Journal of the Slovene Association of LSP Teachers
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Scripta Manent: Specialized Vocabulary and LSP

Volume 2/1


:: Š. Godnič Vičič
:: S. Laviosa and V. Cleverton
Learning by Translating: A Contrastive Methodology for ESP Learning and Translation

ABSTRACT: Over the last few years applied linguists have explored the possibility of integrating the insights of second language acquisition theories, contrastive analysis, foreign language teaching methodologies, and translation studies with a view to enhancing current communicative models and techniques for L2 teaching and translator training (see for example Sewell and Higgins 1996; Laviosa-Braithwaite 1997; Campbell 1998; Malmkjær 1998; Laviosa 2000; Colina 2002). We intend to make a contribution to this interdisciplinary orientation by putting forward a translation-based methodology for learning ESP vocabulary and grammar through real life mediating communicative activities. With particular reference to the translation task itself, we endeavour to provide teachers of English for special purposes and translator trainers with a methodology for guiding their students in producing, to the best of their abilities, a target text which meets the quality criteria of terminological accuracy and stylistic fluency, and is also effective in terms of the communicative situation it is intended for. After outlining the rationale and main theoretical approaches underpinning our work, we will illustrate our methodology for learning ESP vocabulary and translation skills from a contrastive perspective, as in our book Learning by Translating (Laviosa and Cleverton 2003).
:: M. Jarc
Vers une approche fonctionnelle de l'enseignment de la terminologie: Action recherche en classe de Français

ABSTRACT: The purpose of the paper is to study different parameters in terminology teaching within the framework of a French language course offered at the Faculty of Social Sciences (FSS) in Ljubljana, in order to better integrate the theoretical developments in the field of descriptive terminology with the teaching practice of French for specific purposes (FSP).
The results of an action research carried out in a group of students of social sciences suggest that the theoretical solutions applied for glossary compilation, and the use of terminological record sheets to describe terms cannot be viewed as automatically transferable into the classroom practice, and that consequently, each classroom situation has direct implications for the use of terminological record sheets in terminology teaching, which calls for adapted solutions, based on the functional approach to teaching foreign language for specific purposes.

:: V. Jurković
Vocabulary Learning Strategies in an ESP Context

ABSTRACT: The paper focuses on vocabulary learning strategies as a subcategory of language learning strategies and their instruction within the ESP context at the Faculty of Maritime Studies and Transport in Portorož. Vocabulary strategy instruction will be implemented at our faculty as part of a broader PhD research into the effect of language learning strategy instruction on strategy use and subject-specific and general language acquisition. Additional variables that will be taken into consideration are language proficiency, motivation and learning styles of the students.
The introductory section in which the situation that triggered my PhD research is presented is followed by a theoretical introduction to the concept of language and vocabulary learning strategies. The aspects that the paper focuses on are the central role of lexis within ESP, vocabulary learning strategy taxonomies, and the presentation of research studies made in the examined field to date. The final section presents the explicit vocabulary learning strategy instruction model. In the conclusion, some implications for teaching can be found.

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