The article examines the process of teaching English for specific purposes at the Faculty of Tourism of the University of Maribor, Slovenia using coursebooks and authentic supplementary materials. The survey has shown that the students of the Faculty of Tourism prefer supplementary authentic materials to coursebooks because they find them sufficiently interesting or challenging. Specially designed classroom materials that are put into the Moodle by the teacher also offer opportunities for various activities in lesson planning for teaching, listening, speaking, reading and writing. Another important aspect of supplementary materials is that they facilitate the teacher’s creativity. However, there are advantages and disadvantages to using only coursebooks or only specially prepared classroom materials, and both - coursebooks and supplementary materials - should be used only after careful consideration. Although authentic materials may contain complex grammatical structures and difficult vocabulary, they bring real-life situations into classrooms, and students therefore find them very motivating, the survey has shown.
The comparative study of personhood has a long and distinguished peerage in anthropology, but it has rarely been applied to research on contemporary migration and diversity in Europe. Drawing on the contrast established by Louis Dumont between hierarchical holism and egalitarian individualism, as well as the subsequent debate, this essay argues that a significant shift takes place in the second generation, from a traditional, sociocentric concept of personhood to a reflexive, individualist one. Using empirical material from Alna in eastern Oslo, the aim is to show that the cultural diversity witnessed in the second generation is founded on individualism and thus compatible with reflexive modernity, even if it is often associated with sociocentrism. The distinction between cultural content and social organisation is essential for the argument.
Antonio R. Raigón Rodríguez and Ángela Mª Larrea Espinar
Since language teaching in modern-day society is closely linked to cultural instruction, this study employs the model of a cultural learning analysis based on the earlier work of Paige and Lee. Using this model, the authors analysed the cultural content of six B1 and B2-level textbooks for teaching English to adults in Spain, and carried out a comparative study of the results, contrasting the two levels. Findings show that the subjective aspects of culture receive less coverage in textbooks, despite being fundamental to an understanding of the values of a society. Regarding the comparison between B1 and B2 levels, the data indicate that the number of big “C” Culture occurrences is similar for both levels, although there are differences in other cultural aspects. So, for example, culture in general is dealt with more at the B1 level, whereas small “c” culture is dealt with more at the B2 level.
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one. However, it is not the matter of the city, but its perception and use (also the use of architecture) that makes them cultural facts. A city, its districts, streets, buildings, or architectural details become signs and symbols when they are perceived socially. A socially perceived city becomes a carrier of values, a source of historical and culturalcontent. We live in the era of post-modernism where the processes of deterritorialisation dominate, and most of us perceive the world through the prism of functionality, modernism, and modernisation. Every action
can be avoided);
– stratum — spatially defined entity of homogenous content, distinguished by stratigraphic context, physical features and culturalcontent of illegible, primary character.
Thus in this article, when describing the anthropogenic origin of the substrata of the Main Market Square in Kra-kow, the terms ‘deposit’, ‘strata’ and ‘stratum’ will be used — when we have in mind their successive formation as a consequence of their self-accumulation, or intention-al accumulation of matter (including waste) as a consequnce of the functioning of the town