2010) argues that ELF should have little impact on the teaching and learning
of English for productive purposes, we would argue, with Nickerson (2005), that business and
academic writing and speaking also need to be taught and learnt differently than in the past.
There should be a greater emphasis on the way in which English production occurs within
specific business, academic and cultural contexts and on effective communication rather than
communication, which is accurate in native-speaker terms.
Flipping the classroom, utilization of online resources and a focus on key issues in ELF usage can
help students improve their English and their communicative competence.
References:
Crystal, D. (2010). Should English be taught as a ‘global’ language? Macmillan education. Retrieved
September 1, 2013, from www.youtube.com/watch?v=tLYk4vKBdUo
Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: a multilingual model. Hong Kong: Hong Kong
University Press.
Louhiala-Salminen, L., Charles, M., & Kankaanranta, A. (2005). English as a lingua franca in
Nordic corporate mergers: two case companies. English for specific purposes, 24, 401–421.
doi: 10.1016/j.esp.2005.02.003
Mauranen, A. (2012). Exploring ELF: academic English shaped by non-native speakers. Cambridge:
Cambridge University Press.
Nguyen, M.T.T. (2011). Learning to communicate in a globalized world: to what extent do school
textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42(1),
17–30., doi: 10.1177/0033688210390265
Nickerson. C. (2005) English as a Lingua Franca in International Business Contexts. English for Specific
Purposes, 24, 367 – 380., doi: 10.1016/j.esp.2005.02.001
Wapinska, Ewa
University of Oslo, Faculty of Humanities, Department of Linguistics and Scandinavian Studies,
[email protected]
Exploring a Gold Mine of Classroom Practices Learning the local language:
tuning in to Norwegian language and culture
(Multilingualism)
Globalization provides students with the opportunity to study different subjects in English abroad,
but also a unique possibility to learn the local language of the host country. International students
at the University of Oslo can apply for accredited Norwegian language courses on different levels.
The beginner courses aim at providing students with a functional level of Norwegian for practical
everyday use and an introduction to Norwegian culture, life and society.
The following study is a result of several years of experience teaching international students at
the University of Oslo. The research is based on students` open-ended written responses and oral
feedback from Norwegian language courses since 2009. Its purpose is to study how to create
dynamic communicative practices while teaching and learning a foreign language. It intends
also to present some useful ideas for teachers of international students on how to deal with
the initial challenges of teaching a foreign language. The study’ s focus from a pedagogical and
methodological point of view, is moreover on the importance of a positive initial experience
learning a foreign language and culture while living in the country. The study draws attention
to linguistic characteristics such as sounds and pronunciation, grammatical issues, vocabulary
or idiomatic expressions by means of contrast, similarities or associations with the languages
represented in class. It also offers some advice on how to make use of learners` immediate
environment and group` s momentary potentials in teaching activities, to make the process more
dynamic and motivating. The study serves as a practical tool for teachers, and learners as well,
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to gain insight into how using simple strategies, can facilitate and encourage exploring the
process of tuning students in to the country` s language and culture.
La mondialisation offre aux étudiants l’occasion d’étudier à l’étranger des matières en anglais,
mais aussi une opportunité unique d’apprendre la langue locale du pays d’échange. Les étudiants
internationaux de l’université d’Oslo peuvent s’inscrire aux cours accrédités de norvégien de différents
niveaux. Les cours débutants ont pour objectif de permettre aux étudiants de s’exprimer en norvégien
dans leur vie quotidienne et d’apporter une introduction à la culture et la société norvégiennes.
L’étude présentée plus bas est le résultat de plusieurs années d’expérience d’enseignement aux
étudiants internationaux à l’université d’Oslo. Ces recherches s’appuient sur les réponses ouvertes et les
commentaires des étudiants depuis 2009. Cette étude cherche à montrer comment créer des méthodes
de communication dynamiques tout en enseignant et apprenant une langue étrangère. De plus, d’un
point de vue pédagogique et méthodologique, l’objectif est d’insister sur l’importance d’avoir une
première expérience d’enseignement positive en apprenant une langue étrangère et découvrant la
culture d’un pays pendant son séjour.
L’étude attire l´attention sur les caractéristiques linguistiques telles que les sons et la prononciation,
la grammaire, le vocabulaire ou les expressions idiomatiques, par comparaison avec les différentes
langues représentées en classe. Elle donne également des conseils sur la manière de tirer profit
de l´environnement proche des étudiants et du potentiel d’enseignement qu’offre les situations en
groupe, dans l’optique de rendre le cours plus dynamique et motivant. L’étude permet de manière
pragmatique de donner un aperçu aussi bien aux professeurs qu’aux étudiants afin de comprendre
comment faciliter et encourager, au travers de stratégies simples, l’accordement des élèves sur
une nouvelle culture et une nouvelle langue.
Waschak, Ludmila
Fachhochschule Burgenland GmbH, Department Wirtschaft, [email protected]
Interkulturalita ve výuce jazyků na Vysoké škole Burgenland
(Multilingualism)
Vysoká škola Burgenland patří od svého vzniku v roce 1993 mezi pionýry ve výuce jazyků
zemí střední a východní Evropy v rakouském vysokoškolském sektoru. V referátu bude krátce
nastíněna výuka od absolutních začátečníků do úrovně B1 s důrazem na interkulturní aspekt jako
je bilaterální letní škola jazyka v zahraničí s využitím vlastních materiálů „Tandem“, 15-týdenní
praxe v zahraničí a interkulturní komunikace. Těžiště referátu bude položeno na výuku na úrovni
B1 – ekonomický jazyk včetně speciálních materiálů pro samostudium s pracovním názvem
„Testovací praktikum jako forma kontroly odborné jazykové způsobilosti“. Příklady testů budou
vybrány z následujících kapitol: lexika – gramatika, čtení, psaní, poslech, mluvený projev
a interkulturní komunikace, které společně prověřují základní odbornou terminologii, pochopení
profesionálně orientovaných textů, různé strategie a taktiky čtení a poslechu, schopnost vést jak
odborný ústní tak i písemný projev a v neposlední řadě i přezkoušení interkulturní kompetence.
V referátu budou uvedeny i další praktické příklady z výuky češtiny jako druhého cizího jazyka.
Die Fachhochschule Burgenland gehört seit ihrer Gründung im Jahre 1993 zu den Pionieren im Bereich
des Sprachunterrichts der Mittel- und Osteuropäischen Länder im österreichischen Hochschulsektor.
Im Referat wird kurz der Unterreicht von absoluten Anfängern bis zum Niveau B1, unter der
Berücksichtigung des interkulturellen Aspektes dargestellt. Dazu gehören unter anderem die bilaterale
Sommerhochschule im Land der gewählten Sprache, in denen eigene „Tandemmaterialien“ verwendet
werden, sowie die interkulturelle Kommunikation, die dann vor allem während des 15-wöchigen
Auslandspraktikums zum Einsatz kommt. Der Schwerpunkt des Referats liegt auf dem Fachunterricht
auf dem Niveau B1 - Wirtschaftssprache. Im Zuge dessen werden auch die speziellen Materialien zum
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Selbstlernen „Testpraktikum als Form der Kontrolle der fachlichen Sprachbefähigung“ vorgestellt.
Die Testbeispiele werden aus folgenden Kapiteln ausgewählt: Lexik – Grammatik, Lesen, Schreiben,
Hören, Sprechen und Interkulturelle Kommunikation. Diese Tests überprüfen gemeinsam die
Grundfachterminologie, das Verständnis der professionell orientierten Texte, verschiedene Strategien
und Taktiken des Lesens und Zuhörens, die Fähigkeit sowohl einen fachlichen mündlichen als auch
schriftlichen Ausdruck zu führen und nicht zuletzt die Überprüfung der Interkulturellen Kompetenz.
Im Referat werden auch weitere praktische Bespiele aus dem Unterricht Tschechisch als zweite
Fremdsprache gebracht.
Zavrl, Irena
Fachhochschule Burgenland GmbH, Department Wirtschaft, [email protected]
Zukunftsbildungskonzept: Personalisierung des Sprachenlernens
(Innovations)
Personalisiertes Lernen ist ein integraler Bestandteil der Lehr- und Lernstrategie der FH Burgenland.
Die einzigartige Verbindung zwischen den individuellen Lernkontexten der Studierenden und
dem Einsatz innovativer Lehrmethoden und Technologien steht dabei im Fokus. Wesentlich ist
dabei die Unterscheidung in drei Lernphasen: Präsenz, Online und Selbststudium. Nachdem die
Studienangebote des Departments Wirtschaft neben der betriebswirtschaftlichen Ausbildung
den Unterricht von Mittel- und Osteuropäischen Sprachen in den Vordergrund stellen, ist die
Personalisierung des Sprachunterrichts ein zentrales Anliegen im Rahmen der Umsetzung der
p.learning-Strategie der FH Burgenland.
The University of Applied Sciences Burgenland offers study programs in the field of economics with
special focus on Central and Eastern Europe (CEE) Countries. Native speakers teach languages
of the Central and Eastern Europe Countries. The future teaching and learning strategy of the
University of Applied Sciences Burgenland focuses on personalized learning. It considers the context
of the individual learner in combination with innovative learning methods and technologies. It will be
necessary to develop and implement the new p.learning strategy of the University of Applied Sciences
Burgenland within the CEE language lessons.
Zita, Antonín
Masaryk University, Language Centre, [email protected]
Reflections on ICT Innovations of an Online Literature Course
(Best Practices – Strategies)
The proposed paper discusses the various ICT innovations implemented in an online literature
course. The undergraduate course, ENGL 228.599: American Literature Civil War to Present, was
taught at Texas A&M University in the fall and spring semesters of the 2012/2013 academic year
by professor Amy Earhart and I served as her TA. The course was a more streamlined version of
its first incarnation the previous academic year and the data gathered during the first year clearly
showed that the students who frequently visited the study materials provided in the Moodle
environment of the course tended to get better grades than those who did not. Therefore, several
ICT methods were implemented to further refine the overall feel of the course and these updates
were supposed to not only distinctly improve the learning environment, but also enable a more
active participation of the students and facilitate the communication between students and the
teaching staff. The ICT teaching innovations included individual blog posts, online office hours
via a web camera, or a final group assignment. This paper then comments on the efficiency of the
applied methods and the changes these and other online resources had undergone between the
fall and spring semesters. The resulting discussion should provide some thoughts on possible ICT
implementations as well as an inspiration for other teachers of online courses.
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Navrhovaná prezentace se zabývá různými ICT inovacemi, které byly použity v online literárním
kurzu. Tento bakalářský kurz, ENGL 228.599: American Literature Civil War to Present, byl vyučován
na Texas A&M University v podzimním i jarním semestru akademického roku 2012/2013 profesorkou
Amy Earhart a já v rámci kurzu pracoval jako asistent. Protože tento kurz byl vyučován již předešlý
rok a protože data získaná během prvního ruku jasně ukazovala, že studenti, kteří častěji navštěvují
stránku kurzu v prostředí Moodle, získávají lepší známky, bylo do kurzu implementováno několik ICT
inovací. Tyto změny měly za cíl zpříjemnit celkové studíjní zkušenosti studentů, zlepšit komunikaci
mezi studenty a vyučujícími stejně jako mezi studenty samotným a především donutit studenty k více
aktivní participaci v průběhu kurzu. Mezi ICT inovace zavedené v kurzu patří například individuální
práce ve studentských blozích, online úřední hodiny za pomocí webkamer či závěrečná skupinová esej.
Tato prezentace se zaměřuje na popis účinnosti ICT metod kurzu a na úpravy, kterými řada zavedených
metod prošla mezi podzimním a jarním semestrem v reakci na výsledky studentů. Závěrečný výstup
tedy analyzuje efektivitu jednotlivých ICT inovací, čímž může poskytnout inspiraci pro ostatní vyučující
online kurzů.
Zouhar Ludvíková, Lenka
Masaryk University, Language Centre, [email protected]
Motivating through Autonomy
(Innovations)
University students often have priorities elsewhre but not in language learning, be it their field
of study or a hunt for credits. Activating their metacognition and involving them more into
the learning progress changes their attitude and motivates them to achieve the goals they set
themselves. The students further develop their metacognitive skills and their chances to become
independent learners are higher than in traditional classroom setting, where the teacher sets the
goals and deadlines.
Autonomy development is what the course English Autonomously (EA) offers apart from the
progress in language comepetences. In the last 3 semestres I have closely observed the shift
from extrinsic to intrinsic motivation and I aim to explore the process and factors that change
students´ approach to learning. My paper will introduce this change and illustrate it on case
studies gathered during individual counselling sessions with students of our course EA.
Univerzitní studenti často považují výuku cizím jazykům za nutné zlo a nikoli za svou prioritu. Do seminářů tak chodí kvůli kreditům nebo prostě proto, že jsou povinné. Aktivováním metakognitivních dovedností a zapojení studentů do procesu učení se mění jejich postoj k učení, motivaci a následně také
výsledky. Snaží se totiž dosáhnout cílů, které si sami stanovili. Rozvoj metakognice a změna postojů
vede studenty k nezávislosti na instituci a motivuje je k celoživotnímu učení více než tradiční výuková
situace, kdy učitel stanoví úkol a termín splnění.
Kurz Angličtina Autonomně (English Autonomously – EA) nabízí studentům nejen rozvoj jazykových
dovedností, ale také rozvoj autonomie. V posledních 3 semestrech jsem mnohokrát poměrně zblízka
sledovala přechod od vnější k vnitřní motivaci studentů během individuálních konzultací v rámci EA.
Právě tento posun a faktory, které při něm hrají roli, naznačí můj příspěvek.
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Žváčková, Jitka
Masaryk University, Language Centre, [email protected]
Language Centre Quality Assessment: A Balancing Act?
(Language Centres + Staff Development)
Language Centre quality assessment can be used for a wide range of purposes, from audits of
services and procedures to reflection on best practices and improvements of language education.
Quality assessment systems across Europe differ considerably. The Czech Republic, unlike the
UK or Spain, applies no unified national standards, therefore, the Masaryk University Language
Centre (CJV MU), in compliance with the Masaryk University strategic plan, is obliged to set its
own standards and procedures.In order to achieve desired goals, CJV MU has adopted quality
assessment systems developed, tested and used by University Language Centres associated
in Cercles and focused on three major areas: the learner, the teacher and the Language Centre
management. While the learner area follows a traditional path of standard questionnaires and
the management quality is assessed in collaboration with external auditing companies and
professionals, the teacher area represents a considerable challenge to the CJV MU.
This paper shares our experience with the quality assessment of teaching. It overviews areas
incorporated and strategies applied in CJV MU in the period 2012-2014, such as self-assessment
questionnaires, course and individual lesson plan analyses, observations and feedback. It shares
experience with some critical moments that threatened to undermine the credibility of usefulness
of the whole process and lessons learnt from that experience. Finally, it identifies current results,
concrete benefits and possible directions that could guarantee a high-quality teaching in a long
term perspective.
Tento příspěvek podává přehled hodnocení kvality kurzů a výuky na CJV MU v letech 2012–2014,
představuje různé typy dotazníků, pohovorů a náslechů ve výuce, a hodnotí jejich dosavadní přínos
pro zlepšování kvality jazykového vzdělávání v souladu s dlouhodobým záměrem Masarykovy
univerzity.
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Butt, Sophia
University of Birmingham, English for International Students Unit, [email protected]
Balancing an innovative EAP assessment cocktail with student autonomy
Most English for Academic Purposes (EAP) courses across the UK and overseas claim to offer
prospective students the opportunity to develop a range of academic and linguistic skills within
a matter of months – or even weeks. There is an acute awareness, particularly on presessional
programmes, of the importance to ensure that students have been fully prepared for their
departmental studies by the time they complete their EAP/ESP courses.
Programme Directors must not only attempt to maximise the student experience on their courses,
but they also need to meet the expectations of the receiving departments. This, in turn, must be
translated effectively into their course design. For many EAP practitioners, training students in all
or most of the skills that they will need on their degree courses, and assessing whether learners
have been successful in developing the same, can be a challenge.
The concept of Booster Week is a highly successful student-centred innovation which was
introduced on the Business Management English (BME) Presessional Programme at the University
of Birmingham in 2009. With minimal teacher intervention and under tight time constraints,
students form new partnerships in small multi-cultural groups where they produce a combination
of written and oral tasks. Remarkably, this *one-week project (*or three days for students on the
shortest course) provides EAP practitioners with a platform to assess student performance in
a range of areas through a multi-faceted academic adventure.
This presentation will outline how EAP students can be tasked to deliver fundamentally
autonomous results without compromising standards. It will identify the main components of
BME Booster Week(end), with specific reference to its assessed components.
Filipi-Drabkova, Pav
British Council, [email protected]
The benefits and pitfalls of collaborative presentations in multicultural,
multi-lingual EAP classrooms
For students, academics and researchers the way we present our ideas is crucial to our successful
relationships with our peers, professors and with sponsors, both locally and internationally.
Having the ability to communicate confidently and correctly in English can enhance our personal
effectiveness and academic performance as well as have a big impact on how we are perceived
by our colleagues.
This workshop will focus on pre-sessional as well as in-sessional EAP courses that aim to improve
students’ language level, and in turn overall academic performance, through collaborative
presentations. We will briefly examine the varied challenges brought about by the array of
cultural backgrounds our students bring to the classroom and then will focus on the three
general challenges presentations pose: the verbal, the non-verbal – often trickier than the verbal
aspect, and the eternal challenge of content appropriacy. Mainly, I would like to discuss how these
challenges can become easier to tackle when students present their work in pairs/small groups
and what other benefits this type of student cooperation can bring to our EAP environment.
Pro studenty a akademické a výzkumné pracovníky je způsob jakym prezentuji své myšlenky klíčovy
pro úspěšné vztahy s vrstevníky , profesory a sponzory a to jak na místní, tak na mezinárodní úrovni.
Mít možnost s jistotou a správně komunikovat v angličtině může zvýšit nasi osobní efektivitu a studijní
výsledky, stejně jako mít velký vliv na to jak jsme vnímáni našimi kolegy. Tento workshop se zaměří
na pre-sessional, stejně jako na in-sessional EAP kurzy, které se zaměřují na zlepšení jazykové
úrovně studentů a následně i jejich celkových studijních výsledku, a to prostřednictvím spolupráce
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na prezentacích. Budeme stručně zkoumat různé problémy pramenici z řady ruznych kulturních
prostředí ktere naši studenti přinášejí do třídy a pak se zaměří na tři všeobecné požadavky uspesnych
prezentaci: verbální, neverbální - často složitější než slovni projev, a věčná výzva vhodneho zvoleni
obsahu. Hlavně bych chtěla diskutovat o tom, jak tyto problémy mohou byt snadněji řešitelne, když
studenti prezentuji své práce v párech / malých skupinách a jaké další výhody tohoto typu muze
spolupráce student přinést do EAP prostředí.
Fischer, Johann
Georg-August-Universität Göttingen, ZESS, [email protected]
Wolder, Nicole
Georg-August-Universität Göttingen, ZESS, [email protected]
Task-based teaching and testing at university language centres:
Developing models and assessing examples
In this workshop we will discuss models for task-based language teaching and testing at university,
based on the experience of the GULT project (http://gult.ecml.at). The workshop is a follow-up of
the presentation on Friday, but newcomers are welcome to join. We will provide examples from
our own teaching and testing experience, covering different CEFR levels of language learning at
university. Participants are invited to bring their own examples of task-based teaching contexts or
their own language examinations or tests. In groups we will then develop and discuss languagespecific tasks for teaching and learning in the classroom and language exams, based on the
participants‘ needs.
In diesem Workshop werden wir – basierend auf den Ergebnissen des GULT-Projektes
(http://gult.ecml.at) – handlungsorientierte Lehr-, Lern- und Prüfungsmodelle für den Hochschulbereich behandeln. Bei diesem Workshop handelt es sich um eine Vertiefung unseres Vortrags vom Freitag im Workshopformat, doch sind auch Neueinsteigerinnen und Neueinsteiger herzlich eingeladen,
daran teilzunehmen. Wir werden Beispiele aus unseren eigenen Lehr- und Prüfungskontexten, die
verschiedene GER-Stufen berücksichtigen, vorstellen. Desweiteren werden die Teilnehmerinnen und
Teilnehmer gebeten, eigene Beispiele aus ihrem handlungsorientierten Sprachunterricht bzw. Prüfungskontext mitzubringen und vorzustellen. In sprachspezifischen Gruppen werden wir anschließend
je nach den Bedürfnissen und Wünschen der Teilnehmenden gemeinsam Aufgaben für den Unterricht
und Beispiele für handlungsorientierte Prüfungen erarbeiten.
Fischerová, Sylva
Charles University, Faculty of Arts, [email protected]
Hippokratés otec lékařství: vznik a vývoj legendy
Seminář si klade za cíl seznámit jeho účastníky s dochovanou tradicí, vážící se k osobě Hippokratově. Bude probráno svědectví Platónovo i Aristotelovo, dále dopisy Hippokratovy dochované
v rámci Corpus Hippocraticum a další tzv. pseudepigraphica (stejně jako jejich další život, např.
v Anatomii melancholie R. Burtona); četba latinského Vita Hippocratis, s přihlédnutím k Sóranově
Životu Hippokratovu a k životopisům arabské provenience.
In the seminar, the doxographic evidence regarding the life of Hippocrates will be thoroughly studied.
Following texts are relevant: Plato, Protagoras and Phaedrus; Aristotle, Politics; Corpus Hippocraticum:
Pseudepigraphica; Vita Hippocratis.
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Fischerová, Sylva
Charles University, Faculty of Arts, sylva.fischerova@ff.cuni.cz
Hippokratova přísaha – její charakter a původ
Pozorné čtení textu Přísahy ( v jejím novém českém překladu a v jejích různých verzích latinských,
s přihlédnutím k řeckému originálu) umožní osvětlit četné otázky, které tento „po Bibli zřejmě
nejvlivnější text ze všech, které se ze starověku dochovaly“ (V. Nutton), klade. Stručně bude
nastíněna také jeho relevance při výuce lékařské etiky.
A close reading of the text of the Hippocratic Oath (in the Czech translation as well as in the various Latin
versions of the text) shows itself to be very helpful in the process of answering many of the questions
posed by the „most influential text of the antiquity – after the Bible“ (V. Nutton). The relevance of the
Oath for teaching the medical ethics will be briefly introduced, too.
Hassler, Gabriele
Technical University of Liberec, Department of Foreign Languages, gabriele.hassler@tul.cz
Hören – Sehen – Handeln: Zum Einsatz von Filmen im berufsorientierten
Fremdsprachenunterricht
Das Medium Film ist aus unserer gegenwärtigen, verbildlichten Alltags- und Berufswelt nicht
wegzudenken, wobei sich seine Formen, Formate und auch Verfügbarkeit zusammen mit neuen
Technologien weiterentwickeln. Auch die Fremdsprachendidaktik beschäftigt sich seit über zwei
Jahrzehnten eingehend mit dem Einsatz von Filmen im Unterricht und fordert längst, das HörSehverstehen als fünfte sprachliche Fertigkeit zu definieren; die gezielte Schulung von Medienund Filmkompetenz wird auch im fremdsprachlichen Unterricht als neues, wichtiges Lernziel
definiert.
Als Ausgangspunkt für diesen Workshop dienen grundlegende Überlegungen und Erkenntnisse
zur Arbeit mit filmischem Material im Fremdsprachenunterricht – wie und mit welchen Zielen
werden Filme eingesetzt, welches Potenzial bergen sie, wie wird ein für die gesetzten Ziele
geeigneter Film ausgewählt? Diese Ergebnisse werden folgend vor dem Hintergrund des
universitären berufsorientierten Fremdsprachenunterrichts reflektiert: einerseits soll es um
naheliegende Filmgattungen (Dokumentarfilme, Nachrichtensendungen, Lehrfilme) und ihre
Aufgabentypen gehen; andererseits werden auch fiktionale Formen wie Kurz- und Spielfilme
herangezogen, die mit ihrem narrativen, ästhetischen Charakter breitere und kreativere
Didaktisierungsmöglichkeiten bieten. Die Fragen, ob und wie letzere Filme auch für den
berufsorientierten Deutschunterricht eingesetzt werden können, stellen den Schwerpunkt der
Auseinandersetzung dar.
Ziel des Workshops ist es, mit den TeilnehmerInnen über den Einsatz von filmischem Material
jeglicher Art im Fachsprachenunterricht zu reflektieren, Techniken und Aktivitäten zur
rezeptiven Filmarbeit vorzustellen und auszuprobieren sowie gemeinsam neue Wege der
Arbeit mit fiktionalen Filmen zu erkunden. Besonderes Augenmerk wird dabei auf die Bereiche
Wirtschaftsdeutsch/Deutsch für den Beruf gelegt, alle Inhalte sind jedoch auf andere Kontexte
leicht übertragbar.
Films are an essential part of our everyday life, and as such, they are gathering constantly growing
importance in foreign language teaching. Basic knowledge and research about using films in foreign
language classes involves questions about the aims of films in the classroom, their huge didactic
potential and the choice of the right film. When it comes to teaching language for specific purposes
at university, the focus usually lies on non-fictional formats like documentaries, news or educational
films; but also fictional short and feature films offer creative didactic possibilities due to their esthetic
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and narrative character. If and how these fictional movies can be used in the LSP classroom shall be
the gist in this workshop, as well as general techniques and activities related to receptive film work in
language teaching.
Noir, Raphaël
Université de Lausanne, Centre de langues, raphael.noir@epfl.ch
Pralong, Emmanuel
Université de Lausanne, Centre de langues, emmanuel.pralong@epfl.ch
Le projet « Ça joue ! » : faciliter l’intégration de futurs étudiants à un nouvel
environnement linguistique grâce à une plateforme d’apprentissage
en ligne
Le projet “Ça joue!” a été réalisé par un groupe d’enseignants de français langue étrangère
du Centre de langues de l‘Université de Lausanne entre 2010 et 2013. Son objectif est de
donner la possibilité aux futurs arrivants non-francophones qui viennent étudier à Lausanne
de se familiariser en amont avec les structures du français (niveau A1 du CECR) et de découvrir
divers aspects socioculturels suisses-romands.
Ce dispositif didactique d’auto-formation est construit autour de 10 situations de la vie en milieu
académique lausannois. Il intègre plusieurs types de supports, dont des vidéos, des fichiers audio
et des exercices interactifs. Son objectif est de répondre aux besoins des apprenants de manière
aussi concrète que possible à partir de leurs profils très variés.
Intégrant une traduction systématique en anglais ainsi que de nombreux éléments en espagnol,
l’ensemble propose aussi une perspective comparative des aspects linguistiques les plus
significatifs du français, notamment en donnant la parole à des professionnels de l’enseignement
de diverses langues, parlant de leur expérience de l’apprentissage du français dans leur langue
1. Les apprenants découvriront aussi plusieurs témoignages d’autres étudiants en séjour
de mobilité afin d’ouvrir le champ de leur apprentissage à la compréhension interculturelle. Enfin,
ils pourront apprivoiser leur futur contexte culturel au travers d’illustrations vidéos recourant à un
langage strictement non-verbal.
L’ensemble du dispositif propose ainsi un décloisonnement des diverses dimensions
de l’apprentissage du français. De plus, l’accessibilité multiple aux diverses ressources confère
à l’apprenant un rôle actif qui répond pleinement à ses habitudes d’internaute.
How do you prepare German-speaking students for a Mobility stay? Via the Ca joue project - a selfaccess learning platform which replies to the needs of non-French-speaking learners planning a stay
in Lausanne. Ca joue provides a sociolinguistic and cultural introduction to various situations in both
daily and academic contexts. The resources available are varied and, while conferring an active role on
the internet-savvy student, also decompartmentalize the learning process.
Pořízková, Kateřina
Masaryk University, Language Centre, porizkova.katerina@gmail.com
Blahuš, Marek
Masaryk University, Language Centre, blahus@rect.muni.cz
Corpus of Authentic Clinical Diagnoses: Sketch Engine as a Tool
for Innovative Approach to Teaching Latin Medical Terminology
Clinical terms represent one of the key issues in the area of teaching Latin medical terminology.
Since no internationally valid nomenclature of the clinical terms exists, teachers of medical Latin
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have to rely mainly on primary and secondary literature of the preclinical and clinical subjects, as
well as the biomedical dictionaries and the very limited and difficult access to authentic medical
records (due to to the content comprising patients’ and physicians’ sensitive personal data).
The Masaryk University Language Centre in Brno has developed innovative approaches to
teaching Latin medical terminology. The main emphasis is put on providing students with the
knowledge of basic relevant Latin lexico-grammatical features via using authentic materials. In
cooperation with several teaching hospitals in Prague and Brno, a unique database of authentic
clinical data has been created, containing anonymous diagnoses written by selected (particularly
surgical) clinics during the last two or three years.
The use of corpus linguistics tools offers many possibilities for medical Latin teachers, one of them
being the possibility to work efficiently with this database. It was the Sketch Engine, co-developed
by the Natural Language Processing Centre at Masaryk University’ s Faculty of Informatics, which
has been chosen as the most suitable corpus linguistics tool for this goal. With the help of this
software, we are capable of analyzing and searching the corpus of Latin clinical diagnoses,
currently being developed at the Language Centre. The workshop participants will be introduced
to various ways of using the corpus for looking up the frequencies of terms, common collocations
or occurrences of prepositional cases in clinical diagnoses. They will also learn how to apply these
corpus-based linguistic analyses for developing novel teaching and testing materials.
Jednu z klíčových oblastí výuky latinské lékařské terminologie představují klinické termíny. Vzhledem
k tomu, že dosud neexistuje celosvětově platné klinické názvosloví, je učitel lékařské latiny při výběru
termínů odkázán zejména na primární a sekundární literaturu odborných preklinických a klinických
předmětů, dále na biomedicínské slovníky a na velmi omezený a problematický přístup k autentické
lékařské dokumentaci (s ohledem na obsah citlivých osobních dat pacientů i lékařů).
Na pracovišti Centra jazykového vzdělávání Masarykovy univerzity v Brně se přistoupilo k inovacím
předmětu lékařské terminologie, jejichž nosnou myšlenkou je zprostředkovat studentům znalost
relevantních základů latinského jazyka s pomocí autentických materiálů. Ve spolupráci s vybranými
fakultními nemocnicemi v Praze a v Brně byla vytvořena jedinečná databáze autentických klinických
diagnóz, která zahrnuje anonymizovaná data z chorobopisů především chirurgických klinik z období
posledních dvou let.
Pro rychlou a efektivní práci s databází latinských diagnóz se nabízí možnosti využití nástrojů korpusové
lingvistiky. Jako vhodný software byl zvolen Sketch Engine, na jehož vývoji se podílí pracovníci
Centra zpracování přirozeného jazyka na Fakultě informatiky Masarykovy univerzity. V prostředí
tohoto softwaru v současné době vzniká z databáze korpus latinských klinických diagnóz. Účastníci
workshopu se postupně seznámí se všemi možnostmi, jak využít tento nástroj pro vyhledávání
frekvence termínů, typických kolokací či uplatnění předložkových pádů v klinických diagnózách a jak
lze jazykovou analýzu korpusu uplatnit při tvorbě výukových materiálů a nových testů.
Pospíšilová, Linda
University of Pardubice, Language Centre, linda.pospisilova@upce.cz
ePortfolio Personal Language Journey
The workshop will outline possible use of ePortfolio in language teaching and learning and
present a two-year experience with implementation of Mahara ePortfolio tool and a nearly twoyear application of Mahara in the language learning and teaching at the Language Centre of the
University of Pardubice, Czech Republic. In the introductory part a specific technical solution
allowing students to start developing their portfolio and continue expanding on their work upon
graduation will be mentioned. The path from introduction of the ePortfolio tool to the institution,
its piloting phase, and involvement of ePortfolio in the skill-based and academic language learning
contexts will be shared and discussed, including fresh experience with an international student
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exchange project realization using ePortfolio tool as a reflective diary and presentation tool. The
second part of the workshop will deal with hands on experience allowing participants to view
the portfolio from the teacher’ s/mentor’ s perspective as well as to experience the student’ s role
and create several digital artefacts in the role of a regular ePortfolio user. Additionally related
copyright issues and referencing will be mentioned.
Během workshopu budou nastíněny některé způsoby využití elektronického portfolia ve výuce a v učení
se cizím jazykům. Zároveň bude prezentována téměř dvouletá zkušenost s implementací nástroje
Mahara ePortfolio a jeho aplikace ve výuce cizích jazyků na Jazykovém centu Univerzity Pardubice,
ČR. V úvodní části bude představeno specifické, ale široce využitelné technické řešení, které umožňuje
studentům seznámit se s nástrojem a začít jej systematicky využívat při studiu a též po absolvování
VŠ. Bude zmíněna zkušenost s nyní již úspěšným zavedením nástroje do výuky, zkušenosti s pilotní fází
a použití nástroje pro rozvoj jazykových i měkkých dovedností a aplikace ePortfolia jako podpůrného
nástroje pro rozvoj akademických jazykových dovedností. Bude též zmíněna čerstvá zkušenost se
zahraničním projektem využívajícím ePortfolio nástroj k reflektivnímu psaní (blogy), poskytování
zpětné vazby a jako prezentačního a sebe prezentačního nástroje. Druhá část workshopu bude
věnována vlastní tvorbě a úvodu do práce s nástrojem z pohledu učitele/mentora a zároveň z pohledu
studenta - tvůrce vlastního elektronického portfolia formou vytváření a sdílení dílčích digitálních
artefaktů. Zároveň bude věnována pozornost práci se zdroji a problematice autorských práv.
Roemling, Dana
Heinrich-Heine-University Duesseldorf, Department of General Linguistics,
droemling@phil.hhu.de
Legal linguistics as interdisciplinary language teaching – linguistic
knowledge in application
Knowledge about a natural language and about its practice are essential for using this language
as a communicative tool. This is even more so if the natural language is used as a language for
specific purposes (LSP). When the domain or special language is situated within the legal realm,
our intuition is not short from telling us that we are dealing with a language that we cannot fully
assess without legal training and lay people often say they cannot understand legalese. If asked
for a definition or a judgement in a legal case, lay people often arrive at different interpretations
and meanings for certain legal terms than legally trained people, showing a divergence in
interpretation.
In my research I have looked at this divergence in meaning and the consequences of the possible
misunderstandings between the two groups of language users. My study looked at the different
interpretations of vague expressions in general terms and conditions of a social network in
a virtual trial setting. The findings are relevant for cyber harassment research, as they allow to infer
how people see violent behaviour online. But the results are also important in understanding how
lay people view the legal process of subsuming and decision-making. As a visiting lecturer the
next step is the implementation of these results in (my) teaching. This presentation will, hence,
give a brief summary of my research and outline how students of languages and/or linguistics
can benefit from this understanding of legalese. I will present how legal language is taught in
the humanities at the University of Düsseldorf and what methods are used to help students
understand and apply their legal language knowledge.
Wissen über natürliche Sprachen und über ihre Anwendung ist essentiell für die Benutzung dieser
Sprache als ein Kommunikationsmittel. Das ist umso bedeutender, wenn die natürliche Sprache als
Fachsprache genutzt wird. Wenn die Domäne oder Fachsprache innerhalb der Jurisprudenz liegt,
sagt unsere Intuition daher oft, dass wir es mit einer Sprache zu tun haben, die wir ohne juristische
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Bildung nicht vollständig verstehen können. Laien treffen daher die Aussage, sie könnten Legalese
nicht verstehen. Wenn sie nach einer Definition oder Entscheidung in einem juristischen Fall gefragt
werden, interpretieren Laien manche juristischen Ausdrücke anders und finden andere Bedeutungen
als Juristen dies tun, was eine Divergenz in der Interpretation zeigt.
In meiner Forschung habe ich diese Divergenz in der Bedeutung und ihre Folgen durch mögliche
Missverständnisse zwischen den beiden Gruppen untersucht. Meine Studie behandelte die
unterschiedlichen Interpretationen von vagen Ausdrücken in Allgemeinen Geschäftsbedingungen
in einem virtuellen Gerichtssaal. Die Ergebnisse sind deshalb für Forschung zur Cyber-Belästigung
wichtig, da sie Rückschlüsse auf die Bewertung von gewaltsamem Verhalten online zulassen. Allerdings
sind die Resultate auch für das Verständnis wichtig, was Laien von der Jurisprudenz, Subsumieren und
Entscheidungen treffen haben. Als Lehrbeauftragte ist der nächste Schritt die Implementierung dieser
Ergebnisse in den Unterricht. In dieser Präsentation werde ich folglich eine kurze Zusammenfassung
meiner Forschung geben und erläutern, wie Studierende der Disziplinen Sprache und/oder Linguistik
von diesem Verständnis von juristischer Fachsprache profitieren können. Ich werde darstellen, wie
juristische Fachsprache in den Geisteswissenschaften an der Universität Düsseldorf gelehrt wird und
welche Methoden genutzt werden, um Studierenden beim Verstehen und Anwenden ihres Wissens der
juristischen Fachsprache zu helfen.
Šálená, Ivana
Charles University, Faculty of Arts, ivana.salena@gmail.com
Strategie řešení úloh na příkladu Certifikované zkoušky z češtiny pro cizince
Pojmy test, testování či testová položka se čím dál více prolínají do všech oblastí života. Ve výuce
jazyků je test zcela nezbytný nástroj k ověření znalostí, změření pokroku či dosažení požadované
komunikační kompetence. Ve výuce češtiny pro cizince (jako i v jiném jazyce) jsou testy nedílnou
součástí výuky. Jak znalost strategií řešení úloh může ovlivnit výsledek testu? Jaké strategie
můžeme studentům doporučit? Na příkladu modelových testů Certifikované zkoušky z češtiny
pro cizince si zkusíme najít „ideální“ strategii řešení pro konkrétní typ úlohy.
Terms such a test or testing are indispensable in today’ s days especially in learning languages. Can
strategies help us? We will look for an “ideal” strategy in the examples of Czech Certificate exam.
Trumpešová-Rudolfová, Eva
Masaryk University, Language Centre, trumpesova@econ.muni.cz
Zouhar Ludvíková, Lenka
Masaryk University, Language Centre, ludvikova@phil.muni.cz
To Dare or Not To Dare
In this workshop you are going to experience one of the lessons intended for the English
Autonomously module - Emotional Intelligence at Masaryk University. The topic of the lesson is
courage; but it also touches on self-reflection and self-confidence, and of course fear. These topics
are so intrinsically familiar to all us that everybody can relate to them and the learning of the
language than becomes smoother. Plus, there is a bonus of actually learning the strategies one
can use when in need of more courage, and that comprises everyday situations. Students get
invariably very involved as they are motivated to manage their own fears and lives better. In terms
of language, they learn the vocabulary connected with courage - which might, in fact, be very
different from their mother tongue - and feelings; they practice conditionals and hypothetical
tenses, narrative strategies and most importantly structures like “I would have never realized
that…“ that are closely linked with self-evaluation skills so much needed for “learning to learn“
and taking one´s learning into one´s own hands.
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This workshop is a complement to the presentation Emotional Intelligence in Foreign Language
Acquisition.
Tento workshop se bude zabývat praktickým využitím znalostí v oblasti Emoční inteligence, tak jak je
to zamýšleno pro výuku v Autonomním učení v angličtině na Masarykově univerzitě. Tématem lekce je
odvaha, další témata, která s tím souvisí jsou pak sebereflexe, sebejistota, a samozřejmě strach. To, že
jsou tato témata blízká všem, usnadňuje učení se cizímu jazyku. Kromě jazyka se studenti naučí také
strategiím, které mohou využít při učení i v životě, a dále dovednostem, jak sami sabe ohodnotit, což je
nutné pro to, aby se naučili, jak se učit, jak vzít proces učení do svých vlastních rukou.
Tento workshop doplňuje prezentaci Emotional Intelligence in Foreign Language Acquisition
Vaattovaara, Johanna
University of Helsinki, Language Centre, johanna.vaattovaara@helsinki.fi
Lehtonen, Tuula
University of Helsinki, Language Centre, tuula.lehtonen@helsinki.fi
Research-based teaching development in language centres – barriers and
drivers
It is widely established that teaching development in universities should be based on research.
However, in such institutions as language centres, which tend to have a strong teaching profile,
teachers’ engagement with research (reading it) or in research (doing it) cannot be taken for
granted.
Simon Borg (2010) has identified various barriers to teacher research, such as limitations in
teachers’ awareness, beliefs, skills and knowledge as well as limited resources and leadership
attributes. As difficult as these barriers may appear to overcome, there are local solutions for
enhancing research engagement. One possible approach comes from the University of Helsinki
Language Centre, which has consciously developed ways to increase research engagement
among its staff (Lehtonen, Pitkänen & Vaattovaara, accepted). This approach will be briefly
presented (as an example) at the workshop.
When promoting research engagement among the staff in a teaching institution, several
questions need to be addressed. How to carry out research in the language centre context? What
kind of research is ideal? How and why should research be done? What does research engagement
require of the institution? On the other hand, what does it require of the individual?
This workshop aims to discuss both the barriers and the drivers of research engagement in
language centres, and find the strengths and weaknesses in the current situation. We also wish
to establish an international network for promoting research activities across language centres.
References:
Borg, Simon (2010). Language teacher research engagement. Language Teaching, 43(4): 391–429.
Lehtonen, Tuula & Pitkänen Kari K. & Vaattovaara, Johanna (accepted). Encouraging teacher research
through in-house activities: The approach of a Finnish University Language Centre. To appear in:
S. Borg & H. Sanchez (eds.) International Perspectives on Teacher Research.
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ABSTRACTS – POSTERS
Conti, Norbert
Österreich Institut Brno, conti@oei.cz
Lernfeldplakate im akademischen Fremdsprachenunterricht
In meinem Beitrag möchte ich zeigen, wie Studierenden im akademischen Fremdsprachenunterricht der eigene Lernfortschritt bewusster gemacht werden kann.
Trotz modernem, abwechslungsreichen und genau geplantem Unterricht entsteht im Sprachunterricht bei Studierenden – speziell auf den Stufen B1 und B2 -oft das Gefühl, nur wenig Neues
oder Sinnvolles zu lernen. Lehrwerke versuchen hier verstärkt mit Tests in verschiedenen Formaten Abhilfe zu schaffen, doch wir wollen in unserem Unterricht nicht jede Stunde testen und
darüber hinaus eignen werden Lehrwerke im universitären Fremdsprachenunterricht nur selten
eingesetzt.
Curricula sind immer noch zu oft von Lehrenden für Lehrende formuliert und nehmen keine
Rücksicht auf die Lernenden, die zumeist Laien auf dem Gebiet der Didaktik sind. Ist der
Curriculum auch noch in der Fremdsprache formuliert, was bei heterogenen Gruppen kaum
ausbleibt, kommen auch noch Verständnisprobleme dazu.
Abhilfe schaffen können „Lernfeldplakate“, die seit 2012 am Österreich Institut im Einsatz sind:
Für jeden Kurs wird ein Poster mit Inhalten aus Curriculum erstellt. Die Versprachlichung nimmt
dabei auf das Sprachniveau der Studierenden Rücksicht. Im weiteren Verlauf des Kurses werden
die Felder, die den im Kurs behandelten Inhalten entsprechen, nicht bloß abgehakt sondern
ausgemalt, wodurch der Lernfortschritt auch gut visuell erkennbar ist. Evaluierungen zeigen,
dass die Lernenden ihren eigenen Lernfortschritt seit der Einführung der Lernfeldplakate deutlich
besser bewerten.
In my presentation I will show how students can be made aware of their learning progress in an easy
and creative way. As teachers we see learning progress often more clearly than students who often get
the impression of not making much progress, especially at level B1 and B2.
At Österreich Institut Brno we have been using posters with easy-to-understand learning fields instead
of long lists with curricula and topics. Our evaluations show that students‘ evaluation of their own
learning progress has been going up ever since.
Červenková, Marie
Masaryk University, Language Centre, 18575@mail.muni.cz
Zdokonalování jazykových dovedností studentů francouzštiny na ESF MU
Příspěvek prezentuje obecnou charakteristiku výuky francouzského jazyka na Ekonomickosprávní fakultě MU v Brně se zaměřením na způsoby zdokonalování všech čtyř jazykových
dovedností studentů. V úvodu seznamuje s širším kontextem výuky francouzštiny na Masarykově
univerzitě a podrobněji s jejími specifiky na Ekonomicko-správní fakultě, včetně obsahu,
metodologie a cílů výuky. Francouzština je na ESF jako jediné z fakult MU vyučována na dvou
úrovních – B2 a C1. Vzhledem k nedostatku vhodných učebnic odpovídající úrovně je nutno
využívat materiálů z různých zdrojů, ať knižních či internetových, což má kromě některých
nevýhod rovněž pozitivní odraz v podobě následné dynamičnosti výuky a aktuálnosti tématiky.
Publikum bude seznámeno s příklady aktivit praktikovaných za účelem zdokonalení jednotlivých
jazykových dovedností studentů. V návaznosti na výsledky pretestace testů vytvořených v rámci
projektu Impact a zpětné vazby ze strany studentů budou stručně naznačeny aktuální výzvy,
kterým je třeba ve výuce francouzštiny čelit.
La contribution présente l´enseignement de la langue française à la Faculté d´Economie et d´Administration de l´Université Masaryk de Brno en se focalisant sur différentes méthodes du perfectionnement
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des compétences langagières. Elle introduit un contexte plus large de l´enseignement du français
à l´Université Masaryk et ses traits spécifiques à la Faculté d´Economie et d´Administration, y compris
le contenu, la méthodologie et les objectifs. Plusieurs exemples d´activités approfondissant les compréhensions et productions orale et écrite seront présentés. A la suite des résultats des tests élaborés
dans le cadre du projet Impact et prétestés en 2013 et 2014, des défis actuels seront indiqués.
Fišerová, Lenka
Brno University of Technology, Faculty of Chemistry, fiserova@fch.vutbr.cz
Research on learning styles of university non-philology students: the Brno
University of Technology lesson
The contribution deals with recent qualitative and quantitative research on learning styles
and strategies used by technical university non-philology students when they learned English
in arbitrary internet learning environments. The results of the qualitative research suggested
optimum design of internet learning environments. Clear and transparent design and feedback
provided were evaluated by the research subjects as the most important factors to be considered
in the creation of learning websites. In the internet based learning environments, the students
expected some learning stimulation. More than half of the research subjects expressed equal
ability to learn and they also found internet learning websites providing more ways of learning
compared to common learning face-to-face environment. However, the students´ preferences
for face-to-face and internet based learning were equal. To illustrate the above conclusions,
the poster will provide support materials like tables with results and the non-standardized
questionnaire employed.
Further, quantitative research on learning styles in face-to-face and internet based learning
environments is discussed. Based on adequate overview of learning styles models and literature,
the contribution describes adapted Vermunt´ s general model of learning styles extending thus
the field of language learning methodology by general pedagogy perspective. Furthermore, the
quantitative research on Vermunt´ s model learning styles in internet learning environments was
focused on development of a particular style like rather rarely studied deep processing related to
critical thinking; diversity of learning materials and necessity to evaluate them might have led to
statistically significant support of this learning style. The poster will also show tables with results.
To provide a practical application, the following means for development of deep processing are
suggested: assigning teacher-independent learning in arbitrary internet environments, providing
relevant hyperlinks and student own completion/creation of vocabulary lists in (electronic)
learning materials.
Finally, changes of deep processing in face-to-face lessons are evaluated and compared.
Příspěvek se zaměřuje na kvalitativní a kvantitativní výzkum učebních stylů a strategií používaných
při učení se angličtině v internetových učebních prostředích dle vlastního výběru. Subjekty výzkumu
byli studenti nefilologických oborů na technické univerzitě. Kvalitativní výzkum specifikoval faktory
důležité pro tvorbu optimálního internetového učebního prostředí. Účastníci výzkumu vyhodnotili
jasné a přehledné uspořádání a zpětnou vazbu jako nejdůležitější pro učení se v učebních webových
prostředích. Studenti očekávali v těchto prostředích učební stimulaci. Více než polovina respondentů
vyjádřila názor, že jejich schopnost naučit se danou problematiku byla v internetovém učebním
prostředí stejná a že toto prostředí poskytuje více způsobů učení než obvyklé kontaktní učební
prostředí. Účastníci výzkumu ovšem nepreferovali ani jedno z výše uvedených učebních prostředí.
Poster a sborníkový článek budou zahrnovat tabulky s výsledky a použitý nestandardizovaný dotazník.
Dále je diskutován kvantitativní výzkum učebních stylů v internetovém a kontaktním učebním
prostředí. Na základě adekvátního přehledu modelů stylů učení a literatury je představen Vermuntův
model stylů učení a takto je do metodiky výuky jazyka vnesen obecný pedagogický pohled na učební
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styly. Výzkum Vermuntových učebních stylů v internetovém prostředí se zaměřil na změnu zřídka
zkoumaného hloubkového učení, které souvisí s kritickým myšlením; pestrost učebních materiálů
a nezbytnost jejich studijního vyhodnocení mohly vést ke statisticky významnému rozvoji hloubkového
učení. Prezentace i článek ve sborníku bude zahrnovat příslušné tabulky s výsledky. Následující
doporučení pro rozvoj hloubkového učení jsou praktickou aplikací výsledků výzkumu: zadávání
samostatného studia vymezené problematiky v internetových učebních prostředích dle vlastní volby,
vybavení učebních míst hyperlinkami ke studijním zdrojům a tvorba/kompletace seznamů slovíček
studenty.
Změny hloubkového zpracování učiva v obvyklém kontaktním učebním prostředí a jejich rozvoj
v internetovém učebním prostředí jsou porovnány.
Fogarasi, Katalin
University of Pécs, Faculty of Medicine, Department of Languages for Specific Purposes,
katalin.fogarasi@aok.pte.hu
Schneider, Philipp
University of Pécs, Law Faculty, Department of Criminology, pmschneider@gmx.de
How the incorrect use of a medical genre and terminology can result in
default legal judgements
The present study analyses the legal consequences of neglected generic norms as well as
ambiguous Latin, Hungarian and German medical terms in diagnostic reports of soft tissue
injuries.
The presented authentic German, Austrian and Hungarian diagnostic reports stem from a corpus
serving as a basis for a large-scale linguistic analysis conducted in 2012. While the previous
study focused on the problem of the limited forensic assessability of soft tissue injuries due to
inconsistent clinical injury documentation, the present one goes a step further: interdisciplinary
research reveals possible legal consequences on the offenders’ punishability in criminal trials.
Die vorliegende Arbeit untersucht die Konsequenzen der Vernachlässigung von Regeln einer medizinischen Textsorte sowie falsch verwendeter lateinischer, ungarischer und deutscher Termini in der
klinischen Dokumentation von Weichgewebeverletzungen.
Die vorgestellten, aus der Praxis entnommenen deutschen, österreichischen und ungarischen
Arztbriefe stammen aus einem Korpus, das für eine umfangreiche, 2012 veröffentlichte linguistische
Studie die Grundlage bildete. Während die erstere Analyse auf die Problematik einer eingeschränkten
rechtsmedizinischen Beurteilbarkeit infolge uneindeutiger klinischer Dokumentation den
Schwerpunkt setzte, geht die vorliegende Studie einen Schritt weiter: die interdisziplinäre Forschung
deckt mögliche juristische Konsequenzen für die Strafbarkeit des Täters auf.
Fonioková, Zuzana
Masaryk University, Support Centre for Students with Special Needs, foniokova@teiresias.muni.cz
Rajdová, Ilja
Masaryk University, Support Centre for Students with Special Needs, rajdova@teiresias.muni.cz
Language teaching for students with hearing impairments at Masaryk
University
The poster presents the structure and methods of language teaching provided to students with
hearing impairments at Masaryk University by its Support Centre for Students with Special Needs
(Teiresias). The first part deals with Czech for the deaf. As Czech is not a native language for many
deaf students in the Czech Republic (sign language users), they need extra support. The Teiresias
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Centre provides optional courses of Czech language. The methodology of these courses draws on
the methods used in teaching Czech as a foreign language rather than Czech for native speakers.
The second part is concerned with foreign language courses for students with hearing
impairments. At Masaryk University, deaf and hard of hearing students do not have to struggle
with the foreign language obligation in regular classes, but have the opportunity to do language
courses adapted to their needs, taking place in small groups (max. 4 people) at the Teiresias
Centre. Students attend 90-minute classes twice a week. Teachers and students can make use
of technologies in the classes (computers, projectors, etc.) and of the university e-learning
system in the Moodle environment. In this system, teachers and students can use e-courses that
serve them as course syllabi, teaching and study materials, and as a large database of grammar,
vocabulary and reading comprehension exercises, as well as writing assignments. Speaking can
be substituted by the use of online chat, also available in the Moodle courses. Sign language
interpreters are available as well.
Poster zachycuje strukturu výuky jazyků pro studenty se sluchovým postižením na Masarykově
univerzitě tak, jak ji zajišťuje Středisko pro pomoc studentům se specifickými nároky (Teiresiás).
Zaměřuje se na specifika výuky jazyků u sluchově postižených, popisuje metody výuky a používané
technologie. V první části se zaměřuje na výuku českého jazyka pro neslyšící - uživatele znakového
jazyka, druhá část pak prezentuje kurzy anglického jazyka pro neslyšící jako příklad adaptované výuky
cizích jazyků.
Hajslerová, Renata
Masaryk University, Language Centre, hajslero@fss.muni.cz
Malovičová, Ivana
Masaryk University, Language Centre, malovico@fss.muni.cz
Roušavá, Šárka
Masaryk University, Language Centre, rousava@fss.muni.cz
English for study and internship abroad
Since the number of Masaryk University students travelling abroad to study and work is
steadily increasing, there has been a growing need to prepare a specialised language course
for intercultural preparation and awareness. Based on the needs analysis and feedback from
the students who have participated in these programmes, the English Section of the Language
Department at the Faculty of Arts and the Faculty of Social Studies has prepared a specialised
course covering the topics and issues that are closely related to what the students need in order
to study and work abroad successfully.
The course offers communication and practical skills practice focusing on both the stage before
the trip and during the stay, combining them with general academic skills practice. The part of
the course dealing with academic skills aims to develop students’ abilities in reading, writing,
listening and speaking in a university context, where the focus is on delivering presentations
and writing essays. It guides the students from the first insights into the specifics of academic
speaking and writing, also highlighting the differences between Czech and English formal essays
to developing appropriate writing skills. Emphasis is also placed on the cultural specifics of the
given countries such as the particular intercultural differences, or those of the specific university
environment. Specialised vocabulary needed both in the academic environment and for practical
day-to-day situations is practised in various kinds of tasks, thus forming an inseparable part of
the whole course. These practical tasks in combination with a general awareness of multi-cultural
issues help to build the skills and confidence of students travelling abroad.
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Jelikož se počet studentů Masarykovy univerzity, kteří vyjíždějí na studijní a pracovní pobyty v zahraničí
v posledních letech neustále zvyšuje, narůstala souběžně s tím také potřeba připravit pro tyto studenty
specializovaný kurz. Na základě analýzy potřeb a zpětné vazby od studentů, kteří se podobného
programu v minulosti již zúčastnili, vytvořila anglická sekce Centra jazykového vzdělávání MU při
Fakultě sociálních studií a Filozofické fakultě kurz, jež se zaměřuje na témata a otázky úzce související
s tím, co studenti pro úspěšné absolvování pobytu v zahraničí potřebují.
Kurz se zaměřuje na procvičování komunikačních a praktických dovedností potřebných jak ve fázi
před výjezdem, tak i během samotného pobytu, a to v kombinaci s nácvikem obecných akademických
dovedností. Tento oddíl si klade za cíl rozvíjet schopnosti studentů číst akademické texty, psát formální
eseje a být schopen porozumět textům z akademického/profesního prostředí, stejně jako se umět
formálně ústně vyjadřovat. Na samotném začátku kurzu jsou studenti uvedeni do problematiky
akademického mluvení a psaní s důrazem na odlišnosti v anglosaském akademickém prostředí
a postupně jsou takto vedeni k bezproblémovému osvojení těchto dovedností.
Kurz se rovněž zabývá kulturními specifiky daných zemí, jakými jsou zejména běžné a nejnápadnější
rozdíly mezi českým a zahraničním prostředím, včetně prostředí akademického.
Nedílnou součást kurzu tvoří nácvik a osvojeni speciální slovní zásoby používané jak v univerzitním
kontextu, tak v běžných denních situacích. Tyto praktické úkoly v kombinaci s rozšířením všeobecného
povědomí o multikulturních otázkách pomáhají studentům získat znalosti, dovednosti a sebevědomí,
které pro úspěšný studijní či pracovní pobyt v zahraničí potřebují.
Kolářová, Jitka
AMATE ČR, jitkakolarova@yahoo.com
Hulešová, Martina
AMATE ČR; Masaryk University, mhulesova@volny.cz
Píšová, Eva
AMATE ČR, amate@amate.cz
AMATE
Within a short contribution, we would like to briefly introduce the activities and objectives of
AMATE (Association of Teacher Educators). The main aim of the association is to create conditions
for further personal and professional growth of our members and support their mutual
cooperation. We also focus on assistance in creating a follow-up system of lifelong learning of
teachers and quality assurance of undergraduate and postgraduate courses, and provide expert
opinions to the Ministry of Educations, the National Institute for Further Education, and other
educational institutions. Our ambition is also to establish contacts with educational organisations
at national and international level and identify areas for mutual cooperation, or to assert an
official recognition of methodologists trainers.
V rámci krátkého příspěvku bychom rádi stručně představili činnost a cíle AMATE, Asociace Metodiků
Association of Teacher Educators. Hlavním cílem asociace je vytvoření podmínek pro další osobní
a profesní růst členů spolku a podpora jejich vzájemné spolupráce. Poskytujeme také pomoc při
vytváření návazného systému celoživotního vzdělávání učitelů a zajišťování kvality pregraduálních
a postgraduálních kurzů, stejně jako profesní expertizy Ministerstvu školství, Národnímu institutu pro
další vzdělávání a dalším vzdělávacím institucím. Navazujeme kontakty se vzdělávacími organizacemi
na národní i mezinárodní úrovni a vyhledáváme oblasti pro vzájemnou spolupráci. Naší snahou je
i prosadit oficiální uznání školitelů metodiků.
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Miłosz-Bartczak, Joanna
Lodz University of Technology, Language Centre, joanna.milosz-bartczak@p.lodz.pl
Experimenting with PBL at Lodz University of Technology Language Centre:
Findings, Evaluation and Future Prospects of the Method
Since 2008 Lodz University of Technology Language Centre has been cooperating closely with
the International Faculty of Engineering, an interfaculty unit at LUT, in the implementation of
Problem-Based Learning as an active teaching pedagogy.
PBL combines acquisition of knowledge with communication skills which are necessary for
efficient teamwork performed on student project groups, problem solving, sharing competences
and improving autonomous learning. Among its many benefits, this new approach to teaching
has implications for staffing, workload and assessment procedures. Based on actual teaching
practice and case study analysis, our presentation will highlight selected aspects of this innovative
method that require consideration before incorporating it into the common university practice.
We will concentrate on the problems connected with the proper design of desired learning
outcomes and the selection of assessment criteria. We will also share our experience with respect
to the multicultural aspect of PBL engineering project teams—another big challenge for both
teachers and students.
Muhejeva, Svetlana
Riga Stradins University, svetlana_muhejeva@inbox.lv
Professional Vocabulary Acquisition as an ESP Course Goal
and a Motivational Tool
The aim of the present research is to assess the effectiveness of an ESP course which is built
around vocabulary acquisition. The ESP course is taught to social work students at the Rīga
Stradiņš University . The assessment was conducted in two ways; firstly, from the perspective of
the students’ perception of the course in terms of their needs, engagement, and satisfaction, and,
secondly, from the perspective of their academic performance. The instruments of the research
are pre-course and post-course questionnaires as well as task assessment questionnaires in which
the students gave their feedback on usefulness, enjoyability, and difficulty level of the teaching
materials. The students’ academic performance was assessed by means of vocabulary acquisition
tests. The pre-course questionnaire was distributed to a bigger number of respondents (164
students of medicine and rehabilitation faculties), while post-course and task assessment
questionnaires were completed by the target audience of social work students (11 persons).
The overwhelming majority of the surveyed students (82 %) consider their ESP course a priority.
The students gave preference to vocabulary acquisition as their target activity. The social work
students gave a high rating to the materials of their ESP course and positively assessed their
progress in language acquisition. The present research revealed a positive correlation between
task enjoyability ratings and vocabulary memorization. However, there is not any obvious
correlation between usefulness ratings and memorization which suggests that the tasks perceived
by students as useful are not necessarily conductive to effective vocabulary acquisition. As to
difficulty ratings, they showed a negative correlation with vocabulary memorization.
The multiple nature of the word and its functions can be capitalized on in developing enjoyable
and effective ESP courses focused on professional vocabulary acquisition. Such courses satisfy
university students’ needs of being able to engage actively in vocational discourse.
Целью настоящего исследования является оценка эффективности курса по специализированному английскому языку, сфокусированного на усвоении лексики. Данный курс преподается студентам Рижского Университета им. Страдыня, специализирующимся в социальной
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работе. Анализ курса осуществлялся в двух направлениях: с точки зрения восприятия курса
студентами, их потребностей, степени вовлеченности и оценки результатов, и с точки зрения усваиваемости лексики. Инструментами исследования являются предкурсовый
и послекурсовый опросники, а также опросники по оценке учебных материалов, в которых
студенты комментировали такие аспекты учебных заданий, как их полезность, увлекательность и трудность. Усваиваемость лексики оценивалась с помощью лексических тестов. Предкурсовой опросник был распространен среди широкой аудитории студентов
медицинского и реабилитационного факультетов (164 человека). Другие вышеупомянутые
опросники и тесты использовались в исследовании целевой аудитории студентов социальной работы (11 человек).
Для подавляющего большинства студентов (82 %) курс английского языка является
приоритетным. Студенты отдают предпочтение изучению лексики в рамках данного
курса. Студенты социальной работы высоко оценили материалы их специализированного
курса и были удовлетворены своими успехами в изучении языка. Данное исследование
выявило позитивную корреляцию между увлекательностью заданий и усваиваемостью
лексики. Степень трудности заданий показала негативную корреляцию с запоминанием
лексики. Что касается оценки полезности заданий студентами, определенной корреляции
с усваиваемостью лексики выявлено не было, то есть восприятие студентом задания как
полезного не обязательно приводит к усваиваемости материала.
Многообразная природа слова и его функций может послужить основой для разработки
увлекательных и эффективных курсов по изучению специализированного английского языка
с целью усвоения профессиональной лексики. Такие курсы удовлетворяют потребность
студентов в общении на профессиональном уровне.
Nemuniene, Grazina
Lithuanian University of Health Sciences, Department of Languages and Education,
grazinan@yahoo.com
Krikstaponyte, Zita
Lithuanian University of Health Sciences, Department of Languages and Education,
krikstaponyte@yahoo.com
The Role of Correct Pronunciation in Medical English
Introduction. At the Lithuanian University of Health Sciences (LUHS) students are mainly taught
professional English and the greatest attention is paid to the knowledge of medical terms. When
a medical term is pronounced incorrectly, misunderstandings may arise and crucial mistakes
can be made. In some cases they may be so serious, as to cost health or even life of the patient.
Therefore, the pronunciation mistakes cannot be neglected.
Having in mind that now we live in the world with practically no borders, since Lithuania
is a member of the European Union and the graduates of our university are free to work in
any European country and also in many other countries of the world, and our students also
participate in student exchange programmes, we decided to investigate the reasons of incorrect
pronunciation through students’ approach.
Aim. The study was aimed at emphasizing the importance of distinct pronunciation as a basis of
efficient communication in English and finding out the reasons of incorrect pronunciation .
Methods and materials. To get a deeper insight why the students fail to pronounce English words
correctly, a questionnaire with open questions was designed and content analysis was made.
Results. The content analysis disclosed the main reasons of incorrect pronunciation and the
difficulties the students encounter while learning medical English.
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Abstracts – Posters
На Литовском Университете Медицинских Наук студенты изучают професионный
английский язык. Когда медицинский термин произносится неправильно могут произойти
разные недоразумения, которые могут стоить пациенту жизнь. Потому нужно уделять
большое внимание ошибкам по произношению. Абсолвенты нашего университета могут
работать в разных странах мира, участвовать в программах обмена студентами и из за
этого мы решили изучить причины неправильного произношения.
ЦЕЛЬ. Анализ в основном состоял из установления причин неправильного произношения.
МЕТОДЫ. Чтобы установить причины мы студентам дали заполнить анлеты с вопросами.
РЕЗУЛЬТАТЫ. Анализ анкет показал основные причины неправильного произношения.
КЛЮЧЕВЫЕ СЛОВА:причины, неправильное произношение, коммуникация
Radosavlevikj, Neda
South East European University, Language Centre, n.radosavleviq@seeu.edu.mk
Developing a Blended learning strategy: Motivating students to learn
English by implementing blended learning activities
(Instructional media and Pedagogical considerations)
This study investigates the influence of competence-based learning in motivating students
to learn English as a foreign language. The primary goal of this research is to access student
motivation for learning English, students attitudes to different teaching and learning methods
and how that affected their motivation and satisfaction. The participants in this study are students
from different faculties, attending Basic English skills sessions (pre-intermediate, intermediate
and upper-intermediate courses). Students’ completed a questionnaire of how blended learning
activities done in and outside the classroom affected their learning process in acquiring the
language. What were the factors that are involved in motivating students to perform tasks, what
are the possible underlying factors which affect students’ motivation in English learning, especially
in stimulating students’ practical work, enhancing their language learning achievement at the
earliest stage of their enrolment in the first year.
The switch from traditional face-to-face to online model implementing technology in the
classroom affects students motivation. By applying Blended learning approach in class
i introduced the concepts of synchrony (integration of learning environment) and elasticity
(integration of instructional media with instructional strategies) to ensure the right mix is
attained. In my Blended learning class i combined modes of web-based technology with various
pedagogical approaches to produce an optimal language learning environment. In attempting
to achieve the optimal learning environment I employed a variety of activity types with group
work and pair work, collaborative learning and independent learning to engage my learners in
communicative language practice. As a teacher i try to address the need for personalized learning
through the introduction of self-study resources designed for independent study.
Cette étude enquête l‘influence sur la compétence d‘apprentissage à motiver les étudiants à apprendre
l‘anglais comme une langue étrangère. L‘objectif principal de cette recherche est d‘accéder à motivation
des étudiants pour l‘apprentissage de l‘anglais, les attitudes de différentes méthodes d‘enseignement
et d‘apprentissage et comment cela a affecté leur motivation et leur satisfaction. Les participants
à cette étude sont des étudiants de différentes facultés, assistant en classe d’anglais de base aux
sessions (cours pré-intermédiaire, intermédiaire et supérieur- intermédiaire). Les élèves ont rempli un
questionnaire, comment les activités d‘apprentissage combines qui sont faites dans et à l‘extérieur
de la classe affecté leur processus d‘apprentissage dans l‘acquisition de la langue. Quels sont les
facteurs qui sont impliqués à motiver les étudiants à effectuer des tâches, quels sont les facteurs
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cachés, qui affectent la motivation des élèves en apprentissage de l‘anglais, notamment pour ce qui
est d‘encourager les étudiants des travaux pratiques et à l‘amélioration d‘apprentissage de leur langue
au cours de stade de leur inscription dans la première année.
Le changement du modèle traditionnel face-à-face au modèle en ligne mise en œuvre de la technologie
dans la salle de classe, affecte la motivation des étudiants. Par l‘application d‘apprentissage combinée
approche dans la classe et a introduit les concepts de synchronie (intégration d‘environnement
d‘apprentissage) et l‘élasticité (l’ntégration des supports pédagogiques avec les stratégies
pédagogiques) pour assurer que le bon mélange est atteint. Dans mon classe d‘apprentissage
combinée j`ai combiné des modes de la technologie basée sur le web avec des diverses approches
pédagogiques pour produire la meilleure environnement d‘apprentissage de la langue.
En tentant d‘atteindre la meilleure environnement d‘apprentissage j‘ai employé une variété des
différents types d‘activités de travail en groupe et de travail aux pairs, l‘apprentissage collaboratif
et l‘apprentissage indépendant à engager mes apprenants dans une pratique linguistique et
communicative. En tant que professeur, j‘essaie de répondre au besoin d‘apprentissage personnalisé
grâce à l‘introduction des ressources d’une étude autodidactique pour une étude indépendante.
Raščiauskaitė, Laura
Lithuanian University of Health Sciences, Languages and Education, laura_r79@yahoo.com
Gudaitytė, Dalija
Lithuanian University of Health Sciences, Languages and Education, dalijagud@gmail.com
Alešiūnaitė, Loreta
Lithuanian University of Health Sciences, Languages and Education, loreta.a@centras.lt
Students´ attitude towards the aims of learning professional medical
terminology
The Professional Language Module taught at the Lithuanian University of Health Sciences is
oriented towards professional medical terminology and consists of three subjects – Foreign
Language, Latin, and Lithuanian Language Culture. The aims of the module meet all the
parameters of modern learning – understanding professional terminology, being capable of
professional communication with representatives of the same profession, and development of
a healthcare specialist’ s comprehensive competence. However, how do students who study this
module perceive its aims? Understanding these aims determines the meaningfulness of learning
and the associated motivation for learning. It also determines whether students will ground
their studies of the module on the deep or the superficial approach to learning. According to
Ramsden (2000), the deep approach to learning ensures the essential perception of the learning
material and allows for learning the subject instead of imitating learning – which is usually the
result of automatic memorizing. Therefore, work based on the deep approach yields much better
results because learning is based on deep analysis of the idea. However, sometimes the lack of
understanding is the result of the absence of such aim, which means that the learner’ s interest
is limited to the components rather than focusing on the relationship of the totality with the
components – i.e. there is no personal involvement into the task.
The aim of the article is to analyze the students’ attitude to the studies of the Professional Language
module, identifying the preconditions for the emergence of the deep approach to learning.
El módulo del lenguaje profesional que se enseña en la Universidad de Ciencias de Salud de Lituania
está orientado a la terminología médica profesional y consta de tres distintas asignaturas– el idioma
extranjero, el latín y la estilística de la lengua lituana. Los objetivos de este módulo corresponden a todos
los parámetros del aprendizaje contemporáneo: la comprensión de la terminología profesional, la
comunicación eficaz profesional con los representantes de la misma profesión y el desarrollo de la
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Abstracts – Posters
competencia integral de la atención médica especialista. Sin embargo, ¿cómo perciben los estudiantes
los objetivos de este módulo? La comprensión de estos objetivos determina la significación de la
enseñanza y la motivación determinada de los estudiantes hacia el aprendizaje. También define si los
estudiantes entrarán en un aprendizaje profundo o quedarán en el superficial. Según Ramsden (2000),
el aprendizaje profundo asegura la percepción esencial de los materiales y permite el aprendizaje
del tema, no su imitación que como el resultado tiene la memorización automática. Por lo tanto, las
tareas basadas en el enfoque profundo dan mejores resultados porque el aprendizaje se centra en
un análisis profundo de la idea. Sin embargo, la falta de la comprensión muestra la ausencia de tales
objetivos. El interés del estudiante se limita a los componentes diferentes en lugar de centrarse en la
relación común, porque no existe ninguna implicación personal en la tarea.
La meta de este artículo consta de analizar la actitud de los estudiantes hacia los estudios del módulo
del lenguaje profesional e identificar las condiciones previas para la aparición del enfoque profundo
para el aprendizaje.
Rešková, Ivana
Masaryk University, Language Centre, 45152@mail.muni.cz
Hušková, Klára
Charles University, Faculty of Medicine in Hradec Králové, Department of Languages,
huskovaK@lfhk.cuni.cz
Mluvtecesky.net: On-line platform for Learning Medical Czech
The web portal Mluvte česky! (in English Speak Czech!) will help foreign doctors and medical
students to learn the basic elements of Czech, as well as specialized medical phrases of the second
most-used West Slavic language, and all of that online, effectively and for free. This website is
designated especially for foreigners, who would like to start speaking Czech and broaden their
horizons about the Czech Republic – a country imbued with rich European history and culture.
It will be particularly useful for medical students and foreigners working in the healthcare field
thanks to a course in specialized medical Czech. Mluvte česky! is being developed thanks to
support of the EU programme Leonardo da Vinci as the only online course of Czech language for
foreigners in English, German, Polish and Slovak.
Cílem mezinárodního projektu CZKey (On-line platform for Learning Medical Czech) je vytvořit online portál pro výuku češtiny jako cizího jazyka. Poprvé je kromě všeobecného jazyka tímto způsobem
zpracován také jazyk pro specifické účely. Portál nabídne kurz všeobecného jazyka na úrovni A1/A2
podle SERR a kurz lékařské češtiny. Kromě jazykové výuky bude mít uživatel možnost se seznámit
se zařazením češtiny mezi slovanské jazyky, s českou historií a kulturou a v neposlední řadě také
s ucelenou nabídkou učebnic a literatury zabývajících se češtinou jako cizím jazykem. Zájemci z řad
budoucích či současných zahraničních mediků a pracovníků ve zdravotnických oborech zde najdou
informace o systému zdravotní péče, o studiu medicíny na českých univerzitách a o podpoře práce
odborníků ze zahraničí v České republice. Práce na projektu se účastní kromě Masarykovy univerzity
jako hlavního řešitele pět dalších partnerů. Výstupem CZKey bude vícejazyčný portál pro výuku češtiny,
a to v anglickém, německém, polském a slovenském jazyce.
Schneider, Philipp
University of Pécs, Law Faculty, Department of Criminology, pmschneider@gmx.de
New Approaches to Teaching Genre-Specific German Legal Terminology
In teaching LSP, specific terminology is often trained after the basic knowledge of the general
language has already been taught. An e-book developed at the Law Faculty of Pécs attempts to
integrate the teaching of the German legal terminology in the teaching of the general language
skills through selected law topics. This serves to reach also those target groups that have only
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basic knowledge of the foreign language. With the help of interactive exercises and practical law
cases at different language levels, students can learn the genre-specific terminology through the
relevant technical content, while at the same time they gain a first insight into the German legal
system. As part of a TAMOP project in 2013, the Law Faculty‘ s language department developed
e-books for German civil law, for the commercial and corporate law and for criminal law. In the
present study the latter is demonstrated.
Im Fachsprachenunterricht wird die Fachterminologie häufig erst erarbeitet, nachdem die Grundkenntnisse der Allgemeinsprache bereits vermittelt wurden. Ein an der Juristischen Fakultät von Pécs
entwickeltes E-Book versucht, die Vermittlung der deutschen juristischen Fachsprache in den Unterricht grammatikalischer Kenntnisse durch ausgewählte fachliche Inhalte zu integrieren. Dadurch können auch Zielgruppen erreicht werden, die nur Grundkenntnisse über die Fremdsprache haben. Mit
Hilfe von interaktiven Übungen und Fällen in unterschiedlichen Niveaustufen können die Studierenden die Terminologie über die entsprechenden Fachinhalte textsortenspezifisch erlernen und dabei zugleich einen ersten Einblick in das deutsche Rechtssystem gewinnen. Im Rahmen eines TAMOP-Projektes entstanden am Fremdsprachenzentrum der Juristischen Fakultät Pécs im Jahr 2013 E-Books zum
deutschen Zivilrecht, zum Handels- und Gesellschaftsrecht und zum Strafrecht. In der vorliegenden
Studie wird das letztere vorgestellt.
100
Abstracts – Posters
101
MASARYK UNIVERSITY LANGUAGE CENTRE
The Language Centre (LC) of Masaryk University is a university-wide institution providing
foreign language education and language proficiency testing to students at each of Masaryk
University’ s faculties. It is comprised of eight departments and one coordinating unit. The
LC provides specific and academic foreign language education to students studying in all
types of degree programmes (i.e. to full-time students enrolled in bachelor’s, master’s and
doctoral degree programmes as well as those enrolled in combined study programmes)
in five languages: English, German, French, Spanish and Russian. Furthermore, Latin for
Medicine, Law and Humanities are taught. The LC also offers intensive Czech courses for
foreigners and courses focusing on specialized Czech terminology to foreign students of the
Faculties of Medicine and Law.
The LC conducts its own research activities and is involved in innovation and educational
projects, which enable it to develop its educational methods and provide for overall
innovation. Today, the IMPACT project is the LC’ s largest grant project. This three-year
programme began in 2012 and loosely follows in the footsteps of the previous threeyear COMPACT project. The ambitions of the IMPACT project, however, extend beyond
the borders of its home institution. The planned outcomes of this project include a series
of technical seminars for foreign language instructors and teachers lecturing in a foreign
language; innovative educational courses for students; conferences; new teaching materials
and publications.
When teaching foreign languages, LC lecturers apply modern educational methods (e.g.
autonomous learning, collaborative learning, peer review, etc.) and also make use of
advanced information technology (e.g. state-of-the-art audio-visual classrooms equipped
for video-conferencing, e-learning courses and support, proprietary software for peer
review, audio-visual technologies for assessing speaking performance and presentation
skills, etc.). The LC maintains long-term partnerships with numerous foreign universities
(in the United Kingdom, Finland, the Netherlands, Turkey, Spain, Germany and Belgium)
and cooperates closely with other educational organizations such as the Czech and Slovak
Association of Language Centre Teachers at Universities (CASALC) and the European
Confederation of Language Centres in Higher Education (CercleS).
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Language Centres in Higher Education
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The Language Centre’s goals and its main areas of focus are:
•• E nhancing the competence of students and university staff in languages and
in language soft skills of academic importance.
•• P
roviding personal development opportunities for those attending or delivering
degree programmes through the medium of English, or other languages.
•• B
ridging the gap between pedagogical/methodological/linguistic research and
classroom practice, promoting innovation in technology-enhanced language learning.
•• R
aising the national and international profile of academic activities devoted to
languages.
•• G
enerating an exchange of experience from our Language Centre with partners all
around the world.
Masaryk University Language Centre
Komenského nám. 2, 602 00 Brno, Czech Republic
postal address: Žerotínovo náměstí 9, 601 77 Brno, Czech Republic
telephone: +420 549 496 447
e-mail: cjv@rect.muni.cz
website: http://www.cjv.muni.cz
103
PROJECT IMPACT
Innovation, methodology and quality of language education and professional education
in foreign languages in the tertiary sphere in the Czech Republic
The main objective of the IMPACT project is to transform the quality of foreign language
instruction at Czech institutes of higher education. It is financed by the European Social
Fund and by the state budget of the Czech Republic within the framework of the Education
for Competitiveness Operational Programme. It is unique in that it presents a broad range
of the latest educational approaches and tools for which methods have not yet been
developed in the Czech Republic.
The Language Centre of Masaryk University is the main implementer of this project.
Project partners include: the Technical University of Liberec, the Faculty of Medicine of
Charles University in Hradec Králové and the Czech and Slovak Association of Language
Centre Teachers at Universities (CASALC).
Specifically, the project focuses on:
•• language instruction method support at institutes of higher education;
•• innovation of specific language courses taught by the implementing institute and
project partners;
•• e
ducating teachers of foreign languages and those teaching in foreign languages with
an emphasis on practical language use and supporting the internationalization of
Czech institutes of higher education;
•• the standardization of assessing language competencies in specialized language areas;
•• t he development of collaborative education and other modern educational methods
for teaching foreign languages in specialized fields.
Since June 2012, the project team has offered a wealth of free seminars to teachers at
institutes of higher education for further professional development and will continue to do
so until April 2015. Thus far, many specialized seminars and workshops focusing on methods
have been held with specialists from the Czech Republic and abroad. Several pilot courses,
a week-long summer school entitled “Academic Skills in English” and the “Latinitas Medica”
symposium have all taken place. In addition, all three project partners have organized
their own academic conferences. One of the many outputs of this project is a set of online
courses in methods intended especially for teachers of foreign language courses focused
on specialized and academic language in higher education (see http://online.cjv.muni.cz/ for
further information).
104
CASALC
The Czech and Slovak Association of Language Centre Teachers (CASALC) is one of the
national associations cooperating within the European Confederation of Language Centres
in Higher Education, also known as CercleS (Confédération Européenne des Centres de
Langues dans l’Enseignement Supérieur), and has been a full member since 2001. The
main aim of CercleS is to support language centres at European establishments of higher
education, including universities, and to provide them with appropriate technical and
pedagogical resources. Another important task it focuses on is supporting research in
language education at the international level.
The impetus for founding the CASALC came in 1997 when the language centres of the
Faculty of Arts of Charles University in Prague, Masaryk University in Brno, and Comenius
University in Bratislava joined CercleS. In 1999, due to further interest from other language
institutes and centres, a meeting was called in order to found the CASALC as an international
Czech-Slovak association featuring both Czech and Slovak sections; meeting attendees
expressed interest in joining CercleS. Currently, the Czech section of the CASALC consists
of 31 language institutes at establishments of higher education. CASALC representatives
regularly attend conferences and other events organized by CercleS; they are also members
of its focus groups. Furthermore, CASALC representatives attend the European-wide
meetings of language centre directors held in Wulkow, Germany, which are focused on the
issue of language instruction policy at institutes of higher education; their participation is
important, as it helps contribute to defining the character of foreign language education
focusing on specialized and academic language at Czech institutes of higher education.
CASALC supports the effective exchange of experience in teaching languages to nonlanguage majors at establishments of higher education. Therefore, besides merely coorganizing conferences, since 2011, it has published CASALC Review, a peer-reviewed,
biannual journal that provides readers with information about language education and
language teaching didactics in higher education. The journal publishes studies as well as
articles focusing on special topics. Contributing authors are primarily language teachers
at institutes of higher learning. The journal keeps readers abreast of events within the
association, projects, international meetings, conferences, and other events. Individual
member institutes of the association are also regularly featured on its pages. Members of
the Slovak section of the CASALC publish in the journal.
CASALC shall continue to serve as a forum for exchanging and gaining experience regarding
institutes of higher education and language centres. For more information about the current
activities of CASALC, please attend the association’s member meeting, which will take place
during the conference (12:30–13:30, 15 January 2015, in the Assembly Hall of the Faculty of
Social Studies), or see its website casajc.ff.cuni.cz.
105
LIST OF PRESENTERS
Abelite Inara, Riga Stradins University, inara.abelite@rsu.lv ���������������������������������������������������������� 74
Alešiünaité Loreta, Lithuanian University of Health Sciences, loreta.a@centras.lt ���������������� 98
Arau Ribeiro María del Carmen, Polytechnic Institute of Guarda,
mdc1792@gmail.com ������������������������������������������������������������������������������������������������������������������������������ 28, 29
Arriaga Constanza Guillermina, Universidad Nacional del Sur,
carriaga@speedy.com.ar ������������������������������������������������������������������������������������������������������������������������������� 30
Artimová Jozefa, Masaryk University, pepartim@me.com �������������������������������������������������������������� 31
Benedetti Laura Andrea, Universidad Nacional del Sur, laura.benedetti@uns.edu.ar ����������� 30
Beran Aleš, Charles University, alesek.beran@volny.cz ��������������������������������������������������������������������� 32
Bhatia Vijay K., City University of Hong Kong, vjkbhatia1@gmail.com ��������������������������������������� 14
Biedma Torrecillas Aurora, University of Granada, abiedma@ugr.es ����������������������������������������� 66
Bilová Štěpánka, Masaryk University, bilova@law.muni.cz ������������������������������������������������������������� 33
Blahuš Marek, Masaryk University, blahus@rect.muni.cz ����������������������������������������������������������������� 85
Boháček Milan, Masaryk University, bohacek@mail.muni.cz ��������������������������������������������������������� 44
Boland Ray, NHTV University, boland.r@nhtv.nl ��������������������������������������������������������������������������������� 76
Bowskill David, Humboldt University Berlin, david.bowskill@spz.hu-berlin.de ����������������������� 34
Brandt Anikó, Universität Bremen, brandt@uni-bremen.de ������������������������������������������������������������ 70
Bujalková Mária, Comenius University, bujalkova@jfmed.uniba.sk ��������������������������������������������� 34
Bušíková Zuzana, Masaryk University, zuzka.busikova@email.cz ������������������������������������������������� 35
Butt Sophia, University of Birmingham, sophiabutt72@gmail.com �������������������������������������� 36, 82
Byrne Nick, London School of Economics, n.byrne@lse.ac.uk �������������������������������������������������������� 15
Bytheway Julie, Stenden University of Applied Sciences,
julie.bytheway@stenden.com ���������������������������������������������������������������������������������������������������������������������� 31
Camacho Veronika, Masaryk University, camacho@fss.muni.cz ���������������������������������������������������� 36
Chen Yi, Shanghai Ocean University, y-chen@shou.edu.cn ������������������������������������������������������������� 37
Comadina Granson Ruben, University of Groningen,
A.R.O.Comadina.Granson@rug.nl �������������������������������������������������������������������������������������������������������������� 38
Conti Norbert, Österreich Institut Brno, conti@oei.cz ����������������������������������������������������������������������� 90
Cooper Paul, Prague College, peakaysea@yahoo.co.uk ������������������������������������������������������������������� 39
Csongor Alexandra, University of Pécs, alexandra.csongor@aok.pte.hu ������������������������������������ 39
Cullen Peter, University of Urbino Carlo Bo, peter.cullen@uniurb.it ��������������������������������������������� 55
Červenková Marie, Masaryk University, 18575@mail.muni.cz ������������������������������������������������������� 90
Čoupková Eva, Masaryk University, coupkova@sci.muni.cz ������������������������������������������������������������ 58
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Language Centres in Higher Education
Brno, 15 –17 January 2015
Denksteinová Markéta, University of Pardubice, marketa.denksteinova@upce.cz ���������������� 40
Eklicsné Lepenye Katalin, University of Pécs, kata.eklics@aok.pte.hu ��������������������������������������� 51
Filipi-Drabkova Pav, British Council, pavdrab@yahoo.com ����������������������������������������������������������� 82
Fiorentino Giuliana, University of Molise, giuliana.fiorentino@unimol.it ���������������������������������� 41
Fischer Johann, Georg-August-Universität Göttingen,
johann.fischer@zess.uni-goettingen.de ��������������������������������������������������������������������������������������������� 42, 83
Fischerová Sylva, Charles University, sylva.fischerova@ff.cuni.cz ������������������������������������������ 83, 84
Fišerová Lenka, Brno University of Technology, fiserova@fch.vutbr.cz ��������������������������������������� 91
Fogarasi Katalin, University of Pécs, katalin.fogarasi@aok.pte.hu ������������������������������������������������ 92
Fonioková Zuzana, Masaryk University, foniokova@teiresias.muni.cz ���������������������������������������� 92
Golovatina Varvara, University of West Bohemia, golovatina@gmail.com ������������������������������� 43
Grollman Marcus, University of Groningen, m.l.grollman@rug.nl ������������������������������������������������ 44
Gudaityté Dalija, Lithuanian University of Health Sciences, dalijagud@gmail.com �������������� 98
Háhn Judit, University of Jyväskylä, hahnjudit75@gmail.com ������������������������������������������������������� 61
Hajslerová Renata, Masaryk University, hajslero@fss.muni.cz ������������������������������������������������������� 93
Hassler Gabriele, Technical University of Liberec, gabriele.hassler@tul.cz �������������������������������� 84
Helán Robert, Masaryk University, rhelan@med.muni.cz ����������������������������������������������������������������� 58
Hrbáčková Jiřina, Masaryk University, jirina@econ.muni.cz ����������������������������������������������������������� 44
Hulešová Martina, AJAT – Association of Language Testers in the Czech Republic,
mhulesova@volny.cz ������������������������������������������������������������������������������������������������������������������������������� 45, 94
Hušková Klára, Charles University, huskovak@lfhk.cuni.cz ������������������������������������������������������������� 99
Chovancová Barbora, Masaryk University, barbora.chovancova@law.muni.cz ����������������������� 45
Chvojková Petra, Palacky University, petra.chvojkova@upmedia.cz �������������������������������������������� 46
Janík Zdeněk, Masaryk University, janikz@mail.muni.cz ����������������������������������������������������������������� 47
Karulis Miervaldis, Riga Stradins University, mierkar@inbox.lv ����������������������������������������������������� 48
Katrňáková Hana, Masaryk University, katrnak@rect.muni.cz ������������������������������������������������������ 50
Kolářová Jitka, AMATE, jitkakolarova@yahoo.com ����������������������������������������������������������������������������� 94
Koppán Ágnes, University of Pécs, akoppan@gmail.com ��������������������������������������������������������������� 51
Krikstaponyte Zita, Lithuanian University of Health Sciences,
krikstaponyte@yahoo.com ��������������������������������������������������������������������������������������������������������������������������� 96
Lehtonen Tuula, University of Helsinki, tuula.lehtonen@helsinki.fi ��������������������������������������� 52, 89
Leszkiewicz Joanna, Wrocław University of Technology,
joanna.leszkiewicz@pwr.wroc.pl ����������������������������������������������������������������������������������������������������������������� 53
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Lindner Rachel, Universität Paderborn, rlindner@mail.uni-paderborn.de ��������������������������������� 54
Macháčková Dita, Charles University, ditusamachonte@seznam.cz ������������������������������������������� 54
Malovičová Ivana, Masaryk University, malovico@fss.muni.cz ������������������������������������������������������ 93
Manner-Kivipuro Johanna, University of Helsinki, johanna.kivipuro@helsinki.fi ������������������� 74
Marchetti Lorena, University of Urbino Carlo Bo, lorenamarchetti3@gmail.com ������������������� 55
Marques Emanuel, Masaryk University, marques_fm88@hotmail.com �������������������������������������� 55
Meckarov Evel, IBM, evel.meckarov@cz.ibm.com ������������������������������������������������������������������������������� 56
Miłosz-Bartczak Joanna, Lodz University of Technology,
joanna.milosz-bartczak@p.lodz.pl ������������������������������������������������������������������������������������������������������������� 95
Moreira da Silva Manuel, IPP – School af Accounting and Administration of Porto,
mdasilva@iscap.ipp.pt ���������������������������������������������������������������������������������������������������������������������������� 28, 56
Morgan John, Aberystwyth University, jpm@aber.ac.uk ����������������������������������������������������������������� 57
Muhejeva Svetlana, Riga Stradins University, svetlana_muhejeva@inbox.lv ��������������������������� 95
Němcová Hana, Masaryk University, nemcova@rect.muni.cz �������������������������������������������������������� 58
Nemeth Timea, University of Pécs, nemethtimi@yahoo.com ��������������������������������������������������������� 51
Nemuniene Grazina, Lithuanian University of Health Sciences,
grazinan@yahoo.com ������������������������������������������������������������������������������������������������������������������������������������ 96
Noir Raphaël, Université de Lausanne, raphael.noir@epfl.ch ��������������������������������������������������������� 85
Nováková Jana, Charles University, jana.novakova@ujop.cuni.cz ������������������������������������������������ 59
Onat Hilal, Hacettepe University, h.onat@hacettepe.edu.tr ������������������������������������������������������������ 59
Osmani Rufat, South East European University, r.osmani@seeu.edu.mk ����������������������������������� 63
Pečený Pavel, Charles University, pavel.peceny@ujop.cuni.cz �������������������������������������������������������� 60
Píšová Eva, AMATE, amate@amate.cz ����������������������������������������������������������������������������������������������������� 94
Plews Mat, Humboldt University Berlin, matthew.plews@spz.hu-berlin.de ������������������������������� 60
Podlasková Irena, University of Pardubice, irena.podlaskova@upce.cz ������������������������������������� 61
Pojslová Blanka, Masaryk University, pojslova@econ.muni.cz ��������������������������������������������������������61
Pořízková Kateřina, Masaryk University, porizkova.katerina@gmail.com ���������������������������������� 85
Pospíšilová Linda, University of Pardubice, linda.pospisilova@upce.cz ������������������������������������� 86
Pralong Emmanuel, Université de Lausanne, emmanuel.pralong@epfl.ch ������������������������������� 85
Příbramská Pavlína, ŠKODA AUTO University, ypribramska@is.savs.cz �������������������������������������� 62
Punčochář Martin, Masaryk University, 54084@mail.muni.cz �������������������������������������������������������� 62
Radosavlevikj Neda, South East European University,
n.radosavleviq@seeu.edu.mk ����������������������������������������������������������������������������������������������������������������������� 97
108
List of Presenters
Rajdová Ilja, Masaryk University, rajdova@teiresias.muni.cz ���������������������������������������������������������� 92
Ramadani Kujtim, South East European University, k.ramadani@seeu.edu.mk ���������������������� 63
Raščiauskaitė Laura, Lithuanian University of Health Sciences,
laura_r79@yahoo.com ����������������������������������������������������������������������������������������������������������������������������������� 98
Reich Pavel, Masaryk University, preich@phil.muni.cz ����������������������������������������������������������������������� 64
Rešková Ivana, Masaryk University, 45152@mail.muni.cz �������������������������������������������������������� 65, 99
Rigamonti Enrica, Universität Salzburg, enrica.rigamonti@sbg.ac.at ����������������������������������������� 67
Roemling Dana, Heinrich-Heine-University Duesseldorf, droemling@phil.hhu.de ���������������� 87
Roušavá Šárka, Masaryk University, rousava@fss.muni.cz �������������������������������������������������������������� 93
Saliu Basri, South East European University, b.saliu@seeu.edu.mk ���������������������������������������������� 65
Sánchez Cuadrado Adolfo, University of Granada, adolfos@ugr.es �������������������������������������������� 66
Sciberras Chris, London School of Economics, c.a.sciberras@lse.ac.uk �������������������������������������� 67
Scott-Monkhouse Anila Ruth, University of Parma, anila@unipr.it �������������������������������������������� 67
Schneider Philipp, University of Pécs, pmschneider@gmx.de ������������������������������������������������� 92, 99
Sieglová Dagmar, ŠKODA AUTO University, University of Finance and Administration,
dagmar.sieglova@sieglovi.cz ����������������������������������������������������������������������������������������������������������������������� 68
Sierocka Halina, University of Białystok, soll@poczta.onet.pl �������������������������������������������������������� 68
Simbartlová Alena, Masaryk University, simbartl@phil.muni.cz ��������������������������������������������������� 36
Složilová Eva, Masaryk University, 111587@mail.muni.cz ��������������������������������������������������������������� 69
Stannard Russell, University of Warwick, http://russellstannard.com/contact-russell ������������ 16
Stansfield Gemma, London School of Economics, g.stansfield@lse.ac.uk �������������������������������� 67
Statelová Dagmar, Comenius University, statelova@jfmed.uniba.sk ������������������������������������������ 34
Stollmann Katrina, Universität Bremen, katrina.stollmann@uni-bremen.de ���������������������������� 70
Sundh Stellan, Uppsala University, stellan.sundh@engelska.uu.se ����������������������������������������������� 40
Šálená Ivana, Charles University, ivana.salena@gmail.com ������������������������������������������������������������ 88
Ševečková Monika, Masaryk University, Monika.Seveckova@econ.muni.cz ����������������������������� 71
Štěpánek Libor, Masaryk University, stepanek@rect.muni.cz ��������������������������������������������������������� 17
Švanda Libor, Masaryk University, svanda@phil.muni.cz ����������������������������������������������������������������� 71
Takovski Aleksandar, South East European University, a.takovski@seeu.edu.mk ������������������� 72
Trumpešová-Rudolfová Eva, Masaryk University, trumpesova@econ.muni.cz ��������������� 73, 88
Vaattovaara Johanna, University of Helsinki, johanna.vaattovaara@helsinki.fi �������������� 74, 89
Viksne Vita, Riga Stradins University, vita.viksne@rsu.lv ������������������������������������������������������������������ 74
109
Language Centres in Higher Education
Brno, 15 –17 January 2015
Vodičková Kateřina, Charles University, katerina.vodickova@ujop.cuni.cz ������������������������������� 76
Vrieze Rose de, NHTV University, vrieze.r@nhtv.nl ����������������������������������������������������������������������������� 76
Wapinska Ewa, University of Oslo, ewa.wapinska@iln.uio.no �������������������������������������������������������� 77
Waschak Ludmila, Fachhochschule Burgenland,
ludmila.waschak@fh-burgenland.at ��������������������������������������������������������������������������������������������������������� 78
Wolder Nicole, Georg-August-Universität Göttingen,
nicole.wolder@zess.uni-goettingen.de ����������������������������������������������������������������������������������������������� 42, 83
Zavrl Irena, Fachhochschule Burgenland, irena.zavrl@fh-burgenland.at ���������������������������������� 79
Zita Antonín, Masaryk University, 179209@mail.muni.cz ���������������������������������������������������������������� 79
Zouhar Ludvíková Lenka, Masaryk University, ludvikova@phil.muni.cz ���������������������������� 80, 88
Žváčková Jitka, Masaryk University, zvackova@rect.muni.cz ��������������������������������������������������������� 81
110
Notes
Notes
MASARYK UNIVERSITY LANGUAGE CENTRE
Komenského náměstí 2 • 602 00 Brno
Žerotínovo náměstí 9 • 601 77 Brno • Czech Republic
+420 549 496 447 • cjv@rect.muni.cz
www.conference.cjv.muni.cz
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15 − 17 January 2015 - Centrum jazykového vzdělávání MU