Jaroslaw Krajka
Online Lexicological
Tools in ESP – Towards an Approach to Strategy Training
ABSTRACT
Together
with great
proliferation of online resources on the one hand and a striking lack
of commercially published materials for specific ESP domains on the
other, the ESP teacher needs to reflect on using Internet materials
judiciously in the language classroom. An indispensable element of the
teaching process in any context is effective resourcing, or the ability
to find, evaluate and use reference tools of various kinds. This
strategy is also necessary in the ESP context, and the range of
available resources goes beyond dictionaries only and encompasses,
among others, specialized dictionaries, glossaries, terminology
databanks.
The purpose of the present
paper is to outline the procedure of online
resourcing, by giving specific steps for the training of the skill
based on ESP materials of various types. The theoretical discussion of
strategy training will be substantiated with the practical activities
for the procedure.
Key
words: CALL, ESP, learning strategy, reference tools
1.
Introduction
Foreign language teaching
in the Web-based environment
needs to make proper use of freely available tools in order to enrich
the range of Internet-mediated tasks and encompass students with a
wider repertoire of language-related skills. Creating the learning
environment that is rich in resources should be the primary aim of the
language teacher, so that the instruction implemented in such a context
significantly expands upon learners’ skills making them more
autonomous, in control of tools, and, consequently, less dependent on
the teacher. Evaluation, selection and use of auxiliary software and
online services during such operations as Web-based reading, writing or
listening is essential for coping with the materials that are often too
demanding linguistically, beyond Krashen’s level of i+1. It is
especially the management of various processes running simultaneously,
with multiple windows opened, and the skilful navigation between these,
that needs to be mastered by students and teachers alike.
Reference tools such as
dictionaries, glossaries,
thesauri, lexical databases and corpora are supplementary resources
that can serve the teacher to construct vocabulary or grammar discovery
tasks, pre-reading brainstorming for vocabulary or post-listening and
pre-speaking revision of lexis on a given topic. Due to their wide
accessibility for both in and out of class use, fast access, advanced
searching opportunities and hyperlinked multimedia content, online
reference tools should be promoted as an essential element of the
learner’s toolkit, much more readily used than paper dictionaries.
Owing to a great number of online dictionaries of
varying degree of expertise and exhaustiveness, teachers need to be
informed about specific reference tools to be distinguished from a
plethora of resources, especially that only some may be unique for
specific features (e.g., phonetic display, pronunciation recordings,
lexical relations, visual representation of related words or
downloadable dictionary modules). However, one cannot take for granted
that the learning strategy of resourcing in the online environment will
be a simple transfer of the skills activated by learners in print
sources consultation. On the contrary, the specificity of
Internet-based learning context poses additional demands on learners as
for the skills to be acquired – for instance, as far as modes of access
are concerned.
With that in mind, one needs to envisage a carefully designed strategy
training programme, the example of which is presented in the present
paper. After discussing major types of ESP reference tools, such as
specialized dictionaries, glossaries and terminology databanks, and
after reviewing major guidelines for strategy training, we will give a
staged procedure of introducing learners to online ESP lexical
resources in sample activities.
2. Online reference tools for strategy training
Given the abundance of reference tools
available on the Web, one might
take for granted that students will use and benefit from online
electronic dictionaries. However, the question is whether learners are
able to make the most of these essentially target language tools to add
to the effectiveness of their own learning without actually being
helped. As demonstrated by the study of Sobkowiak (2002), teachers’
knowledge of and attitudes towards electronic dictionaries in general,
and online reference tools in particular, influence the use of the tool
in the learning process, and to actually become independent users of
the language learners need to be instructed in the strategy of online
resourcing.
It goes without saying that the
knowledge of and familiarity with
reference tools enables language teachers not only to expand their own
lexicon as a form of self-development, but, more importantly, serves as
a useful source of data for vocabulary-oriented classroom activities.
As for English for Specific Purposes courses, the knowledge of the
vocabulary in a specialized discipline becomes, after all, an extremely
crucial matter in teaching a foreign language, as even in mainstream
teaching the cross-curricular approach of using language as a tool to
conduct cross-curricular projects plays a prominent part. Thus, some
attention in the present paper needs to be devoted to specialized
reference tools available on the Web, such as specialized dictionaries,
glossaries and terminology databanks.
2.1 Reference tools for ESP:
specialized dictionaries, glossaries and terminology databanks
To begin with, the basic distinction between dictionaries,
glossaries and terminology databanks needs to be highlighted. A general
language dictionary, either monolingual, bilingual or multilingual, is
a reference tool containing the general language words often selected
on the basis of frequency counts, with only the most basic coverage of
specialized disciplines. Even though it may enable decoding of some
specialized vocabulary items, it is not actually possible to use
general dictionaries to extract specialized vocabulary for a given
topic in the encoding process. As one can imagine, for the obvious
reasons of space, traditional dictionaries can contain only a limited
amount of specialized vocabulary, a fact also determined by the
relatively low frequency of such terms.
A specialized dictionary is a transitional tool, a
kind of dictionary that covers a relatively limited set of phenomena,
usually focusing on linguistic and factual matters of a particular
subject field. Nielsen (1990) divides these into multi-field
dictionaries (covering several subject fields such as science),
single-field dictionaries (focusing on one particular subject field
such as law) or sub-field dictionaries (dealing only with a certain
part of the field, such as contract law). Another classification
provided by Nielsen (1990) is the division into maximizing
dictionaries, which attempt to achieve comprehensive coverage of the
terms in a certain subject field, or, on the other hand, minimizing
dictionaries, trying to cover only a limited amount of specialized
vocabulary. The sample structure of a Language for Specific Purposes
dictionary is described by Nielsen (2002), who elaborates upon all the
decisions and dilemmas involved in creating such a reference tool.
Another kind of reference tool is a glossary, an
alphabetical list of defined terms in a specialized field. Depending on
the kind of a glossary, either only the simplest meanings of the
simplest concepts can be provided, or, on the other hand, a glossary
can be much more comprehensive in containing also more specific items,
explanations, pictures and diagrams. In contrast to a dictionary, it is
no longer word frequency which is the criterion according to which the
word is included in the tool, therefore, low-frequency words are given
ample attention in a glossary, the purpose of which is to provide as
accurate and detailed a picture of a given discipline as possible.
The use of some of the glossaries can greatly enhance the language
classroom, where the glossary can serve as input for language
activities, the source of materials for classroom hunts, a model for
writing tasks, a support tool for a given lesson point. Each of such
resources could serve as sample material to construct vocabulary tasks
of various kinds, interwoven with the instruction on reading, listening
or speaking skills in the Web-based environment. A greater number of
specialist glossary resources on various subjects can be found at any
of the following glossary portal sites: The Free Dictionary, Logos
Linguistic Glossaries, Glossarist,
Language Automation
Glossaries, Frank
Dietz's
Glossaries, Peter
Spitz's translation links, Encyberpedia,
OneLook:
All dictionary sites, A Web on
Online
Dictionaries, Lost in
Babel – Specialised
Dictionaries, Multilingual
Specialized Dictionaries on the Internet or
Dictionary.com.
Terminology databanks are the final
type of resource useful for
vocabulary development in specialized areas. An example of this group,
IATE (Inter-Active
Terminology for Europe), is a database covering a broad
spectrum of knowledge, particularly rich in technical and specialized
terminology (agriculture, telecommunications, transport, legislation,
finance) related to EU policy, updated with new data added by
terminologists, translators, linguists. The important distinctive
feature of terminology databases is advanced searching, with the
selection not only of source and target language(s), but also a subject
field, display type, etc. Contrary to privately-published specialized
dictionaries or glossaries, official terminology databases are not only
under the process of expansion, but also their reliability is assured
by the owner institution (e.g., the European Commission, the World
Trade Organisation or the International Monetary Fund). Some freely
available official terminology databanks are the following: IATE; Terminological
Information System; UNTERM United Nations
Multilingual
Terminology Database; FAOTERM
(UN Food and Agriculture Organisation
terminology database); IMF Terminology
(A Multilingual Directory of the
International Monetary Fund); Termite 6L
(Terminology of
Telecommunications database in 6 languages); TERMPOST (the terminology
database of UPU - Universal Postal Union); UNESCOTERM (the UNESCO
terminology database); EEA (European
Environment Agency - multilingual
environment glossary); ONTERM (Ontario
government’s bilingual
terminology); Term
Bank of The Finnish Centre for Technical Terminology.
2.2 Corpora and concordancers
Crystal (1991) defines a corpus as “a collection of
linguistic data, either written texts or a transcription of recorded
speech, which can be used as a starting-point of linguistic description
or as a means of verifying hypotheses about a language”. In a similar
vein, Sinclair (1991) adds that corpora are made of naturally occurring
language, while Krishnamurthy (2001) points out the genuine
communicative situations that are recorded without any editing to
create corpus contexts. In terms of ESP instruction, the importance of
specialised corpora lies mainly in providing reliable language data
from a given discipline, thus providing important support for the
teacher.
The availability of ready-made corpora for widespread and unlimited
pedagogical use by ESP teachers has largely increased recently,
together with the popularization of the Internet and open source
software movement (Tribble, 1997). The sample resources listed in the
appendix may serve as a good starting point for ESP teachers to
introduce the elements of corpus linguistics in their teaching. On the
one hand, ready-made representative general English corpora may be used
for general language development, as well as to guide learners to
discovering grammar. On the other hand, specialised corpora covering a
particular discipline (e.g., telephone
conversations, business
letters, EU legislation, culinary,
ecotourism, computer and
environmental protection texts, European
Parliament
session transcripts) may be used
for providing language data for in-class teaching.
A viable alternative for ready-made corpora resources can be
custom-made collections, compiled by ESP teachers with the use of
online texts in response to the specific needs of a particular teaching
context (Lee, Swales, 2006). Such ‘do-it-yourself corpora’ will be an
indispensable solution when specific needs of students cannot be
satisfied by the above-listed ready-made resources, when representative
corpora contain relatively little coverage of specialist areas or text
types (Tribble, 1997), or when the teacher aims at enhancing the
classroom with the language of a particular domain, geographical area
or register.
2.3 A general dictionary
expandable
with downloadable modules
The main objection to traditional general dictionaries, be
they print or CD-ROM based, is that they have little (if any) capacity
to add new entries, meanings, examples, and hence remain uncustomized
failing to reflect the specific needs of users. In fact, this problem
has most probably caused enormous proliferation of glossaries on the
Web, as dictionary users were unable to find specialized vocabulary in
their reference tools. Thus, the combination of both, a general
dictionary module and a specialized glossary, selected and added to by
the user, could be the future of dictionary use.
This approach is represented by Babylon, a
downloadable dictionary installed on the computer’s hard disc, residing
in the memory and activated with the keyboard combination. Apart from
using the general language dictionary in the off-line mode (without the
Internet connection), the user can access a number of glossaries
submitted by Babylon users to the website. The Babylon glossary
database covers a wide range of professional and interest fields, as
well as a number of language combinations, while the fact that the user
can both download a given glossary for off-line use or subscribe to it
for online use makes it flexible enough to suit the user’s preferences.
To see the list of glossaries, go to Babylon
website
and click “Browse the dictionaries and
glossaries index” at the bottom of the page, or use the following direct link.
3. Strategy training in the EFL literature
As advocated by many authors (Wenden and Rubin, 1987, Oxford, 1990,
O’Malley and Chamot, 1990, Wenden, 1998), language learning strategies
of different types (cognitive, metacognitive, social, communication,
socioaffective, depending on the classification), by raising learners’
awareness, promoting self-directed learning and exploiting both
implicit and explicit aspects of the learning process, can lead to
making students better learners, have a compensating effect for less
able or less effective learners, and create necessary conditions for
learner autonomy. Resourcing, or finding, evaluating and using
different lexical tools available online, is one of the cognitive
learning strategies, namely steps or operations used in learning or
problem-solving that require direct analysis, transformation or
synthesis of learning materials. Its implementation in the foreign
language classroom effectively changes the language testing situation
into the language teaching one, with the important role of
teacher-directed strategy training as an indispensable step towards
building up a successful learner.
Strategy training is the activity that should find its place in the
foreign language classroom. Demonstrating new strategies, evaluating
the outcome of the activity with and without strategy use, the
observation of the activity process are all operations that add to
learner awareness. Here two approaches for strategy training can be
outlined:
1. Oxford (1990):
- ask learners to do a language
activity without any strategy training;
- have them discuss how they did
it and ask them to reflect on how the strategies they selected may have
facilitated the learning process;
- suggest and demonstrate other
helpful strategies and consider ways that they could include new
strategies in their learning repertoires;
- allow learners ample time to
practise the new strategies with language tasks;
- show how the strategies can be
transformed to other tasks;
- provide practice using the
techniques with new tasks and allow learners to make choices about the
strategies they will use to complete the task;
- help students understand how to
evaluate the success of their strategy use and to gauge their progress
as more responsible and self-directed learners.
2. O’Malley and Chamot (1990):
- Planning:
The instructor presents students with a language task and explains the
rationale behind it. Students are then asked to plan their own
approaches to the task, choosing strategies that they think will
facilitate its completion.
- Monitoring:
During the task, students are asked to ‘self-monitor’ their performance
by paying attention to their strategy use and checking comprehension.
- Problem-solving:
As they encounter difficulties, learners are expected to find their own
solutions.
- Evaluation:
After the task has been completed, students are then given time to
‘debrief’ the activity, e.g. evaluate the effectiveness of the
strategies they used during the task.
To these models, Dickinson (1987) adds
two main areas of preparation for strategy training, which are to lead
to self-directed learning: psychological preparation (i.e. building
confidence to work independently of the teacher) and methodological
preparation (i.e. acquiring the necessary abilities and techniques for
such activities as self-evaluation). All of these need to be addressed
in teacher-directed instruction, skillfully interwoven with regular
subject matter teaching.
The awareness of the need for the implementation of strategy training
along the lines outlined above is becoming an inherent feature of
English language teaching, as represented in the attempts to include
strategy training elements in ELT coursebooks (see, for instance, New
Opportunities series by Pearson
Education). Even though language learning strategies are becoming a
much better researched area, there is a particularly urgent need to
formulate practical realisations of the theoretical assumptions. Thus,
specific learner training proposals, especially ESP-related, will need
to be put forward, for instant implementation in the classroom.
4. Online resourcing – a proposal for strategy training
When compared with print dictionary consultation, using online
reference tools demands even greater amount of knowledge and skills,
which need to be transferred to students in a series of classroom
tasks. After all, as Walz (1990) puts it, the dictionary is the
essential source of information about words and it can be a tool for
lifelong learning since students will add to their vocabulary
throughout their entire lives. Walz argues that teachers should
skillfully direct the use of monolingual and bilingual dictionaries so
that students learn how to use them in a judicious manner, finding
correct meanings and equivalents.
When dealing specifically with online dictionary training, Koren (1997)
advocates training the students in dictionary use by showing them what
each dictionary can give them, what it cannot, and what its most
efficient use is. As the electronic dictionary requires different
skills or habits than those enforced by the print dictionary –
‘computer skills’ - the tasks provided need to pass on the habit of
seeing information pop up after clicking some buttons without really
having to search, as well as more standard dictionary skills like
skimming and scanning.
A systematic approach to training students in the use of CD-ROM
dictionaries, which can be adapted to online reference tools as well,
is described by Winkler (2001). The tasks had two main purposes: to
evaluate the effectiveness of the sample dictionaries on CD-ROM as
reference/language learning tools and to reveal English-learners’
skills in using such dictionaries. It is crucial to note that before
working on the tasks, students were given a dictionary tour to
highlight the main facilities of the dictionary on CD-ROM, pointing out
the various sections of the dictionary as well as the specific search
facilities and features, further illustrated by carefully chosen
look-ups. Winkler concludes that in order to make effective use of the
tool, users need to be familiar with its contents (for example, by
being introduced to the dictionary through a tour) and also need to
understand how an individual dictionary entry is organised and what
information can be found in it.
An interesting, though challenging, approach to electronic dictionary
use is represented by Campoy Cubillo (2002), who aims to teach
dictionary skills through dictionary compilation, with students
creating their own ESP dictionary entries.
What follows below is the discussion of the strategy training
procedure, with learners first introduced to the basics of dictionary
use, then taken through the more advanced features to build their
language awareness and provided with the skills necessary to perform
Web-based self-directed learning in the future. The training approach
to the strategy of online resourcing in ESP should take as its starting
point simple lookup, parallel to the use of general English reference
tools, in order to familiarise learners with the basic operations and
queries. Together with growing competence in the area, students could
be instructed in formulating more complicated queries, using more
specialised resources, in this way making greater use of the already
familiar tools. Another line of training, represented prominently in
the activities outlined below, involves increasing students’ awareness
of the nature of the reference resources used, to highlight the
distinction between ESP tools of various kind (glossaries, terminology
databanks, specialist dictionaries corpora), between parallel ESP tools
and general English tools, between resources prepared with learners in
mind and resources made available for translators. Finally, as seen in
activity 4.2., the important skill to be passed on to students is the
ability to evaluate online resources, analyse the URL of the site to
find out the private, institutional or governmental character of the
site, recognise the authority of the institution and notice possible
inaccuracy of the material.
4.1 Introduction to dictionary
use
The process of training learners in resourcing should
commence with exposure to the most standard examples of specialized
dictionaries and glossaries, the ones that most closely resemble the
print aids students may be familiar with, yet at the same time ought to
highlight some of their advantages enumerated above. Thus, the
collections of thematic resources such as Glossarist, Language
Automation Glossaries, Frank
Dietz's glossaries, Peter
Spitz's
translation links or Encyberpedia
could be used to highlight the
distinction between a specialized dictionary and a glossary, shed light
on various features of reference tools, teach students how to make use
of various functionalities.
Activity 1
Students choose five
recently learnt words from a
specialist area. They go to the resource sites of specialized
dictionaries given above, find the specific area and try to look up the
words in different reference tools listed. Learners compare them taking
into account the type of information the entries provide, the
multimedia capabilities, the ease of use, the navigation, the speed of
operation, the amount of ads, linking to other resources and any other
features.
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4.2 Reference tools evaluation
An indispensable element of instructing ESP students how
to use reference tools effectively is comparing and evaluating various
available resources. Thus, they need to learn how to balance the
criterion of price (e.g., Babylon glossaries vs. publicly available
glossaries), authority (individual-made vs. institutional), ease of
operation, integration with other dictionaries (e.g., achieved in
Babylon glossaries), retrieval (whether the glossary can be saved
locally for future off-line use), currency, scope (number of entries
and definitions), and many others.
Activity 2
Learners go to Babylon's glossary
list,
choose their discipline of interest and view the glossary information
available. Then compare the types of tools with the glossaries
available freely on the Web in the glossary directories listed above.
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4.3 Metadictionary access
Certain reference sites (especially OneLook
Dictionary and Dict) allow users
to
search for the entries or occurrences of the word in many dictionaries,
giving the output in the form of information coming from different
resources. A similar idea is used in the dictionary program
Findictionary (see Shesen, 2001), which searches a variety of reference
tools categorized in certain disciplines (medical, law, search engines,
general English, language study). Thus, the importance of
metadictionary search tools is for ESP students to learn how to use
different reference sources to get comprehensive word information – not
only the L1 equivalent, but also example sentences, contexts,
collocations or etymology. The importance of tasks focusing on
metadictionary tools lies also in having students learn to evaluate and
select reference tools.
Activity 3
Students are asked to
select a few familiar words.
Then they are guided to one or two metadictionaries to see what
specialized meanings they can have in the area of the discipline
studied (e.g., business, arts, law or medicine). Then they report the
findings to the class, giving examples of sentences using those
familiar words in completely new meanings.
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4.4 Specialized reference tools
(acronyms, abbreviations, text shorthand)
At different moments of the learning process, there may arise a need
for more specialized reference tools, which would actually provide
either encoding or decoding in the areas of language not frequently
used yet necessary at the moment. Such areas may be various kinds of
non-standard, abbreviated language, used either for brevity of
expression in colloquial speech within a particular area (e.g.,
business transactions or ‘office speak’) or to denote specific
institutions, organizations or concepts from a related discipline. Here
again the essential skill that learners need to grasp in the resourcing
training procedure is to know where to look for reference tools for a
particular aim, as well as how to browse them effectively. Depending on
the type of site, learners will either use the ‘Search’ box to start
the searching facility, or, alternatively, will use the ‘Find’ feature
on their Internet browsers to spot relevant acronyms in the page
currently displayed. What is also important in learner training as
demonstrated in Activity 4 is that students become involved in
materials development, so that they not only learn how to decode
messages but also encode them on their own. For that aim, the following
reference tools can come in useful:
Activity 4
Students go to Netlingo and its section on text
messaging language (“Text Shorthand”, or directly,
as well as to an acronym database relating to their discipline ( Acronym
Finder,
or some of the terminology databanks listed above). In pairs they
create a message using as many different abbreviations and expressions
as possible. Then they pass it on to another pair who needs to use the
reference tools given to decode it.
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4.5 Exploring lexical relations
Thanks to hypertextuality and cross-referencing, it has
become possible to provide users with a range of lexical relations not
accessible to ordinary dictionary users. Meronyms (parts of X),
hypernyms (X is a kind of Y), hyponyms (Y is a kind of X), holonyms (X
is a part of Y), synonyms, derivationally related forms, all grouped by
familiarity or estimated frequency, can be explored with lexical
databases, with WordNet
being one of
the most distinguished examples. WordNet is a semantic lexicon
for the
English language, grouping words into synonym sets (synsets) and
recording various lexical relations. ESP students need to see how the
specific language items are interconnected, and judicious use of the WordNet lexical
database, combined with a general English dictionary or
a bilingual specialized dictionary may expand learners’ range of
expression. Obviously, a prerequisite for the activity below is
in-class training in some of the lexical semantics terminology
(meronyms, holonyms, hypernyms, etc.)
Activity 5
Students choose some of
the words recently learnt in their ESP classes,
go to WordNet and see if they can find their lexical relations. Then
they are asked to prepare the examples of words to the class in the
form of a semantic map (see Visual
Thesaurus, for an example).
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4.6 Finding contexts in
authentic
subject matter documents
A major shortcoming of glossaries and specialized dictionaries is that
they usually focus on equivalents or definitions, but may lack a
sufficient number of sentence examples to demonstrate the use of
particular lexical items. This problem could be amended by introducing
students to the basic concordancing procedures, done without any
particular software but only the ‘Find’ feature of their Internet
browsers. Having looked up a word, students go to a materials
repository characteristic for their discipline (e.g., one of the European
Commission’s databases, see for the list)
to search them for relevant documents to be used for contexts. Once
such basic procedures are instilled in students, the teacher could
proceed to a more systematic ESP corpus compilation and text analysis
with freely available concordancing tools.
Activity 6
Students choose a few
words recently learnt in their
ESP classes, go to a selected materials repository (e.g., EUR-Lex
legislation database) and use its search facility to find relevant
texts (both pdf and html). Then students open them and use the ‘Find’
or ‘Search’ functionalities of either Acrobat Reader or Internet
browser to find contexts of a particular word.
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5. Conclusion
In conclusion, as language is in the constant process of change,
foreign language teachers need to be familiar with a plethora of
reference tools to continually work on their own vocabulary
development. This is especially true with ESP instructors, whose
specialized areas may well lack adequate coverage in general
dictionaries. The Internet, with its multitude of sites and resources,
opens up interesting opportunities for ESP, as teachers may exploit not
only specially prepared specialized dictionaries and glossaries, but
also use terminology databanks or subject matter repositories to seek
language data. The strategy of resourcing, or finding and using
relevant reference tools effectively, is one of the most essential
learner skills, and as such needs to be promoted by conscious and
staged instruction.
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Appendix: Sites enumerated in the text
1. Glossary portal sites:
_____
Krajka, J.
(2007). Online Lexicological Tools in ESP – Towards an Approach to
Strategy Training. Scripta Manent,
3(1), 3-19.
© The Author 2007.
Published by SDUTSJ. All rights reserved.
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Scripta Manent
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Contents
» J. Krajka
Online Lexicological Tools in ESP – Towards an Approach to Strategy
Training
» A. Curado
Fuentes
Lexical Acquisition
in ESP via Corpus
Tools: Two Case Studies
» I. Kozlova
Studying Pproblem Solving through
Group Discussion
in Chat Rooms
» M. Šetinc
Militarwörterbuch
Slowenisch-Deutsch (Wehrrecht und Innerer Dienst) / Vojaški slovar,
Slovensko-Nemški (Vojaško pravo in Notranja služba) and
Militarwörterbuch
Slowenisch-Deutsch (Infanterie) / Vojaški slovar, Slovensko- Nemški
(Pehota)
A review
Other Volumes
» Volume 2/2
» Volume 2/1
» Volume 1/1
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