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References Abdelhalim, S. (2016). An Interpretive Inquiry into the Integration of the Information and Communication Technology Tools in TEFL at Egyptian Universities. Journal of Research in Curriculum, Instruction and Educational Technology , 2(4), 145-173 . Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education , 47(4), 373–398. https://doi.org/10.1016/j.compedu.2004.10.013 Arnold, N. (2007). Technology-mediated learning 10 years later: Emphasizing pedagogical or

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References Abdullah, M.R.T.L. et al. (2013). M-learning scaffolding model for undergraduate English language learning: Bridging formal and informal learning. TOJET: The Turkish Online Journal of Educational Technology, 12(2), 217-233. Agca, R. K. & Ozdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. In 2nd world conference on educational technology research, Vol. 83 (pp. 781-785). Budiu, R. (2013). Mobile: Native apps, web apps, and hybrid apps. Retrieved from http://www.nngroup.com/articles/mobile-native-apps/ Burston, J. (2014

English Education: Its Possibility and limitations] Ehimedaigakukyouikujittssencenter, 7-30. Kachru, B.B. (1990). World Englishes and Applied Linguistics. World Englishes, 9, 3-20. Kamiya, M. (2008). Nihonnjinwa dareno eigoo manabubekika - World Englishes toiu shiten karano eigokyouiku- [What English should the Japanese learn in terms of World Englishes] Sophia Junior College Journal, 28, 41-71. MEXT (Ministry of Education, Culture, Sports, Science and Technology) (2010). Koutougattkou gakushu shidou youryou kaisetsu (Heisei22nen 5gatsu): Gaikokugo hen [Description of

Translation, 6, 152−166. Robinson, B.J., López Rodríguez, C. I. & Tercedor Sánchez, M. I. (2006). Selfassessment in translator training. Perspectives: Studies in Translatology, 14(2), 115−138. Sales, D. & Pinto, M. (2011). The professional translator and information literacy: Perceptions and needs. Journal of Librarianship and Information Science, 43(4), 246-260. Thelen, M. 2011. Information technology for translation: Gadget or must. In Forstner, M. & Lee-Jahnke, H. (Eds.), CIUTI - Forum New Needs, Translator and Programs: On the Translational Tasks of the United Nations

instructional theory (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates. Jung, C. G. (1971). Psychological Types . Princeton University Press: Princeton, N.J. Katsioloudis, P. & Fantz, T.D. (2012). A Comparative Analysis of Preferred Learning and Teaching Styles for Engineering, Industrial, and Technology Education Students and Faculty. Journal of Technology Education . 23(2), 61-69. Katz, A. (1996). Teaching style: A way to understand instruction in language classrooms. In K. M. Bailey and D. Nunan (Eds.), Voices from the Language Classroom (pp.57-87). Cambridge

, SAGE. Melliti, M. (2013). Global Content in Global Coursebooks: The Way Issues of Inappropriacy, Inclusivity, and Connectedness Are Treated in Headway Intermediate. SAGE Open , 1-12. Doi: 10.1177/2158244013507265. Mineshima, M. (2008, October). Gender Representations in an EFL Textbook. [Electronic version]. Bulletin of Niigata Institute of Technology , 13(1), 121-40. Retrieved from < http://www.niit.ac.jp/lib/contents/kiyo/genko/13/14_MINESHIMA.pdf >. Mugglestone, P. (2006a). New Opportunities Intermediate Teacher’s Book . Essex: Pearson Education Limited

Abstract

This research enquires about the Information and Communication Technologies preferences of students, teachers, and school principals in the teaching-learning process of a second language in 9th grade in two settings: Spanish for the Huichol people in a remote rural area and English for a private school in the city. The first case is situated in a rural Huichol community in the high mountain area of Jalisco, Mexico. The second one is located in a wealthy neighborhood in the Western Metropolitan area of Mexico City. A qualitative methodology with a heuristic and ethnographic design to investigate the reality of the daily use of technologies in both contexts for learning a second language. The instruments were the participant observation and in-depth interviews. Among the key findings are: (a) the participants tend to favor the use of technology for second language learning, (b) the bandwidth and the speed of the Internet is crucial to strengthen the immersion into the culture of a second language, (c) Educational communities support electronic enquiring, (d) there are similarities in the preferred search engines between the two populations, (e) the equity of education is hindered by school desertions, and (f) educational innovation requires that similar investigations take place to foster a full performance in the society of knowledge.

Abstract

Targeting at adequate translation while teaching translation to engineers any teacher should remember about social and cultural discrepancies between languages. The difference in mentality should not be reflected in the special target text. Engineering students are supposed not only to be able to find proper equivalents and render the terms appropriately but also to analyse the communicative situation and cultural peculiarities of the source text. Teaching professionally oriented translation depends on many factors including ontological and specialised cultural levels, technological progress and its incorporation into the national, international and global culture, linguistic diachrony and its role in terminological corpus formation as well as science and technology institutional role. Teaching translation at engineering academy has a long and fruitful history, which shows the efficiency of training intercultural and sociocultural competence in teaching translation. It allows to avoid serious drawbacks in translation when a translator confronts the other language culture images and concepts.

Abstract

The English language has become the so called “world wide language” due to the fact that it is used globally in many spheres of everyday life - education, business, labour market, technology, tourism, travel and others. In Slovakia, the educational system supports schools in the acquisition of the language by granting more English classes per week, by financing textbook materials, by bridging teaching practice with research as well as making English a mandatory subject of school leaving exams.

One of the crucial components in the English language education of Slovak learners appears to be the pronunciation. This language feature has its specificities and therefore it must be approached carefully. Although many researchers in Slovakia have focused on various aspects of English pronunciation, this article aims at the English teachers and their perception of this important issue. The survey focuses on Slovak teachers’ opinions about teaching English pronunciation to non-native learners, more specifically, about teaching techniques, error corrections, textbook materials and university teacher training.