Contens | Scripta Manent, 5 (1-2)

Journal of the Slovene Association of LSP Teachers

ISSN: 1854-2042

Scripta Manent: Innovative Educational Approaches in Languages for Specific Purposes

Volume 5/1-2

Contents

Previous Volumes

» Volume 4/2

» Volume 4/1

» Volume 3/2

» Volume 3/1

» Volume 2/2

» Volume 2/1

» Volume 1/1

Slovenska stran

:: Š. Godnič Vičič

:: E. Cianflone

:: R. Lindner

Editorial

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What Degree of Specificity for ESP Courses in EFL Contexts?

A Preliminary Case Report for the Degree in

Mediterranean food-and-wine Sciences and Health

ABSTRACT: The aim of this note is to offer a preliminary discussion of ongoing research on the grade of language specificity necessary for the ESP syllabus designed for the degree in Mediterranean Food-and-wine Sciences and Health at the University of Messina, Italy. The present discussion originates from the perspectives presented by Hyland (2002), advocate of strict adherence to specificity issues in course design, and Huckin (2003), the proponent of a milder view. These opinions are contrasted with a learning context wherein English is a university subject read by freshmen in an environment where all lectures are given in the national idiom. The degree of specificity necessary for this EFL context accounts for learners’ needs in terms of vocabulary, grammar and rhetorical patterns to access discourses, practices and conventions pertaining to their actual studies and to the world of work. In EFL settings, this can mean that specificity results from a compromise between different pedagogical points of view.

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Introducing a Micro-Skills Approach to Intercultural Learning to an English for Specific Purposes Course for Students of Sociology

ABSTRACT: This article is concerned with the design of an English for Specific Purposes (ESP) course, “Exploring English for Sociology”, at a German university. It focuses on that aspect of the course that involves the development of intercultural content aimed at facilitating intercultural competence. The first part of the article puts forward a rationale for introducing an intercultural dimension to the syllabus. In the second part I develop a case for combining “skills-based intercultural learning” with language learning and then outline in the third part how this will be implemented. Finally I reflect on potential problems with implementation and ideas for further developments.

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