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The intercultural component in an EFL course-book package

English Language Education , 1(1), 82-93. Doi: 10.5296/ijele.v1i1.2850. Liu, S. et al. 2011. Introducing Intercultural Communication. Global Cultures and Contexts . London, 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

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Using authentic materials for students of tourism in Slovenia: English language acquisition for students of the Faculty of Tourism of the University of Maribor

References Balič, Tina (2009). Using Authentic Materials in Teaching English as a Foreign Language . Vienna: DAAM International Publishing. Chou, Peter Tze-Ming (2010). Advantages and disadvantages of ESL coursebooks. The Internet TESL Journal , Vol. XVI, No. 11, November 2010. ( http://iteslj.org/Articles/ChouCourseBooks.html , accessed 15 November 2014) Corbett, John (2003). An Intercultural Approach to English Language Teaching. London: Cromwell Press Ltd. Harding, Keith (2007). English for Specific Purposes . Oxford: Oxford

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in ExELL
Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials

. “The Power and Authority of Materials in the Classroom Ecology.” The Modern Language Journal 98.2 (2014): 658-61. Bruton, A. “In What Ways Do We Want EFL Coursebooks to Differ?” System 25.2 (1997): 275-84. Cunningsworth, A. Evaluating and Selecting EFL Teaching Material. London: Heinemann, 1984. ---. Choosing Your Coursebook. Oxford: Heinemann, 1995. Dendrinos, B. The EFL Textbook and Ideology. Athens: Grivas Publications, 1992. Ellis, R. “The Empirical Evaluation of Language Teaching

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in e-TEALS
Using Memrise in Legal English Teaching

References Aisenstadt, E. 1981. Restricted collocations in English lexicology and lexicography. ITL: Review of Applied Linguistics, 53, 53-61. Atkins, R., Mason, C. 2011. The Lawyer’s English Language Coursebook. Global Legal English. Benson, Morton et al. (eds.) 1997. The BBI Dictionary of English Word Combinations. Revised edition. Amsterdam, Philadelphia: John Benjamins Haigh, R. 2012. Legal English. Routledge. London and New York Hausmann, F. J. 1989. Le dictionnaire de

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Chopin's Heritage in Contemporary Polish Education

Dziedzictwo chopinowskie we współczesnej edukacji polskiej

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Developing Teaching Materials for ESP Courses: The Last Option Many ESP Teachers Resort To

Abstract

Contrary to the claim made by Hutchinson and Waters (1987) that designing teaching materials should be the last option considered, Basturkmen and Bocanegra-Valle (2018) remind that many ESP teachers are very frequently directly involved in designing teaching materials as commercially published coursebooks and other materials tend not to be relevant to the needs of their specialized groups of learners.

This paper offers an insight into the key aspects as well as the sequence of ESP materials design. It outlines the main beliefs and principles which constitute the general framework for teaching materials development and summarizes the major explicit and implicit teachers’ beliefs which inevitably reflect on the process of materials design. This paper also tackles the issues of assumed abilities and training for developing and/or adapting teaching materials offered to ESP teachers in the attempt to answer the everlasting question whether being a good ESP teacher automatically implies being a good materials designer.

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Formulacity in ESP Teaching: A Case of Doing a Balancing Act Between Form and Meaning

Abstract

Grammar teaching has never belonged to mainstream ESP teaching/ learning practices. However, this apparent lack of concern with grammar in ESP materials runs counter to both subjective and objective needs of ESP learners. The first part of the paper presents students′ views on deficiencies of coursebooks for teaching English for Medical Purposes (EMP) as well as author’s reflective thinking on the needs of medical undergraduates of vocational schools in Poland. It is suggested that some of the deficiencies of the materials might be remedied and the students′ needs better taken care of if explicit teaching of formulaic language is introduced into ESP classroom environment. It is hypothesized that explicit teaching of formulaic language may stimulate grammar development in the long term and foster communicative competence of ESP learners in the short term. Therefore, the second part of the paper proposes pedagogically relavant classification of medical formulaic sequences motivated by the lexicogrammatical features of Medical English. The third part of the paper shows in what way the proposed classification of formulaic sequences might help teachers of medical English design tasks that are conducive to the development of formulaic competence of students of English for Medical Purposes.

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The Development of Learner Autonomy Through Internet Resources and Its Impact on English Language Attainment

Abstract

Since the arrival of the Internet and its tools, computer technology has become of considerable significance to both teachers and students, and it is an obvious resource for foreign language teaching and learning. The paper presents the results of a study which aimed to determine the effect of the application of Internet resources on the development of learner autonomy as well as the impact of greater learner independence on attainment in English as a foreign language. The participants were 46 Polish senior high school students divided into the experimental group (N = 28) and the control (N = 18) group. The students in the experimental group were subjected to innovative instruction with the use of the Internet and the learners in the control group were taught in a traditional way with the help of the coursebook. The data were obtained by means questionnaires, interviews, learners’ logs, an Internet forum, observations as well as language tests, and they were analyzed quantitatively and qualitatively. The results show that the experimental students manifested greater independence after the intervention and they also outperformed the controls on language tests.

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Lexical Gaps in Romanian From the Perspective of English: The Case of Culinary Verbs

References Baker, M. 2003. In Other Words. A coursebook on translation. London and New York: Routledge. Bentivogli, L. and E. Pianta. 2000. ‘Looking for lexical gaps’ in Proceedings of the ninth EURALEX International Congress. Stuttgart, Germany, 8-12 August. Gal, A.M. 2003. Dicţionar gastronomic explicativ. Bucureşti: Gemma Print. Lehrer, A. 1974. Semantic Fields and Lexical Structure. Amsterdam and London: North-Holland. Leviţchi, L. and A. Bantaş. 2000

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Public Administration Education in a Legalistic Setting: New Tendencies in Hungarian Public Administration and Training

References Drechsler, Wolfgang. 2005a. “Th e Re-Emergence of ‘Weberian’ Public Administration aft er the Fall of New. Public Management: Th e Central and Eastern European Perspective.” Halduskultuur 6, 94 - 108. Drechsler, Wolfgang. 2005b. “Th e Rise and Demise of the New Public Management.” Post-Autistic Economics Review 33 (14 September 2005). Available at http://www.paecon.net/PAEReview/issue33/Drechsler33.htm (last accessed 21 April 2013). Coursebook for Civil Service Basic Exam: http

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