15 17 January 2015 Masaryk University Brno Czech Republic

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1 15 17 January 2015 Masaryk University Brno Czech Republic

2 Contents Welcome Letters... 2 Floor Plans... 4 Practical Information... 8 Steering and Scientific Committees Plenary Speakers General Programme...18 Detailed Programme...20 Abstracts Oral Presentations...28 Abstracts Workshops...82 Abstracts Posters...90 Masaryk University Language Centre Project IMPACT CASALC List of Presenters Notes

3 WELCOME LETTERS Dear Ladies and Gentlemen, It is my honour to welcome attendees of the international conference Language Centres in Higher Education: Sharing Innovations, Research, Methodology and Best Practices to Masaryk University here in Brno. Hosting such a conference bears witness to the open and active approach that our university takes towards languages and is at the same time proof of the fact that Masaryk University has an excellent and well-considered language policy. It also means that its Language Centre has successfully reached an international community of language professionals and that the University is a strong contributor to the development of language education at universities. Masaryk University holds an important position amongst universities in the Central European region. It is a university that has made long-term efforts towards improving the higher educational process; a university that supports science and research; and a university that has identified internationalization as one of its main priorities. Language education plays a crucial role in the internationalization process. It is necessary to ensure that our students have the opportunity to develop their foreign language skills so as to enable them to take part in international mobility programmes during their studies, which in turn will ultimately facilitate their success in the global labour market. For academic staff, knowledge of foreign languages and familiarity with foreign cultures are preconditions for being successfully involved in international teams. The aim of Masaryk University is not merely to expand studies in foreign languages and to provide an ever-growing number of academic programmes to international students, but it is also to offer Czech language courses, to increase the percentage of foreign academic staff contributing to the University s activities, and to further enhance opportunities for multilateral mobility. The activities of the Language Centre are significant in contributing towards meeting these goals. I am convinced that this conference, taking place under my auspices as Rector, will be a suitable forum to share experience in language education and will provide each participant with inspiration to conduct further research in the field of foreign languages. I firmly believe that Masaryk University and the Language Centre will be excellent hosts and hope you will share this view after your experience. I wish you an enjoyable, productive and successful conference. Mikuláš Bek Rector Masaryk University 2

4 Language Centres in Higher Education Brno, January 2015 Dear Colleagues, Guests and Friends, Allow me to warmly welcome you all to Brno and to Masaryk University. As you can imagine, it gives me enormous pleasure to host this wonderful gathering of teachers and academics who are enthusiastic about languages at our Language Centre. We really are delighted that so many of you have come from all parts of the world to join us for the Language Centres in Higher Education: Sharing Innovations, Research, Methodology and Best Practices conference. The decision to organize the conference was taken two years ago with the intention of providing a forum for those interested in the area of academic language teaching and learning to meet and exchange ideas. Today, I would like to begin by congratulating Dr Hana Katrňáková and her team for the hard work and effort invested in the preparation of this conference and for selecting a theme which has attracted interest not only from teachers at university language centres, but also among academics and educators from institutions where languages for academic and specific purposes are taught. Thanks to this initiative, the programme includes four thought-provoking keynote speeches and a wide range of attractive papers from a variety of academic and professional contexts. These are divided into the following categories: Innovations, Testing, Soft Skills, Language Centres and Staff Development, Course Design, Medical Latin, Best Practices-Strategies, Methodology, Research, Multilingualism, English for Law, Writing, Czech for Foreigners, Poster Session and Workshops. The conference talks, posters and workshops are accompanied by six stimulating pre-conference events, four CercleS Focus Groups Meetings and an Open & Creative Café where conference participants can meet and discuss ideas for grants and projects. Finally, I would like to share with you all my wish for this event to not only become a place for giving talks, seminars and workshops, a forum for networking and sharing ideas, but also a place for celebrating the diversity of languages and variety of teaching and learning styles that give Language Centres in the international academic community a very special position. We are excited about this Conference and the opportunity to welcome all of you to share our world both that of languages and the special place that Brno is. Enjoy the conference! Hana Reichová Director Masaryk University Language Centre 3

5 FLOOR PLANS First Floor: A Conference Lobby / Coffee Breaks B Registration / Information Desk C Exhibitors D Poster Sessions Lifts Toilets M Joštova Street (tram stop) et tre as ov eš ar D Main Entrance A B C Husova Street 4

6 Language Centres in Higher Education Brno, January 2015 Second Floor: Room 25 Computer Room (Thursday & Saturday) Room 26 Computer Room (Friday) Lifts Toilets

7 Language Centres in Higher Education Brno, January 2015 Third Floor: Room 31 Plenary Hall Rooms 32, 33, 35 Sections H Assembly Hall (CASALC) Cloakroom Lifts 31 Toilets 32 H

8 Floor Plan Fourth Floor: Rooms 41, 42, 43 Sections Lifts Toilets

9 PRACTICAL INFORMATION Venue All conference events, including the Friday Reception, will take place within the building of the Faculty of Social Studies of Masaryk University. The venue is located in central Brno adjacent to its historical core. You will find a map of Brno (USE IT) in your conference pack. Address: Joštova 10, Brno Tram stop: Komenského náměstí (line 4), Česká (lines 3, 4, 5, 6, 11, 12) Faculty of Social Studies of Masaryk University 8

10 Language Centres in Higher Education Brno, January 2015 Registration / Information desk Registration will take place at the information desk in the conference lobby located on the first floor of the Faculty of Social Studies building. Registration will be open between the following times: Thursday, 15 January: 8 : : 00 Friday, 16 January: 8 : : 00 Saturday, 17 January: 9 : : 00 Cloakroom An attended cloakroom for your coats, luggage and personal belongings will be available during the entire conference on the third floor (see the floor plan) between these times: Thursday, 15 January: 8 : : 00 Friday, 16 January: 8 : : 30 Saturday, 17 January 9 : : 00 During the conference Reception, an additional cloakroom will be open from 19 : 00 until 22 : 30 on the first floor close to the Reception venue. Internet access At the registration desk, conference participants will receive a personal username and password that they will need in order to access the internet at the venue, either by wireless connection or at a shared computer in the Computer Room, together with instructions on internet use and the terms of use of Masaryk University s network. Participants who already have access to the Eduroam network via their institution can connect to the eduroam wireless network with their own credentials as usual. To connect to the internet from a mobile device, choose the MUNI wireless network, open any website (i.e. and enter your personal username and password into the form that appears. Should your session expire, you may log in again using the same procedure. Computers The internet can also be accessed from shared computers in the Computer Room (on Thursday and Saturday in room 25, on Friday in room 26). To log into a computer in the Computer Room, use the same personal username and password that you received at the registration desk. Do not forget to log out before leaving. Please note that food or beverages are not permitted in the room. 9

11 Language Centres in Higher Education Brno, January 2015 Twitter The suggested hashtag for Twitter users during the conference is #LCHE2015. For those without a Twitter account, live tweets will be projected onto the wall screen in the conference lobby. Access to conference activities, coffee breaks and welcome drink The name badge that you receive upon registration entitles you to enter all session rooms and to enjoy complimentary refreshments during the coffee breaks available in the conference lobby, as well as a glass of Moravian wine at the welcome drink event on Thursday in the same location. We kindly ask you to wear the badge at all conference events. Conference reception The Reception is a special conference event featuring a rich cultural programme. It is intended to be a place for friendly meetings between colleagues and a chance for conference attendees to experience traditional Moravian hospitality, including good food, excellent Moravian wine, renowned Czech beer, local folk music and dance and a friendly atmosphere. The Reception will take place on Friday, 16 January, from 19:30 until 22:00 in the conference lobby located in the Faculty of Social Studies. This is the only conference event that must be paid for. Anyone may attend who has made a reservation in advance and paid the fee of 590 CZK. Those who have done so will find an invitation for the Reception amongst their conference materials. This will allow them entrance to the Reception. If you have not made a reservation in advance, or you have not paid the event fee, you may inquire at the information desk whether the Reception can still accommodate guests. If so, you will be able to purchase a ticket on the day at the information desk. The dress code for the Reception is smart casual. Poster session The conference poster session will take place in the conference lobby during the Friday afternoon coffee break (15:00 16:00). Poster creators should be present to introduce and discuss their posters. 10

12 Practical Information CercleS focus groups meetings Focus groups meetings are organized by CercleS members involved in these groups. These meetings may take place on the following days and times: Wednesday, 14 January: 15 : : 00 Thursday, 15 January: 9 : : 00 Friday, 16 January: 12 : : 00 (during the lunch break) Saturday, 17 January: 14 : : 00 Conference participants are free to attend any focus groups meeting they choose. Please check the conference website for further details, or ask at the information desk. The Open & Creative Café The Open & Creative Café provides a forum for you to network and share ideas for grants and projects outside of the conference rooms. We provide the space and you, the conference attendees, provide the ideas. If you would like to participate, there will be opportunities during all coffee breaks to meet in the conference lobby at marked tables to discuss your plans and ideas. Proposed topics and participants will be announced on the notice board at the information desk in the main conference lobby. Please feel free to suggest other topics and/or to join the forum. Exhibitors Oxford University Press has been active in the Czech Republic since 1993 and currently has five regional centres in the country (in Brno, Ostrava, Olomouc, Plzeň and České Budějovice) as well a headquarters in Prague. Its main objectives are to keep teachers, students and the general public informed about news from Oxford University Press, to provide professional aid and advice in selecting appropriate materials for teaching English, and to organize seminars for English teachers, including both creative writing and teaching seminars. In each regional office, various Oxford University Press publications are available for view, such as textbooks for all types and levels of schools, books for supplementary reading, methodological books for teachers, dictionaries, DVDs and other forms of media (see for further details). MegaBooks has been on the Czech market since 1992 and focuses on importing and distributing foreign language books. It currently offers the largest amount and widest array of publications of any company in the country. It provides complete foreign language book import and distribution services to consumers and retailers, particularly state schools and institutes. Its main international partner is the prestigious Oxford University Press. Other partners include the world-famous German publishing house Langenscheidt and British Heinle Cengage Learning. It features a separate division for academic foreign language books that handles special orders for libraries, professional institutes, universities, companies, academic institutes and individuals (see for further details). 11

13 Language Centres in Higher Education Brno, January 2015 Guided tour A guided tour of the historical centre of Brno is planned at the end of the conference, on Saturday, 17 January at 15 : 00. This will take place in English, German or Czech. If you are interested in participating, please register via our website or ask for current availability at the information desk in the conference lobby. Conference assistants Conference assistants will be available to help participants and to provide technical assistance in the session rooms. The assistants are easy to identify by their blue Moje Univerzita T-shirts. 12

14 STEERING AND SCIENTIFIC COMMITTEES Steering Committee Hana Reichová David Kosina Hana Katrňáková Martina Ježková Jitka Žváčková Pavel Šindelář Scientific Committee Alena Hradilová Kateřina Sedláčková Libor Štěpánek Štěpánka Bilová Barbora Chovancová Kateřina Pořízková Robert Helán Blanka Pojslová Eva Složilová 13

15 PLENARY SPEAKERS Vijay K. Bhatia Vijay Bhatia is the CEO and Academic Director of ESP Communication Services. He is also the founding President of the LSP and Professional Communication Association for Asia-Pacific. He retired as Professor from the Department of English, City University of Hong Kong. Some of his recent research projects include Analyzing Genrebending in Corporate Disclosure Documents, and International Arbitration Practice: A Discourse Analytical Study, in which he led research teams from more than 20 countries. His research interests include Critical Genre Analysis, academic and professional discourses in legal, business, newspaper, and promotional contexts; ESP and Professional Communication; simplification of legal and other public documents; intercultural and cross-disciplinary variations in professional genres. He has more than 150 publications to his credit, which include journal articles, book chapters, edited volumes, and individually written books. Two of his books, Analysing Genre: Language Use in Professional Settings and Worlds of Written Discourse: A Genre-based View, are widely used in genre theory and practice. He has made over 200 conference presentations, over 70 of which were keynotes or plenaries. PLENARY LECTURE: Critical Genre Analysis as Interdiscursive Performance: Implications for Higher Education Analysis of academic and professional genres in the past thirty years or so has focused largely on discursive practices and largely ignored the real world contexts in which they are embedded, practiced, and exploited. In all these analyses, the focus has often been on the discursive output, written as well as spoken. However, very little effort has been invested in studying critical interdiscursive performance in real-life situations as distinct from discursive output. In this plenary talk, I would like to develop some of the critical aspects of genre theory to study interdiscursive performance as a resource for the study of academic and professional practice in the context of higher education today. Drawing on the notion of interdiscursivity, I will make an attempt to demystify some of the key aspects of academic and professional practice, thus suggesting an informed approach to the design and implementation of specialised English programmes. 14

16 Language Centres in Higher Education Brno, January 2015 Nick Byrne PLENARY LECTURE: Nick Byrne has been Director of the Language Centre at The London School of Economics and Political Science since He is a member of the Higher Education Academy and a National Teaching Fellow and Deputy Secretary of CercleS the European Confederation of Language Centres. His articles have appeared in the THES, Linguist, CILT Higher and he has given papers at a range of language conferences. In 2009, he received the Institute of Linguists award for his 20-year contribution to promoting languages in higher education. The ongoing challenges for university language centres in a flexilingual world collaborative solutions as a way forward My practical rather than theoretical contribution to the conference will highlight the issues, demands and challenges for higher education language providers. I shall address and focus on the key issues of maximising the linguistic potential of students, in particular UK undergraduates who still enter the global job market with noticeably fewer language qualifications than their fellow EU and international students. During the presentation I shall highlight some key stages in the implementation of language policy developments at national, regional and institutional levels. I shall be showing the latest facts and figures relating to language uptake, and the reasons behind this. It will become clear how important a role university language centres in the UK and Ireland have been playing up to now, and how this role will increase. Although numbers have declined in the number of students who are taking a honours degree in a language, the numbers of students who are taking a language as an assessed module in their degree has grown sharply, as has the number of students choosing to pay to do a language course as an extra-curricular activity. The language needs of undergraduates have therefore become not only an educational issue but also a marketing tool. I shall also look at the training needs of academics who do not have English as their first language, but who are nevertheless increasingly obliged to operate in English both in English and in non-english speaking countries. This is a growth area for language centres, and one which could act as a way of further embedding language centres as a valuable resource in the infrastructure of the parent university. Using the example provided by the Fiesole Group (EUI Florence, LSE, Humboldt Berlin, Collège d Europe, UPF Barcelona, CEU Budapest, University of Copenhagen, Trinity Dublin), I shall indicate the strategies institutions need to develop to ensure that that potential pitfalls in language, pedagogy and intercultural areas are minimised when dealing with students. I will therefore consider the extent to which institutions need to extend existing hybrid support (linked linguistic, intercultural and pedagogical training) to provide a pan-european model of good practice in the field of continuing professional development. It is here that low-cost collaborative structures can help create common materials and raise the profiles of the institutions involved. 15

17 Language Centres in Higher Education Brno, January 2015 Russell Stannard PLENARY LECTURE: Russell Stannard is the founder of A website that offers free stepby-step videos to help incorporate technology into their teaching. It is visited by more than 300,000 teachers a year and won the British Council Technology award and the Times Higher Outstanding Initiative award. Russell currently lectures part-time at the University of Warwick on the MA in ELT and is also a NILE associate trainer. The rest of the time he works freelance and presents all over the world and is especially known for his work on feedback and developing student s fluency. Tools that have really impacted on my teaching and learning This talk will focus on the key tools that Russell has used to impact on his teaching and learning. These tools are simple to implement but can have a huge impact on areas such as developing fluency, feedback and reflection. These key tools are also commonly used for flipped classroom teaching. This will be a practical talk, full of real examples from his own students, revealing simple but very powerful technologies that ANY teacher could learn to use. A session not to be missed. 16

18 Plenary Speakers Libor Štěpánek PLENARY LECTURE: Blind Men and an Elephant: What is creativity for? Libor Štěpánek is Assistant Professor in English and Vice Director for ICT and Internationalization at the Masaryk University Language Centre. His broad international academic and teacher training experience include EAP presentations; EAP writing; critical thinking; videoconferencing; ICT-enhanced learning; and intercultural communication, but his main academic interest lies in the Creative Approach to Language Teaching (CALT). He is an author and co-author of a number of materials, online courses and publications, such as Oral Presentations or Grada s Academic English. Creativity has recently become a phenomenon we cannot escape. Apparently, it makes economies grow, societies prosper and cultures flourish. Even universities are called to nurture creativity and become places where students and teachers engage in creative thinking and learning by doing (Manifesto for Creativity and Innovation in Europe, 2009). The discrepancy between the current glorification of creativity and its centuries-long neglect from most academic disciplines has caused us to raise the question What is creativity for?. Taking a multidisciplinary approach I argue that despite the seeming lack of interest among pedagogical theoreticians, it is extremely beneficial to understand the deep nature of various types of creativity in order to provide good teaching and to generate motivation for learning. Using Csikszentmihalyi s metaphor of the Indian story of blind men and an elephant for the current state of research-based knowledge of creativity I will touch upon diverse approaches that have been used to study and understand creativity, such as social personality (Krouwel, Csikszentmihalyi), pragmatic (De Bono, Robinson) and psychometric (Guilford, Torrance) concepts, in order to show the elements and links they may share. A number of practical examples of activities that combine authentic and adapted materials, synchronous and asynchronous, ICT-enhanced and traditional techniques will illustrate the wide range of possible applications to teaching creative methods have. Finally, a confluent view on creativity may help us not only see the elephant in its complexity, but also identify areas where we can improve and broaden our individual teaching styles in order to be able to adapt our practice to the diverse needs of our students. 17

19 GENERAL PROGRAMME Wednesday 14 January 15:00 17:00 CercleS Focus Groups Meetings Thursday 15 January 08:00 18:00 Registration Conference Lobby 09:00 12:00 CercleS Focus Groups Meetings 21st Century Skills (Graciela Sbertoli) Testing and CEFR (Kateřina Vodičková) 09:00 10:30 Parallel Pre-conference Workshops I Autonomous Learning (Leena Karlsson & Kenneth Kidd) ICT in Education (Russell Stannard) Peer Coaching (Sabina Schaffner) Latin Medical Terminology (Helen King & Mair Lloyd) 10:30 11:00 Coffee Break Conference Lobby 21st Century Skills (Graciela Sbertoli) Testing and CEFR (Kateřina Vodičková) 11:00 12:30 Parallel Pre-conference Workshops II Autonomous Learning (Leena Karlsson & Kenneth Kidd) ICT in Education (Russell Stannard) Coaching Applied (Sabina Schaffner) Latin Medical Terminology (Helen King & Mair Lloyd) 12:30 14:00 Lunch Break 12:30 13:30 CASALC Meeting Assembly Hall 14:00 14:30 Opening & Welcome Speeches Plenary Hall 14:30 15:30 Plenary Lecture Nick Byrne (Plenary Hall) 15:30 16:00 Coffee Break Conference Lobby 16:00 18:15 Parallel Sections 4 presenters per section 18:30 19:00 Welcome Drink Conference Lobby 19:00 20:00 Open & Creative Café: Ideas for future projects and cooperation Conference Lobby 18

20 Language Centres in Higher Education Brno, January 2015 Friday 16 January 08:00 18:00 Registration Conference Lobby 09:00 10:00 Plenary Lecture Vijay K. Bhatia (Plenary Hall) 10:00 10:30 Coffee Break Conference Lobby 10:30 12:45 Parallel Sections 4 presenters per section 12:45 14:00 Lunch Break 14:00 15:00 Plenary Lecture Libor Štěpánek (Plenary Hall) 15:00 16:00 Coffee Break / Poster Session Conference Lobby 16:00 18:15 Parallel Sections 4 presenters per section 19:30 22:00 Reception: Social & Networking Event Conference Lobby Saturday 17 January 09:00 10:00 Registration Conference Lobby 10:00 11:00 Plenary Lecture Russell Stannard (Plenary Hall) 11:00 11:20 Coffee Break 11:20 13:00 Parallel Sections 3 presenters per section 13:00 Conference Closing 14:00 17:00 CercleS Focus Groups Meetings Closing Address by Sabina Schaffner & Alena Hradilová (Plenary Hall) 15:00 Brno City Guided Tour 19

21 DETAILED PROGRAMME Day 1 15 January Afternoon 14:00 14:30 Opening & Welcome Speeches, Plenary Hall 14:30 15:30 Plenary Nick Byrne The ongoing challenges for university language centres Sections Innovations Testing Soft Skills Room 42 Room 33 Room 32 Chair Radim Herout Marie Doskočilová Pavel Reich 16:00 16:30 David Bowskill Martina Hulešová Dagmar Sieglová Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di una? On the effect of using different scoring methods for two versions of the test Critical thinking approach in language education a sample lecture 16:35 17:05 Irena Zavrl Jiřina Hrbáčková, Zdeněk Janík Zukunftsbildungskonzept: Personalisierung des Sprachenlernens Milan Boháček The implications of a newly developed oral test in Business English at the Faculty of Economics and Administration, MU: Are we heading in the right direction? English language as a cultural tool for intercultural communication 17:10 17:40 Varvara Golovatina Blanka Pojslová Aleksandar Takovski M-learning in the context of Russian language teaching: an analysis of the selected apps. Assessing writing of FEA MU students at C1 level of CEFR: test takers perspective Increasing cultural awareness and motivating critical thinking through humour 17:45 18:15 Monika Ševečková Pavlína Příbramská Marcus Grollman Значение игры в жизни человека. Педагогический аспект Improving inter-rater reliability in the assessment of production skills English For Specific Purposes Courses and The Native Speaker Problem Communication or Identity? 18:30 Welcome Drink, Conference Lobby 20

22 Language Centres in Higher Education Brno, January 2015 in a flexilingual world collaborative solutions as a way forward, Plenary Hall Language Centres + Staff Course Design Czech for Foreigners Medical Latin Development, Room 43 Room 31 Room 41 Room 25 Alena Hradilová Štěpánka Bilová Kateřina Sedláčková Robert Helán, Radomíra Bednářová Jitka Žváčková Rachel Lindner Martin Punčochář Kateřina Pořízková, Language Centre Quality Assessment: A Balancing Act? Vizualizace českého jazyka pro cizince Marek Blahuš Developing communicative competence in virtual teams: A multiliteracies approach to telecollaboration for students of Business and Economics Johanna Vaattovaara, Markéta Denksteinová, Dita Macháčková Johanna Manner-Kivipuro Stellan Sundh Čeština pro stomatology na LF UK v Plzni Developing as a professional the staff development framework at the University of Helsinki Language Centre Videoconferencing and E-tools in Teaching Cross-Cultural Competences Corpus of Authentic Clinical Diagnoses: Sketch Engine as a Tool for Innovative Approach to Teaching Latin Medical Terminology Kujtim Ramadani, Sophia Butt Ivana Rešková Room 35 Rufat Osmani Authenticity in ESAP Jazyk pro specifické Libor Švanda The Language Center at Course Design: účely v klinické Master Claretus early SEEU a role model in the Managing Student medicíně didactic writings on Higher Education Area in & Departmental medicine the Balkans Expectations Hilal Onat Chris Sciberras, Zuzana Bušíková Jozefa Artimová Route to ELT Leadership: Gemma Stansfield Student, Teacher, Leader Exploiting Student Work for Materials Design Výuka praktické češtiny v polském akademickém prostředí In what respect are they similar? (A practical guide to the adjectives on -oideus in anatomical terminology) 21

23 Language Centres in Higher Education Brno, January 2015 Day 2 16 January Morning 09:00 10:00 Plenary Vijay K. Bhatia Critical Genre Analysis as Interdiscursive Performance: Sections Innovations Testing Soft Skills Room 31 Room 33 Room 42 Chair Eva Trumpešová-Rudolfová Blanka Pojslová Jana Kubrická 10:30 11:00 Constanza Guillermina Arriaga Internationalization at Home (I@H) in an English as a Foreign Language (EFL) Course: First Steps towards a Collaborative Online International Learning (COIL) Approach Eva Složilová The impact of standardized exams Mat Plews Learning by discussing how a task-based approach works 11:05 11:35 Ruben Comadina Granson Johann Fischer, Emanuel C. Marques Nicole Wolder Blortfolios: Constructivism put to good use or a waste of time? Handlungsorientiertes Lehren und Prüfen an europäischen Hochschulsprachenzentren Living in a country? Learn the language! 11:40 12:10 Hana Němcová, Adolfo Sánchez Cuadrado, Evel Meckarov Robert Helán, Aurora Biedma Torrecillas Education in Eva Čoupková Corporations by using elade: e-test of Spanish Interdisciplinary sciencebased language course of methods new modern teaching Proficiency by the Centre of Modern Languages of collaborative learning do s the University of Granada and don ts (Spain). Construction and validation process 12:15 12:45 Methodology Hana Katrňáková 12:45 14:00 Lunch Veronika Camacho, Alena Simbartlová Persuasive approaches in communication and principles of argumentation in Spanish Should You Think Twice Before You Open Your Mouth: Pedagogic implications of linguistic research in an EAP/ESP classroom 22

24 Detailed Programme Implications for Higher Education, Plenary Hall Best Practices Strategies Research Multilingualism Medical Latin Room 32 Room 41 Room 43 Room 35 Barbora Chovancová Petra Trávníková Ivana Rešková Jozefa Artimová, Libor Švanda Tuula Lehtonen Pavel Reich Ludmila Waschak Vita Viksne, Inara Abelite Language Centre research Incorporating Interkulturalita into language users Linguistic Analysis into ve výuce jazyků definitions of good language English for Specific na Vysoké škole Teaching Latin skills and their relevance Purposes Courses Burgenland in International student groups: comparative study Mª del Carmen Arau Ribeiro, Alexandra Csongor Ágnes Koppán, Aleš Beran Manuel Moreira da Silva Rhetorical Moves in Katalin Eklicsné Medical Research Lepenye, Articles and their Timea Nemeth Online Popularizations National Collaboration for Dynamic CLIL in Portuguese Higher Education How to involve medical history taking effectively in LSP teaching Project for Innovative Textbook of Greek and Latin Medical Terminology in Programmes of General Medicine Joanna Leszkiewicz Miervaldis Karulis Ewa Wapinska Sylva Fischerová Internationalization of studies at Wrocław University of Technology Optimising Syllabi for the Study Course «Medical Terminology in English» Exploring a Gold Mine of Classroom Practices Learning the local language: tuning in to Norwegian language and culture Hippokratés otec lékařství: vznik a vývoj legendy Manuel Moreira da Silva Basri Saliu Yi Chen Entrepreneurial skills and creativity in a language learning environment: a Portuguese case-study Developing an English for Specific Purposes Course Using a Learner Centered Approach Investigation of passive learning in China EAP classroom, rationale and solutions 23

25 Language Centres in Higher Education Brno, January 2015 Day 2 16 January Afternoon 14:00 15:00 Plenary Libor Štěpánek Blind Men and an Elephant: What is creativity for?, Plenary Hall 15:00 16:00 Poster Session, Conference Lobby Sections Innovations Testing English for Law Room 31 Room 33 Room 41 Chair Hana Němcová Eva Složilová Hana Katrňáková 16:00 16:30 Eva Trumpešová-Rudolfová Jana Nováková Halina Sierocka Emotional Intelligence in Foreign Language Acquisition Jak testovat gramatiku How to Stimulate Speaking in Legal English Classes 16:35 17:05 Lorena Marchetti, Petra Chvojková Barbora Chovancová Peter Cullen Reflexe jazykových zkoušek Slick Moves in the z češtiny za účelem získání Dance of Course Design: A multimodal approach občanství v ČR v kontextu Step-by-Step Account of in the classroom jazykové politiky EU Creating a Legal English Syllabus 17:10 17:40 Lenka Zouhar Ludvíková Pavel Pečený Paul Cooper Motivating through Autonomy Inovace a výzva: stanovení mezní hranice úspěšnosti jazykové zkoušky Micro-teaching: Concepts of Law: The Concept of Consideration in Contract Formation in Common Law Contracts 17:45 18:15 Anila R. Scott-Monkhouse, Kateřina Vodičková Štěpánka Bilová Enrica Rigamonti Zkoušky z češtiny a SERRJ: Preparing consciously, Personal filters in action when learning a new language and approaching a new culture na co se spolehnout? practicing effectively 18:15 19:30 Break 19:30 22:00 Reception, Conference Lobby 24

26 Detailed Programme Best Practices Strategies Methodology Writing Medical Latin Room 32 Room 42 Room 35 Gabriela Hublová Robert Helán Kateřina Pořízková Irena Podlasková, Julie Bytheway Sylva Fischerová Judit Háhn Navigating writing and publication in a world of emerging Englishes Videoconferencing in ESP classes: Learner-centred Approach Hippokratova přísaha její charakter a původ Rose de Vrieze, Ray Boland Designing materials and methods for ELF teaching and learning Katrina Stollmann, Anikó Brandt Post-Graduate Writers in Bremen: An academic support program for doctorate students and researchers Antonín Zita Giuliana Fiorentino Mária Bujalková, Reflections on ICT Innovations of an Online Literature Course Technology to support creative writing Dagmar Statelová Špecifiká lekárskej terminológie v zubnom lekárstve Mª del Carmen Arau Ribeiro John Morgan Interdisciplinary Projects for Maximizing Learning Lecture Capture as a Reflexive Means of Enhancing Academic Writing Development 25

27 Language Centres in Higher Education Brno, January 2015 Day 2 16 January Afternoon Poster Session, Conference Lobby 15:00 16:00 Marie Červenková Lenka Fišerová Zuzana Fonioková, Katalin Fogarasi, Renata Hajslerová, Ilja Rajdová Philipp Schneider Ivana Malovičová, Šárka Roušavá Zdokonalování jazykových dovedností studentů francouzštiny na ESF MU Research on learning styles of university non-philology students: the Brno University of Technology lesson Language teaching for students with hearing impairments at Masaryk University How the incorrect use of a medical genre and terminology can result in default legal judgements English for study and internship abroad Norbert Conti Joanna Miłosz-Bartczak Svetlana Muhejeva Grazina Nemuniene, Neda Radosavlevikj Lernfeldplakate im akademischen Fremdsprachenunterricht Experimenting with PBL at Lodz University of Technology Language Centre: Findings, Evaluation and Future Prospects of the Method Professional Vocabulary Acquisition as an ESP Course Goal and a Motivational Tool Zita Krikstaponyte Developing a Blended The Role of Correct learning strategy: Pronunciation in Medical Motivating students English to learn English by implementing blended learning activities (Instructional media and Pedagogical considerations) Laura Raščiauskaitė, Ivana Rešková, Philipp Schneider Jitka Kolářová, Loreta Alešiūnaitė, Klára Hušková New Approaches Martina Hulešová, Dalija Gudaityté to Teaching Genre- Mluvtecesky.net: On-line Eva Píšová Specific German Legal platform for Learning Students attitude Terminology AMATE Medical Czech towards the aims of learning professional medical terminology 26

28 Detailed Programme Day 3 17 January Morning 10:00 11:00 Plenary Russell Stannard Tools that have really impacted on my teaching and learning, Plenary Hall Workshops Room 25 Room 33 Room 31 Room 43 Room 32 11:20 12:05 Linda Pospíšilová Johann Fischer, Sophia Butt Raphaël Noir, Eva Trumpešová-Rudolfová, Emmanuel Pralong Lenka Zouhar Ludvíková To Dare or Not To Dare Nicole Wolder Balancing an innovative EAP eportfolio Personal Language Journey Le projet «Ça joue!»: faciliter l intégration de futurs étudiants à un nouvel environnement linguistique grâce à une plateforme d apprentissage en ligne assessment cocktail with student autonomy Task-based teaching and testing at university language centres: Developing models and assessing examples Room 42 Room 33 Room 31 Room 43 Room 32 12:15 13:00 Gabriele Hassler Ivana Šálená Pav Filipi-Drabkova Johanna Vaattovaara, Dana Roemling Tuula Lehtonen Legal linguistics as interdisciplinary language Research-based teaching linguistic teaching development knowledge in application in language centres barriers and drivers The benefits and pitfalls of collaborative presentations in multicultural, multilingual EAP classrooms Strategie řešení úloh na příkladu Certifikované zkoušky z češtiny pro cizince Hören Sehen Handeln: Zum Einsatz von Filmen im berufsorientierten Fremdsprachenunterricht 13:00 Conference Closing, Plenary Hall 27

29 ABSTRACTS* ORAL PRESENTATIONS Arau Ribeiro, María del Carmen Polytechnic Institute of Guarda, Department of Languages and Cultures, Moreira da Silva, Manuel ISCAP Instituto Superior de Contabilidade e Administração do Porto, mdasilva@iscap.ipp.pt National Collaboration for Dynamic CLIL in Portuguese Higher Education (Best Practices Strategies) Based on a national project promoted by ReCLes.pt, the Association of Language Centers in Higher Education in Portugal, the polytechnics are preparing the groundwork for subject classes to be taught in English. To carry out this innovative national project, a needs analysis of the higher education institutes (HEI) in Portugal was first prepared for the ICLHE 2013 Integrating Content and Language in Higher Education Conference, Maastricht, the Netherlands. These results, including quantitative data and interviews with administrators and subject teachers in the participating HEI, have corroborated the urgent call for CLIL in HEI and have led to the development of a training manual, written collaboratively by seven polytechnics, this manual covers training objectives, learner outcomes, interactive and student-centered methodologies, materials and digital resources for learning, including a focus on acquisition of terminology, models for classroom management, forms of interdisciplinary cooperation/collaboration, assessment, and data collection. By January, the Portuguese network of language centers anticipates having carried out local pilot courses in CLIL to train subject teachers who, due to limited human resources in a financially-restricted country, cannot count on teaching in conjunction with a language teacher. Armed with the dual competences of English language teaching and teaching a subject in a foreign language acquired in this 10-hour CLIL teacher training course, these subject teachers, in turn, will be responsible for carrying out at least one CLIL-based module in their 1 st semester course in , which will in turn contribute toward fine-tuning this ambitious and innovative national project. Since the successful national implementation of CLIL-based courses in higher education depends on careful management and strictly defined timelines for maximum collaboration, proactive and timely feedback deriving from this exposure in Eastern Europe is considered to be a most valuable contribution. Apoyado en un proyecto en red promovido por la ReCLes.pt, la Asociación de Centros de Lenguas en la Educación Superior en Portugal, los institutos politécnicos se encuentran a preparar el terreno para las clases a ser enseñado en ingles. Para lograr este proyecto nacional y innovador, un análisis de las necesidades de los institutos de la Educación Superior en Portugal, primero ha sido ya presentado en el congreso ICLHE 2013, Maastricht, los Países Bajos. Los resultados, que interpretan dados cuantitativos así como entrevistas con administradores y el profesorado de las unidades curriculares de contenido específico, corroboran el ruego urgente para CLIL en la Educación Superior y llevaran el red al desarrollo de un manual de instrucción, escrita en colaboración entre siete politécnicos, tratando de los temas esénciales: los objetivos en materia de educación y formación, los resultados de aprendizaje, metodologías interactivas y centradas en el alumno, material y recursos digitales para la aprendizaje, también con un enfoque en la adquisición de la terminología, soluciones para la gestión de la clase, la cooperación/colaboración interdisciplinar, la evaluación y la recogida de datos. Hasta enero, la red portuguesa de centros de lengua anticipa ter ministrado cursos pilotos locales en CLIL para formar profesores de materia no lingüística que no podrán contar con la enseñanza en colaboración con un profesor de lengua debido a los límites en los recursos humanos en un país financieramente restringido. Dotados de las competencias duales de la enseñanza de la lengua inglesa bien como de la enseñanza de sus unidades curriculares en una lengua extranjera adquiridas en el curso piloto de 10 horas de formación en CLIL, estos profesores tienen que ministrar por lo menos un modulo de CLIL, lo que irá contribuir a la afinación de los últimos detalles de este proyecto nacional ambicioso e innovador. * Editor s note: The abstracts were not proofread or edited by conference organizers. Presenters are solely responsible for all submitted texts. 28

30 Language Centres in Higher Education Brno, January 2015 Arau Ribeiro, María del Carmen Polytechnic Institute of Guarda, Department of Languages and Cultures, Interdisciplinary Projects for Maximizing Learning (Best Practices Strategies) In an environment of higher education largely aimed at the workplace, language centers, especially those that are involved in language for specific purposes and CLIL, have the opportunity to promote an interdisciplinary approach to better serve student needs for their professional future. The advocacy for practicing interdisciplinary higher education is documented as early as Pound (1907) in the area of Law, for example, and today is promoted by the Association of Interdisciplinary Studies (AIS), established in Yet while this approach has more recently been largely embraced by researchers, it is still little represented in education despite the manifest opportunity to truly focus on the message, rolling Task-Based Learning and Communicative Language Learning into one since the target language is always in use. Boix Mansilla et al. (2000) identified interdisciplinary education as [t]he capacity to integrate knowledge and modes of thinking in two or more disciplines or established areas of expertise to produce a cognitive advancement such as explaining a phenomenon, solving a problem, or creating a product in ways that would have been impossible or unlikely through single disciplinary means. Innovation in interdisciplinary higher education like that at Duke, the Institut Nicod/Interdisciplines in Paris, and the University of Southhampton s College for Interdisciplinary Learning can and should be applied proactively at a local level for enhanced English learning so that students can be encouraged to acquire the specific education benefits of the interdisciplinary approach, which include gaining skills not only in critical thinking but also in the toleration of ambiguity, the recognition of bias, and the appreciation of ethical concerns. The synergistic nature of learning, which is reflected in the workplace, where the interplay of various knowledge systems is a constant, can and should be a best practice in modern day language learning in the higher education experience. Esta comunicación introduce la buena práctica de educación superior interdisciplinaria, promovida entre otros por Duke, el Institut Nicod/Interdisciplines en París y la University College for Interdisciplinary Learning de la University of Southhampton, con vista al mejor aprendizaje de la lengua inglesa. La defensa de la práctica general de educación interdisciplinaria se encuentra ya en Pound (1907) en el área del Derecho, por ejemplo, y es hoy en día promovida por la Association of Interdisciplinary Studies (AIS), fundada en 1979 para avanzar los beneficios educativos específicos no solo de pensamiento crítico sino también de tolerancia de la ambigüedad, reconocimiento de prejuicios y consideración de problemas éticos. En un ambiente de educación superior orientada hacia el desarrollo profesional, los centros de lenguas, especialmente los de clases de lenguas para fines específicos y CLIL, están únicamente preparados para fomentar un enfoque interdisciplinario para mejor servir las necesidades del estudiante para su futuro profesional. De acuerdo con la definición ampliamente aceptada de educación interdisciplinaria como la capacidad de integrar conocimiento y modos de pensar en dos o más disciplinas o áreas técnicas para producir un avance cognitivo por ejemplo, explicar un fenómeno, resolver un problema, o crear un producto de un modo que hubiese sido imposible o improbable por medio de una sola disciplina (Boix Mansilla et al., 2000), el enfoque interdisciplinario para el óptimo aprendizaje del inglés enlace no solo una sino dos áreas temáticas aplicadas en un enriquecimiento proactivo de competencias inglesas donde la lengua de aprendizaje es el medio de comunicación. La naturaleza sinérgica del proceso de aprendizaje, reflejada en el mundo laboral, donde la interacción de varios sistemas cognitivos es una constante, puede y debe ser una buena práctica en el actual aprendizaje de lenguas dentro del ámbito de la educación superior. 29

31 Language Centres in Higher Education Brno, January 2015 Arriaga, Constanza Guillermina Universidad Nacional del Sur, Programa de Idioma Inglés, Benedetti, Laura Andrea Universidad Nacional del Sur, Programa de Idioma Inglés, Internationalization at Home in an English as a Foreign Language (EFL) Course: First Steps towards a Collaborative Online International Learning (COIL) Approach (Innovations) The need for internationalization is one of the key challenges faced by Argentinian public universities nowadays. Foreign languages play a major role in the internationalization process and English, in particular, is considered as a lingua franca in the academic world. At the Programa de Idioma Inglés of the Universidad Nacional del Sur (UNS), Argentina, we have been working to help students not only to develop their skills in EFL, but also to make them aware of the need to become professionals capable of assimilating the opportunities and the challenges of an international, multicultural, and multilingual society. Over the last few years, the number of incoming international students at the UNS has been increasing steadily and English professors have profited from this opportunity to implement some Internationalization at Home strategies. However, we believe that cooperating and working together with other universities, especially from other countries with a similar situation with respect to EFL, is essential if we want to offer our students high-quality education. Over the last year and a half, we have been working with peer professors from Masaryk University (Czech Republic) and Shanghai Ocean University (China) to present our students with engaging activities that move them to learn about different cultures, as well as to share their own. The experiences were highly motivating and students feedback indicates that they enjoyed the challenge and the new information they obtained from students in other parts of the world. Insufficient technical expertise and lack of time for the extra activities were the main problems they faced. Considering the success of these small-scale projects, one of our future goals is to further develop international cooperation with Language Centers from universities with similar interests and to implement some larger-scale project of COIL to continue offering significant learning opportunities for our students. La internacionalización es uno de los principales desafíos que actualmente enfrentan las universidades públicas argentinas. Las lenguas extranjeras son fundamentales en el proceso de internacionalización y el inglés, en particular, se considera una lengua franca en el mundo académico. En el Programa de Idioma Inglés de la Universidad Nacional del Sur (UNS), Argentina, hemos estado trabajando para ayudar a los estudiantes a desarrollar sus habilidades en EFL, y para que tomen conciencia de la necesidad de convertirse en profesionales capaces de asimilar las oportunidades y desafíos que presenta una sociedad internacional, multicultural, y plurilingüe. Durante los últimos años, la cantidad de estudiantes internacionales que estudian en la UNS ha aumentado constantemente y los profesores de inglés han tomado esta oportunidad para implementar algunas estrategias de Internacionalización en Casa. No obstante, consideramos que la cooperación y el trabajo conjunto con otras universidades, especialmente de países con situaciones similares con respecto a EFL, es esencial si deseamos ofrecer a nuestros estudiantes educación de alta calidad. Durante el último año y medio, hemos trabajado con profesores de Masaryk University (República Checa) y Shanghai Ocean University (China) para presentar a nuestros estudiantes actividades que 30

32 Abstracts Oral Presentations los motiven a aprender sobre distintas culturas y a compartir la propia. Las experiencias fueron motivadoras y los comentarios de los alumnos indican que disfrutaron del desafío y de la nueva información que obtuvieron de estudiantes de otras partes del mundo. Los principales problemas que enfrentaron fueron la falta de conocimientos técnicos y de tiempo para las actividades adicionales. Considerando el éxito de estos proyectos a pequeña escala, uno de nuestros objetivos es desarrollar aún más la cooperación internacional con Centros de Idiomas de universidades con intereses similares para implementar algún proyecto a mayor escala de COIL y continuar la oferta educativa significativa para nuestros estudiantes. Artimová, Jozefa Masaryk University, Language Centre, pepartim@me.com In what respect are they similar? A practical guide to the adjectives on oideus in anatomical terminology (Medical Latin) In medical terminology textbooks the nouns and adjectives finishing with suffixoids -ideus or - idalis are unanimously presented as a distinct and semantically homogenous group. Derived form Greek word eidos these suffixoids are typically taken to refer to a particular shape, form or resemblance to a wide range of material objects. Historical introduction to the study exposes the way particular terms have been established in modern anatomical terminology, what changes in their semantics occurred in the process of transmission from the ancient to the modern medicine, and how these changes are reflected in their Slovak/Czech equivalents. Building on the Anatomical nomenclature of Jena (Stieve, 1935) and Onomatologia Anatomica (Hyrtl, 1880) different semantic groups of terms with suffixoids -ideus and -idalis are proposed to guide the first years students of Latin medical terminology in order to work with these terms efficiently. Učebnice medicínskej latinčiny prezentujú substantíva a adjektíva zakončené na sufixoidy -ideus a -idalis ako špecifickú a sémanticky homogénnu skupinu. Obyčajne sa tieto prípony chápu vo vzťahu ku gréckemu slovu eidos, od ktorého sú odvodené, a ich význam sa vysvetľuje ako odkaz na konkrétny tvar, podobu resp. podobnosť s rozličnými materiálnymi objektmi. Historický úvod štúdie poukazuje na to, ako sa jednotlivé termíny s týmito koncovkami etablovali v modernej anatomickej terminológii, k akým zmenám v ich sémantike v procese prenosu došlo, a ako sú tieto zmeny reflektované v ich slovenských a českých ekvivalentoch. V snahe zefektívniť prácu študentov zoznamujúcich sa s medicínskou terminológiou vychádzajúc z Jenskej anatomickej nomenklatúry (Stieve, 1935) a publikácie s názvom Onomatologia Anatomica (Hyrtl, 1880) navrhujeme odlišovať niekoľko skupín termínov so suffixoidmi -ideus a -idalis. Bytheway, Julie Stenden University of Applied Sciences, School of Education, julie.bytheway@stenden.com Navigating writing and publication in a world of emerging Englishes (Methodology Writing) Academics throughout the world use English to disseminate and discuss research, theories and practice. However, times and Englishes are changing! We have journeyed far beyond the limited choices of British or North American academic Englishes. Editors and publishers in different countries demand different varieties of Englishes, even emerging varieties that are not yet recognised internationally. Alongside the writers and editors, readers worldwide hold yet again other expectations of which varieties of academic English are considered correct language and good practice. Writers are forced to navigate the various expectations of editors and readers. We need to make choices and compromises for publishing opportunities that can conflict with our own definitions of acceptable language and good style. 31

33 Language Centres in Higher Education Brno, January 2015 Kachru (1992) created Three Circles to define the statuses of varieties of Englishes: the innercircle was norm-providing (e.g. Canada), the outer circle was norm-developing (e.g. India), and the expanding-circle was norm-dependent (e.g. Germany). Kachru attempted to remove the offensive terms native and non-native users, but merely shifted the boundary of acceptable and unacceptable to other places. Edwards (2014) recommends we rethink the acceptability of varieties of Englishes and move beyond Kachru s restrictive boundaries of former colonies and foreign language learning contexts. Edwards (2014) research shows that users in foreign language contexts actively construct varieties of English which become increasingly recognised and valued as communities create and maintain identity as English language users. How do we help learner-writers navigate the realities of publishing in a world of emerging Englishes? Where are the dynamic boundaries between acceptable and unacceptable? How do we meet the (sometimes conflicting) expectations of publishers and readers contextual demands? How do we decide and justify which variety for which context(s)? Which varieties of English do we recommend learner-writers develop throughout their academic careers? Beran, Aleš Charles University, Institute for History of Medicine and Foreign Languages, alesek.beran@volny.cz Project for Innovative Textbook of Greek and Latin Medical Terminology in Programmes of General Medicine (Medical Latin) The paper outlines a future textbook, having ambitions of modernizing Greek and Latin medical terminology instruction in programmes of general medicine at the First Faculty of Medicine, Charles University in Prague. The innovation is primarily based on rejection of traditional grammar-oriented approach, which is replaced by practice-oriented instruction. The key demand is to balance the language form of a medical term with its medical content. This approach shall be supported by (1) vocabulary compiled in the empirical way according to frequency in real-life professional settings, (2) structuring the instructional content based on substantial or factual (not only formal grammatical) aspect and (3) thorough semantization of medical terms by means of contextualization and visualisation. Apart from Greek and Latin terms in pure grammatical forms, the present-day medical terminology consists of many words of Greek and Latin origin in forms adapted to national languages as well as expressions of other origin than Greek and Latin. That is why we have to pay attention to another contemporary requirement: the necessity to reflect the actual state of medical terminology as a multilingual complex. The textbook will contain authentic medical texts (e.g. medical reports, prescriptions, professional medical texts), which should enhance interdisciplinary relationships to medical topics. Based on these texts students will be able to perceive the nature of medical language as a whole, not as a list of isolated terms. The natural relation between medical terminology instruction and professional English instruction in the field of vocabulary will be supported by regularly giving English equivalents of Greek and Latin terms. The textbook will be designed having a tripartite structure. The first part will be limited to anatomical vocabulary and anatomically relevant nominal grammatical forms (i.e. nominative and genitive singular and plural), giving the students an opportunity to acquire the necessary language skills in order to understand the system of anatomical terminology as soon as possible. The second part dealing with components and word building of clinical terms will be subdivided according to body systems. The anatomical and clinical vocabulary will be subsequently integrated in the last part, completing Latin grammatical paradigms with the prepositional cases (i.e. accusative and ablative), which will be taught in the context of Latin diagnoses. 32

34 Abstracts Oral Presentations Příspěvek představuje zamýšlenou podobu učebního textu, jehož hlavní ambicí je žádoucí modernizace výuky řecko-latinské lékařské terminologie ve studijních programech všeobecného lékařství na 1. lékařské fakultě Univerzity Karlovy. Tato modernizace je založena především na opuštění tradičního gramaticky orientovaného schématu výuky a na snaze o její přiblížení reálným potřebám studentů medicíny a budoucích lékařů. Klíčovým požadavkem je vyvážení formální jazykové stránky a medicínského obsahu, k němuž by měly vést zejména empirický výběr jazykového materiálu na základě frekvenčního hlediska, strukturování obsahu převážně na základě hlediska věcného, nikoliv gramatického, a důkladná sémantizace probíraného jazykového materiálu pomocí kontextualizace a vizualizace. Důležitá je též reflexe reálné podoby lékařské terminologie, v níž se v současné době ve velké míře objevují vedle tvarů v čistých řecko-latinských formách i tvary adaptované pro národní jazyky či výrazy jiného než řeckého nebo latinského původu. Přítomnost autentického lékařského materiálu (např. lékařské zprávy, recepty, lékařské odborné texty) by měla posilovat interdisciplinární vztah s výukou vlastních medicínských předmětů a jejich prostřednictvím by měl student poznávat nejen terminologickou bázi medicíny, ale též charakter medicínského jazyka obecně. Paralelně uváděné anglické podoby termínů by pak měly podporovat vztah k výuce odborné angličtiny. Pro učebnici je navržena tripartitní struktura. První část se bude omezovat na anatomické lexikum a na anatomicky relevantní jmenné tvary (tj. nom. a gen. obojího čísla). Tímto bude nejlépe vyhověno požadavku paralelně probíhající výuky anatomie, aby student získal v co nejkratším čase základní jazykové kompetence nutné k uvědomělé práci s anatomickým termínem. Druhá část se bude zaměřovat na slovotvorbu klinických a patologických termínů. Bude věcně členěna do několika lekcí podle jednotlivých tělních systémů. Ve třetí části dojde k integraci anatomické a klinicko-patologické slovní zásoby, která bude sledována v kontextu souvislejších syntagmat, zejm. diagnóz. V této fázi budou paradigmata latinských deklinací přirozeně doplněna o předložkové pády (tj. ak. a abl.). Bilová, Štěpánka Masaryk University, Language Centre, bilova@law.muni.cz Preparing consciously, practicing effectively (English for Law) The work of university part-time students in language courses is affected mainly by a reduced number of in-class sessions, which may lead to limiting communicative components of the lessons This paper introduces interactive activities included in the innovated syllabus of English for International Trade Law in a part-time bachelor s degree programme at the Faculty of Law, Masaryk University, neverthless, the mentioned examples can be adapted to various other ESP settings. The paper describes several complex activities, presents examples of students work, discusses benefits and drawbacks of individual tasks and suggests further alternatives. The activities combine pre-session preparation and in-class work. When preparing the students should be well aware of the aims of the tasks to be able to produce a piece of work which will enable them to practice the language effectively. The activities are designed to support students critical thinking and to eliminate paste & copy approach. As a whole, they lead to more personalized, communicative and creative tasks. Práce studentů kombinovaného studia bývá v jazykových předmětech ovlivněna zejména sníženou hodinovou dotací, což může vést k omezení komunikačních cvičení. Tento příspěvek prezentuje příklady interaktivních úkolů z inovovaného sylabu kurzu Angličtiny pro právo mezinárodního obchodu nabízeného v rámci bakalářského studia na PrF MU, uvedené ukázky však lze aplikovat na odbornou angličtinu jiných oborů. Prezentace představuje několik komplexních aktivit, uvádí příklady výsledků, hodnotí výhody a nevýhody jednotlivých cvičení a navrhuje možné alternativy. V aktivitách se prolíná domácí příprava a práce v semináři, přičemž je důležité, aby si studenti uvědomovali cíle jednotlivých úkolů. Uvedené 33

35 Language Centres in Higher Education Brno, January 2015 aktivity by měli podpořit kritické myšlení a do určité míry odstranit odpovědi formou zkopírovaného textu. Celkově vedou k sérii cvičení, které odrážejí individuální přístup, avšak podporují komunikaci a kreativitu. Bowskill, David Humboldt University Berlin, Language Centre, david.bowskill@spz.hu-berlin.de Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di una? (Innovations) This paper deals with a successful (according to tutor and student evaluations) attempt to implement a bilingual project course at a university language centre. The idea for this course came from the tutors experience of attending each other s language courses as students. The example of the trilingual course Communicating in a multilingual environment offered at Basel University Language Centre inspired the tutors to put their ideas into practice. This paper introduces and critically evaluates the development and initial delivery (in winter semester 2013/14) of a CEFRlevel B2 course in English and Italian at Humboldt University Berlin. The focus of the course is on the promotion of multilingualism, flexilingualism and intercultural competence. The success of the following course objectives will be evaluated: the simultaneous use and development of two languages within one course; putting the concepts of multilingualism and multiculturalism into practice; providing added value in terms of experience and knowledge for both students and teachers and, finally, the analysis, comparison and discussion of aspects of British and Italian society with the aim of using the differences as a resource in contributing to the development of multilingual and multicultural European citizens. Im Referat werden Konzeption und erste Durchführung (im Wintersemester 2013/14) eines bilingualen Kurses an der Humboldt-Universität zu Berlin dargestellt und kritisch evaluiert. Die Förderung der Mehrsprachigkeit (insbesondere des flexilingualism) sowie der interkulturellen Kompetenz stehen im Mittelpunkt des Konzeptes. Der Erfolg von folgenden Kurszielen wird evaluiert: die Anwendung und Vertiefung von zwei Sprachen innerhalb eines Kurses; der Versuch, die Begriffe Mehrsprachigkeit und Multikulturalität in der Praxis umzusetzen; der angestrebte Gewinn sowohl für Lernende als auch Lehrende an Wissen und Erfahrung sowie die Analyse, Besprechung und Vergleich von Aspekten der italienischen und britischen Gesellschaft, um dazu beizutragen, dass kulturelle Unterschiede eine wichtige Ressource zur Bildung der europäischen mehrsprachigen und mehrkulturellen Bürger werden. Bujalková, Mária Comenius University in Bratislava, Jessenius Faculty of Medicine, bujalkova@jfmed.uniba.sk Statelová, Dagmar Comenius University in Bratislava, Jessenius Faculty of Medicine, statelova@jfmed.uniba.sk Špecifiká lekárskej terminológie v zubnom lekárstve (Medical Latin) Pre predmet lekárska terminológia v zubnom lekárstve nemá väčšina fakúlt v Čechách ani na Slovensku špeciálne výučbové materiály. Dôvodom je určite aj rozsah vedomostí požadovaný od zubných lekárov, pretože v praxi musia uplatňovať multidisciplinárny prístup, počínajúc od všeobecnomedicínskych disciplín až po špeciálne zameranie na zdravie a choroby ústnej dutiny a maxilofaciálnej oblasti. Je zrejmé, že treba vytvoriť vhodne kombinované učebné materiály, ktoré by vo väčšej miere reflektovali potreby zubného lekárstva, čo sa týka jeho špecifickej terminológie. V oblasti anatomickej terminológie by zahŕňali okrem vybraného 34

36 Abstracts Oral Presentations okruhu termínov zo všeobecnej anatómie aj anatómiu zubov, špeciálne termíny označujúce smer a polohu (hlavy a zubov) a pod. V klinickej terminológii by sa zamerali okrem zubnolekárskych odborov aj na oblasť orálnej a maxilofaciálnej chirurgie. Nová učebnica, ktorá zohľadňuje všetky požiadavky praxe, bude vytvorená v spolupráci so zubnou klinikou. There aren t any particular textbooks to teach the course of Medical terminology in dentistry at many faculties in the Czech Republic or Slovakia. One of the reasons is the range of knowledge required from dentists who have to apply a multidisciplinary approach, starting in disciplines of general medicine up to the special orientation to health and diseases of the oral and the maxillofacial area. Obviously, there is necessity to create appropriately combined course materials, reflecting in larger extend the need for special terms in dentistry. In the field of anatomical terminology it covers the selected terms in general anatomy as well as teeth anatomy, expressions of directions and location, etc. In the clinical terminology there should be focus on various fields of dentistry, the field of oral and maxillofacial surgery. The new textbook, taking into consideration all requirements of praxis, is going to be created in co-operation with the clinic of dentistry. Bušíková, Zuzana Masaryk University, Language Centre, zuzka.busikova@ .cz Výuka praktické češtiny v polském akademickém prostředí (Czech for Foreigners) V rámci svého příspěvku bych se chtěla zaměřit na praktickou výuku českého jazyka na polských vysokých školách. Tato problematika mě zajímá z toho hlediska, jakou uplatnitelnost mají v praxi absolventi českého jazyka z polských univerzit, na co jsou v praxi připravováni. Rovněž mě bude zajímat motivace studentů ke studiu češtiny, výběr konkrétní univerzity, na níž studují a představě o jejich dalším směřování v oblasti češtiny po skončení studia na vysoké škole. Dotkneme se rovněž specifik při výuce češtiny jako cizího jazyka v polském akademickém prostředí. Příspěvek bude vedle toho seznamovat s výsledky probíhajícího výzkumu, jež na vybraných polských univerzitách provádím a který se mě jako lektorky češtiny na jedné z polských univerzit týká. (Budu pracovat s daty získanými z univerzit ve Varšavě, Poznani, Krakově, Opoli a Katovicích. Půjde o univerzity, na které je vysílán lektor češtiny českým MŠMT, Domem zahraniční spolupráce.) Vycházet přitom budu rovněž z již proběhlých výzkumů z minulých let. Nad získanými výsledky bych se chtěla zamyslet, jak by šly zhodnotit zpětně samými univerzitami či pedagogy, jak by se dalo výsledků získaných tímto výzkumem aktuálně využít při náboru nových studentů, především na menších univerzitách a ve vojvodstvích, jichž se výrazně dotýká nastávající demografický pokles populace. Účel tohoto výzkumu, respektive příspěvku, jsem částečně nastínila již výše. Budu pracovat s polským prostředím, poština a čeština jsou jazyky blízké, ale vzdálené zároveň, často je znalost těchto jazyků podceňována. Proto je potřeba jak na české, tak na polské straně kvalitních absolventů vysokých škol, jejichž znalost jazyka obstojí v ekonomické, kulturní a jiné oblasti. Zajímá mě, proč se studenti ke studiu jazyka rozhodli, jaké preference mezi nimi převládají, jak se na jednotlivých univerzitách od sebe výsledky výzkumu liší. Nelze sice hned měnit stávající obory a jejich zaměření, proto se aktuální poptávce snaží vyjít vstříc podiplomová studia. Přesto může lektor do volitelné výuky zařazovat prvky, jež jsou studentům blízké a jichž v praxi využijí, přestože se mnohdy budou od klasické náplně oboru odchylovat. This article deals with the practical teaching of the Czech language in the Polish academic environment. It mainly focuses on the specific features of teaching Czech as a second language to Polish students. The article also presents the results of reseach conducted on selected Polish universities. The research is concerned with the students motivation behind their choice of Czech as a university subject, their choice of faculty as well as university. 35

37 Language Centres in Higher Education Brno, January 2015 Butt, Sophia University of Birmingham, English for International Students Unit, Authenticity in ESAP Course Design: Managing Student & Departmental Expectations (Course Design) Designing ESAP programmes which could help practitioners to deliver an authentic experience to students who are preparing for departmental studies is undeniably challenging. However, with careful planning, close cooperation with academicians and feedback from students both before and after they have embarked on their departmental studies, it is a challenge that can be successfully met. The Business Management English (BME) Presessional Programme is one of the UK s leading ESAP courses for postgraduate students. This presentation demonstrates how the BME gained success in training its teachers in the methods, principles and practices which are relevant to an ESAP course: it proposes a three-pronged approach to creating authenticity in discipline-specific English courses, identifying how to generate a student experience that will, as far as is possible, mirror departmental studies in terms of the pedagogical methods employed, the assessment techniques used, and seminar activities set. Through a carefully designed syllabus, specially created materials/handbooks, group/interdisciplinary teaching and the exploitation of e-learning technologies, it is possible to manage both student and departmental expectations, leading to a rewarding experience for learners. The motivational aspect of meeting the needs and expectations of international students was presented by Jordan (1984, 1993, 1986 & 1996) in a number of reports (some of which were coauthored) while Swales & Feak (2001) discussed the value of striving for collaborative synergies to benefit materials and course design. Finally, the inspiration behind the first of three recent studies at the University of Birmingham in the UK came from Geoghegan (1983) who conducted a large-scale investigation into the linguistic difficulties experienced by overseas students in their first term of studies at Cambridge University: In term 1 of 2009, the presenter of this paper (Sophia Butt) conducted a series of observations and interviews with lecturers at the Birmingham Business School (BBS) in order to gain first-hand experience of the pedagogical approaches employed there and the challenges faced by students. In arrival week of , together with a team of colleagues, the presenter administered an e-questionnaire to 816 presessional students about to embark on ESP and EAP courses in order to establish their expectations before postgraduate studies. This was then followed by an e-questionnaire which was sent to Programme Leads and academicians at the BBS to understand their needs, and to elicit genuine examples of materials and assessments used at the BBS. All of the aforementioned has helped to inform course design on the BME Presessional Programme. Camacho, Veronika Masaryk University, Language Centre, camacho@fss.muni.cz Simbartlová, Alena Masaryk University, Language Centre, simbartl@phil.muni.cz Persuasive approaches in communication and principles of argumentation in Spanish (Methodology) The art of argumentation can be considered as a soft-skill as well as the master piece of language acquisition. Where is the border line between a good and a bad argumentation? How can I learn 36

38 Abstracts Oral Presentations to be persuasive in my communication? How can I become a good negotiator? Can I manage to persuade easily and convincingly, would I be a good attorney or a good mediator? These questions are rather comprehensive and a possible answer to them involve a wide range of different aspects. The aim of the presentation is to offer some examples of best practices and to share innovations implemented into the seminars of academic and professional Spanish at the Faculty of Arts, Faculty of Social studies, Faculty of Economics and Administration and Faculty of Law at Masaryk university, in order to master the basic principles of persuasive communication and argumentation. These activities involve both written practice, example of which can be an argumentative essay as opposed to expository text and oral exercises such as art of business negotiation, lawyer-client communication, persuasive political speech, persuasive approaches in marketing, etc. To be able to get acquainted with the basic rules, students should first master numerous linguistic practical aspects, i.e. linking words, discourse markers, confrontation of ideas, cohesion etc. Attention is also paid to the structure of an argumentative text, techniques of argumentation, different kinds of argumentative paragraphs. Some examples of such exercises, both written and oral, together with the methodology outline will be presented during the presentation. El arte de argumentación puede ser considerado como una habilidad o competencia blanda asimismo como el resultado del máximo dominio de una lengua extranjera. Por dónde pasa la línea marcadora entre una buena y mala argumentación? Cómo se pueden aprender las técnicas de persuasión en una comunicación? Cómo se llega a ser un buen negociador, abogado o mediador? Qué es lo que hace de mí un hablador persuasivo, dotado y confiable? La respuesta engloba varios aspectos: lingüísticos, pragmáticos, interculturales y discursivos. El fin de la presentación es ofrecer varios ejemplos de las actividades implementadas en los cursos de español académico y específico en la Universidad Masaryk y al mismo tiempo compartir la metodología enfocada en los estudiantes universitarios. Chen, Yi Shanghai Ocean University, AIEN Institute, y-chen@shou.edu.cn Investigation of passive learning in China EAP classroom, rationale and solutions (Multilingualism) Unlike in other countries where students come from multilingual background, Chinese EAP students are quieter than those in intercultural settings, which brings inflated problems for Chinese teachers of EAP. With the rocketing amount of students who study abroad each year, the problems have commenced to spread over to other EAP settings in numerous English speaking countries, triggering continual laments from lecturers globally. Therefore, as an EAP teacher in China with six year experience, the author reflects potential causes of such reticence within the classroom and possible approaches to convert passive learning behaviour into a proactive one. The presentation discusses the rationale of the passive learning in Chinese classrooms, and its linguistic, cultural and sociological interpretations of the problems, all based on a questionnaire and interviews done within the Ocean University of Shanghai. Further analysis presents data collected from the respondents in University EAP classes. Furthermore, a set of solutions for necessary innovations of the teaching and learning is provided and analysed. Finally, an emphasis is placed on examining the construction of EAP teachers rapport with students and ways to reinforce teacher-student relationship in the EAP settings, which was overlooked by EAP professionals both in China and abroad in decades. With better understanding, mute classes may cease to exist sooner or later. Illustrations of diversified activities that aim to help learners transform their learning patterns and EAP teachers adopt new practices in their own institutes 37

39 Language Centres in Higher Education Brno, January 2015 is also testified in the presentation. Kongzi (known as Confucius), once asserted: involve me and I will understand, which can, undeniably, justify the idea that Chinese students may have not behaved as passive learners in history and that involvement implies engagement rather than quiescence. A diferencia de otros países donde los estudiantes hablan distintas lenguas maternas, los estudiantes chinos de EAP son más silenciosos que aquellos en un contexto intercultural. Esto genera problemas aumentados para los profesores chinos de EAP. Con la cantidad creciente de estudiantes que estudian en el extranjero anualmente, los problemas han comenzado a extenderse a otros entornos de EAP en países de habla inglesa, y esto provoca lamentos continuos de profesores a nivel mundial. Como profesor de EAP con 6 años de experiencia en China, el autor reflexiona sobre posibles causas de tal reticencia dentro del aula, y posibles enfoques para convertir este comportamiento de aprendizaje pasivo en uno proactivo. La presentación analiza los motivos para el aprendizaje pasivo en las aulas chinas, y las interpretaciones lingüísticas, culturales y sociológicas de los problemas, todo según cuestionarios y entrevistas realizadas dentro de la Ocean University de Shanghái. Se presenta un análisis más detallado de datos recogidos de los encuestados en clases de EAP universitarias. Se proporciona y analiza un conjunto de soluciones para implementar innovaciones necesarias en el proceso de enseñanza-aprendizaje. Finalmente, se enfatiza la construcción de una buena relación entre profesores de EAP y estudiantes y la forma de reforzarla en los entornos de EAP, aspecto que fue ignorado durante décadas por los profesionales de EAP, tanto en China como en el extranjero. Con una mejor comprensión, es posible que las clases mudas se extingan tarde o temprano. También se incluyen ejemplos de actividades para ayudar a los alumnos a transformar su modelo de aprendizaje, que los profesores de EAP pueden adoptar en sus instituciones. Kongzi, (conocido como Confucio), afirmó: involúcrame y entenderé, y esto puede, sin lugar a dudas, justificar que los estudiantes chinos no deberían comportarse como alumnos pasivos, y que participación incluye compromiso más que calma. Comadina Granson, Ruben University of Groningen, Language Centre, A.R.O.Comadina.Granson@rug.nl Blortfolios: Constructivism put to good use or a waste of time? (Innovations) Traditional paper-based portfolios have a long history of use in higher education. More recently, the web-based version has become a popular means of collecting and presenting selections of work, and even showcasing achievements to prospective employers. The practical applicability of blortfolios or, rather, blogs as language portfolios, lies in its constructivist approach to language learning. Not only can blortfolios act as a journal of work created during the course but also as a stimulus for feedback of work posted, inviting comments from both teachers and peers. Since students are digital natives, they are well-acquainted with web technologies, and teachers can simply no longer ignore their role in language classrooms. This paper will explore the potential for using blortfolios in language courses, more specifically in Spanish at waystage level (CEFR A2), as a tool to foster creativity, self-esteem and reflection, all in preparation for lifelong learning and personal development. El tradicional portafolio en papel tiene una larga historia de uso en la enseñanza superior. Su versión en línea se ha convertido más recientemente en un medio popular utilizado para recopilar y presentar material de trabajo e incluso utilizado como carta de presentación ante futuros empleadores. La aplicación práctica del blortfolio, vale decir, el uso del blog como portafolio de las lenguas, radica en el enfoque constructivista del proceso de enseñanza y aprendizaje. Los blortfolios no sólo funcionan como un diario de trabajo creado durante un curso sino como un estímulo para la retroalimentación del material subido que invita a comentarios tanto de sus pares como de sus profesores. Si tenemos 38

40 Abstracts Oral Presentations en cuenta que los estudiantes son nativos digitales, como tal manejan sin dificultad las Web 2.0, y los profesores simplemente no pueden ignorar el papel que las mismas deben jugar en la clase de lengua. Esta ponencia explora el potencial de los blortfolios en las clases de lengua, específicamente en las de español a nivel plataforma (A2 del MCER), como una herramienta que estimula la creatividad, la autoconfianza y la reflexión, todo ello bajo el concepto de la preparación permanente y el desarrollo personal. Cooper, Paul Prague College, School of Business, info@legal-english.cz Micro-teaching: Concepts of Law: The Concept of Consideration in Contract Formation in Common Law Contracts (English for Law) This paper will share the experience of using an illustrative approach to teaching business students the concept of consideration in contract formation in Common Law contracts. Consideration is a particularly abstract concept of the Common Law legal system (essentially the Anglo-American system), and one which is foreign to the thinking of people from a Civil Law jurisdiction. Students have traditionally had difficulty absorbing, and more particularly, articulating the concept. Yet, without consideration there can be no enforceable contract. Hence understanding the concept is fundamental to all business (and other) transactions. This paper will look at statements of law from a number of textbooks and dictionaries together with a sample of actual student responses, based on a lecture/textbook approach, to an assignment task requiring articulation of the concept. The presenter will then outline an innovative illustrative whiteboard approach in the classroom to approaching the concept. Finally we will look at samples of actual student responses to the same assignment task following introduction of the innovative illustrative whiteboard approach. The session will conclude with a brainstorm of what other areas of conceptual learning might lend itself to this illustrative approach together with sharing of experience of others in concept teaching and learning. Cette présentation vous fera partager l expérience de l utilisation d une approche illustrative à enseigner aux élèves d affaires les concept de consideration dans la formation des contrats en contrats de common law. Csongor, Alexandra University of Pécs, Medical School, Department of Languages for Specific Purposes, alexandra.csongor@aok.pte.hu Rhetorical Moves in Medical Research Articles and their Online Popularizations (Research) Students, scholars and researchers extensively use Web sources in their works. The online news media commonly translates the content of scientific articles while also influencing the decisionmaking process of the audience. Linguistic studies mostly concentrate on scientific discourse. Nwogu (1997) using Swales (1990) genre-analysis model attempted to identify the structure of information in the Introduction, Methods, Results and Discussion sections. Fryer provided a methodology, in which he combined a detailed rhetorical and lexico-grammatical analysis of medical research articles (Fryer, 2012). The schematic structure of science popularization was examined by Nwogu (1991). In his study he characterized the generic structure of medical texts 39

41 Language Centres in Higher Education Brno, January 2015 using Swales (1981) move analysis approach. Stejskalova (2012) studied a corpus of 35 popular science articles in the field of medicine. There have been few studies that compare the language use of research papers and their popularizations. This work aims to broaden our knowledge about the popularization of science. The focus of the study is to investigate and compare the rhetorical structure of research and popular articles by means of move analysis. The analysis is based on an electronic corpus of 60 articles divided into two sub-corpora: 30 Medical Research Articles (MRAs) about prenatal vitamins and nutrition, and 30 corresponding Popular Science Articles (PSAs). The texts in the two sub-corpora were analyzed and divided into moves, which mark the content of the particular discourse unit. As a second step, based on the move-analysis of all texts in the corpus, a characteristic move structure for both genres was identified. The results indicate that PSAs have an identifiable pattern and a typical popular article contains 8 moves. The writers are likely to take over some of the rhetorical moves that are present in MRAs. However, significant structural differences exist between the two text types. The results of these analyses can be useful in assisting non-native and even native professionals in the interpretation and production of both scientific and popular science articles. References: Nwogu, K. N. (1997). The Medical Research Paper: Structure and Functions. English for Specific Purposes, 16 (2), Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: CUP. Fryer, D. L. (2012). Analysis of the generic discourse features of the English-language medical research article: A systemic-functional approach. Functions of Language 19 (1), Nwogu, K. N. (1991). Structure of science popularisations: A genre-analysis approach to the schema of popularised medical texts. English for Specific Purposes, 10, Swales, J. (1981). Aspects of Article Introductions. ESP Monograph No.1, Language Studies Unit, Birmingham: Aston University. Stejskalová, T. (2012). Grammatical aspects of the moves in popular scientific reports. Thesis. University of Pardubice. Faculty of Art and Philosophy. Denksteinová, Markéta University of Pardubice, Language Centre, marketa.denksteinova@upce.cz Sundh, Stellan Uppsala University, Department of English, stellan.sundh@engelska.uu.se Videoconferencing and E-tools in Teaching Cross-Cultural Competences (Course Design) International communication in business requires adequate skills in English. For this purpose, the global community requires a working force who not only can use the English language for reception of information but also for oral and written production. It is thus vital for educational institutions to prepare students efficiently and possibly more than ever, for fast and reliable oral communication with the help of Skype or video-conferences. At the same time the curricula of higher education are filled with what the students need in many other respects to be able to succeed in their future career. Studies of language can therefore be challenged by other courses and activities, all necessary to have at hand in a more complex and demanding working environment. Motivation is central in students learning and therefore it is crucial to create conditions for learning languages that students experience as both relevant and authentic-like. In 2014 some 120 students at Pardubice University and Uppsala University, Campus Gotland worked together in communication in English by using videoconferences. In these videoconferencing seminars the students oral skills were in focus. The Czech and Swedish students were of 40

42 Abstracts Oral Presentations different faculties/disciplines but mostly in the first or second year of their studies. The purpose was to highlight issues of international business and intercultural communication and in this way develop the students language competence in authentic communication and interaction in English between non-native speakers of English. The authors will discuss some e-instruments (Moodle, Facebook groups, shared Google docs and presentations, Google drive) used in VC seminairs for improving effective language learning and for achieving desired progress in the students communicative and cross-cultural competences. The discussed instruments are related to raising the students learner autonomy through the videoconferencing techniques into the everyday learning-teaching process. The experience of the students will also reflect the intercultural challenges seen through the students different approaches towards both set and selected topics for VC sessions and focus on the shift from the teacher-centered to a more learner-centered approach. The seminars were evaluated both in terms of questionnaires and with discussions in groups. Mezinárodní obchodní komunikace vyžaduje adekvátní dovednosti komunikace v anglickém jazyce. Za tímto účelem vyžaduje globální společnost pracovní sílu, která je nejen schopna používat angličtinu pro přijímání informací, ale také k vlastnímu ústnímu a psanému projevu. Je tedy životní nutností vzdělávacích institucí připravit studenty efektivně a možná více než jindy, na rychlou a spolehlivou komunikaci prostřednictvím Skypu či videokonferencí. Na druhou stranu kurikula vyšších vzdělávacích institucí jsou naplněna dalšími požadavky na studenta pro úspěšné začlenění do pracovního prostředí. Motivace jak pak klíčová pro samotné učení studentů a proto je nezbytné vytvářet takové podmínky pro studium jazyků, které by navozovaly dojem autentičnosti a byly relevantní studijnímu zaměření v co nejvyšší možné míře. V roce 2014 pracovalo zhruba 120 studentů Univerzity Uppsala a Univerzity Pardubice na společném projektu prostřednictvím videokonferencí. Videokonferenční semináře se zaměřily především na ústní projev studentů. Jednalo se o švédské a české studenty prvního až druhého ročníku bakalářského studia různých fakult a oborů. Cílem videokonferenčních seminářů bylo zaměřit se na otázky mezinárodního obchodu a interkulturní komunikace a tímto způsobem rozvinout jazykové kompetence studentů v autentické komunikaci a interakci v angličtině mezi nerodilými mluvčími. Autoři představí některé používané e-nástroje (Moodle, Facebookové skupiny, sdílené Google dokumenty a prezentace, Google drive), které studenti používali během videokonferenčních seminářů. Diskutované nástroje jsou spojeny se snahou o zvýšení studentovy studijní autonomie v každodenním procesu učení. Tato zkušenost studentům umožnila porovnat interkulturní rozdílnost v přístupu k řešení daných otázek a problémů a pomohla též posunout ohnisko výukového procesu více ke studentovi. Semináře byly hodnoceny závěrečným dotazníkem a diskuzemi v jednotlivých skupinách. Fiorentino, Giuliana University of Molise, Department SUSeF, giuliana.fiorentino@unimol.it Technology to support creative writing (Methodology Writing) It is well known that web environment and writing activities supported by ICT strongly increases students motivation in writing tasks by offering an appropriate and real context to share writing tasks required by the teacher in the classroom. But motivation is only one aspect of learning process and we are interested in discussing more in detail other relevant and less researched aspects of writing with ICT. In particular we aim at deeply investigating a) how writing with ICT makes the writing process a more creative one and b) which aspects of writing tasks can be better supported and developed by using new technologies. The paper is based on research in progress about the way digital information and communication technologies support innovative and creative teaching of composition. We apply our analysis both 41

43 Language Centres in Higher Education Brno, January 2015 in the context of L2 teaching and in the context of L1 teaching. We discuss how ICTs contribute to innovate writing activities in the following subtypes: writing descriptive texts and constructing illustrated texts, (re)writing narrative texts by accessing specialized websites, collaborative writing supported by wikis. For each type, theoretical aspects and teaching practices are deeply inspected. Data come from public websites devoted to writing and from a corpus of writing with ICT that we are collecting at the University of Molise. One of the theoretical aspects that our research aims at better inspecting is the definition of creativity applied to the writing process. Creativity is inherent in writing because writing is to create a text that did not exist before - whatever its type (in this definition creativity is not an exclusive property of literary texts). Even if we consider writing as a complex process involving previous knowledge of the topic, of textual schemas and of linguistic registers coherent with the specific textual type, writing is a creative act. In fact, writing always involves original and personal choices. Even when writing is a mere linguistic manipulation of an existing text there is some kind of creativity in it. Creativity in writing is the ability to solve in a flexible, personal and original way different types of writing problems. The research will focus on the description of different aspects of creativity in writing on the part of the author. Last but not the least in our research we also explore the notion of creativity on the part of the teacher: it emerges that creativity from the part of the teacher results in an effort to invent new activities that increase the involvement and active contribution of the student during the writing tasks. The teacher is required to rethink the writing curriculum and to define and develop writing practices that are not traditionally part of the Italian pedagogical tradition. References Bereiter, Carl e Marlene, Scardamalia The psychology of written composition, Lawrence Erlbaum Associates, Inc. EACEA Cifre chiave sull utilizzo delle TIC per l apprendimento e l innovazione nelle scuole in Europa. Bruxelles. Eco, Umberto Combinatoria della creatività. Conferenza tenuta a Firenze per la Nobel Foundation il 15 Settembre Fiorentino, Giuliana Frontiere della scrittura. Lineamenti di web writing. Roma, Carocci. Fiorentino, Giuliana e Bruni, Filippo Didattica e tecnologie, Roma, Carocci. Hillocks, G. Jr. (1986) Research on written composition: New directions for teaching, Urbana, IL, Ncte. Testa, Annamaria (2010) La trama lucente. Che cos è la creatività, perché ci appartiene, come funziona. Milano, Rizzoli. Fischer, Johann Georg-August-Universität Göttingen, ZESS, johann.fischer@zess.uni-goettingen.de Wolder, Nicole Georg-August-Universität Göttingen, ZESS, nicole.wolder@zess.uni-goettingen.de Handlungsorientiertes Lehren und Prüfen an europäischen Hochschulsprachenzentren (Testing) Handlungsorientierung bietet durch das kontext- und praxisbezogene Arbeiten die Möglichkeit, im Fremdsprachenunterricht und beim Sprachtesten an der Hochschule auf die komplexen Kommunikationssituationen einzugehen, in denen sich Studierende während des Studiums 42

44 Abstracts Oral Presentations und später im Beruf befinden werden. Fremdsprachenlernen in thematisch eingebetteten Zusammenhängen mit konkreten Zielen, verbunden mit der Orientierung der Inhalte an den Studierenden ermöglicht Studierenden und Lehrenden, gemeinsam an soziokulturellen und Handlungskompetenzen sowie an weiteren Schlüsselkompetenzen, die für das Leben und Arbeiten in Europa unumgänglich sind, zu arbeiten. Ausgehend von den Ergebnissen des GULT-Projekts und der Umsetzung des handlungsorientierten Konzepts im UNIcert-Verbund werden wir die Herausforderungen und Chancen des handlungsorientierten Lehrens und Testens im Rahmen des hochschulischen Fremdsprachenlehrens und -lernens in Europa vorstellen und konkrete Beispiele näher erläutern. A task-based approach offers the possibility to work in a specific context close to real-world scenarios and to link language teaching and testing at university to the complex situations of communication students will encounter during their studies and in their future profession. Language learning that takes place within a thematic context with specific aims and that is based on the content of the learners field of study allows both students and teachers to develop the necessary sociocultural skills and other transferable skills that are essential to act successfully in a European work and study context. Based on the results of the GULT project and the implementation of the task-based approach in the UNIcert network we will discuss the challenges and opportunities of a task-based teaching and testing approach at university level in Europe and present concrete examples taken from our own context. Golovatina, Varvara University of West Bohemia, Institute of Applied Language Studies, golovatina@gmail.com M-learning in the context of Russian language teaching: an analysis of the selected apps. (Innovations) M-learning is a contemporary method in language learning that is intended to increase general motivation of a student and expand their contact with the language in question beyond the classroom. The problem of students motivation continues to be one of the central tasks in language learning and academic discussions in the area. ICT were acknowledged as a possible solution especially in the era of technology and the increase of its popular use. Introduction of informational technologies in language learning has been supported by governments as well often as a required revision of the curricula. Many teachers, however, still find its usage confusing, which proves the importance of the further discussion of the issue. M-learning is a method that is based on a wide distribution of mobile devises such as smartphones or tablets and increasing production of applications for language learning on different levels. For my presentation, I will analyse selected mobile applications for Russian language from the language learning point of view and their potential for RLT. I will present the results of their tests and classify them, dividing into several groups according to the different characteristics as follows: What does a student exercise (alphabet, vocabulary or grammar)? How a student does it? How is material organized? As well as common mistakes in the didactic materials provided by the applications? Among the others. В области преподавания языка одной из центральных задач остается повышение мотивации учащихся. Использование информационных технологий (ICT) на уроках языка видится как одно из ее решений. В том числе использование обучающих приложений для мобильных устройств (смартфонов или планшетников) может повысить мотивацию студентов и обесепечить их контакт с изучаемым языком вне класса. 43

45 Language Centres in Higher Education Brno, January 2015 В своей презентации я представлю результаты анализа, с точки зрения лингводидактики, ряда мобильных приложений для изучения русского языка, а также рассмотрю возможности их применения на уроках русского как иностранного. Grollman, Marcus University of Groningen, Language Centre, English for Specific Purposes Courses and The Native Speaker Problem Communication or Identity? (Soft Skills) Internationalization is now a reality for many working for university language centres. One of the results of this process at the University of Groningen is the growing number of first language English speakers enrolled in English for Specific Purposes student courses, offered by the English Section of the Language Centre (English for Law, English for Business, etc.). None of these students are granted exemptions and they must complete an English programme in order to qualify for study credits. Student resistance and resentment could be a problem for teachers. How can the teacher motivate these students to participate actively and positively in course programmes and workshops? How can we channel the expertise and experience that they may be able to offer to their second language colleagues? How can we ensure that course curricula challenge mother-tongue speakers in a positive and developmental way? In this presentation, I will share the experiences we have had in Groningen, the solutions we have found and the resources we have developed to challenge, motivate and enthuse this growing group of students. Eine zunehmende Anzahl Studenten mit Englisch als Muttersprache ist innerhalb von ESP-Programmen in studiengangrelevante Kurse eingeschrieben. Dies stellt eine Herausforderung für die Dozenten des Sprachenzentrums dar. Wie können wir diese Studenten in unseren Kursen herausfordern, motivieren und einbeziehen? Wie können wir ihre möglichen Ressentiments überwinden? In diesem Workshop werden Lösungen und Ideen präsentiert, die von der englischen Abteilung des Sprachenzentrums an der Universität Groningen entwickelt wurden. Hrbáčková, Jiřina Masaryk University, Language Centre, jirina@mail.muni.cz Boháček, Milan Masaryk University, Language Centre, bohacek@mail.muni.cz The implications of a newly developed oral test in Business English at the Faculty of Economics and Administration, Masaryk University: Are we heading in the right direction? (Testing) This paper examines the result of a two-year developmental process of the Business English spoken test at C1 CEFR level at the Faculty of Economics and Administration of Masaryk University. However radical the overhaul in the oral part of the test may have seemed at the onset, the transition from a classical teacher-student interview format to the monological discourse and a peer-to-peer discussion as the main test tasks, with the role of the interlocutor and rater split between two teachers using analytical rating scales, has had huge implications on the validity and reliability of assessment. Setting a pass score on the oral performance, unknown to the previous practice, led students to reconsider their attitude towards the role the oral part plays within the overall test. The paper will provide an overview of the stages of the development and will be complemented by sample test tasks, basic statistical output and analysis of feedback provided by 44

46 Abstracts Oral Presentations the students taking the test. The preliminary look into the merit of the efforts exerted indicates enhancement in quality, reliability, validity as well as prestige of the oral test. Příspěvek představí výsledek dvouletého vývoje ústní části zkoušky obchodní angličtiny na úrovni C1 na Ekonomicko-správní fakultě Masarykovy univerzity. Ačkoliv se revize původní formy ústní zkoušky na počátku vývoje zdála velmi radikální, ukázalo se, že přechod od klasického formátu pohovoru mezi učitelem a studentem k monologu studenta a diskuse s vrstevníkem coby hlavními testovými úlohami má velký dopad na spolehlivost a validitu hodnocení. Studenti jsou nově hodnoceni hodnotitelem dle analytické hodnotící škály a komunikace je vedena tazatelem; zkoušku tedy administrují vždy dva vyučující. Na ústní část zkoušky byl nastaven limit pro úspěšné zvládnutí, což přispívá ke zvyšování její důležitosti. V příspěvku bude představen proces vývoje ústní části zkoušky, základní statistické údaji a analýza dotazníku, který byl předložen studentům absolvujícím zkoušku na jaře Předběžné hodnocení celé této snahy naznačuje, že se jedná o posun směrem k vyšší kvalitě, spolehlivosti, validitě i prestiži ústní části zkoušky. Hulešová, Martina AJAT ČR; Masaryk University, Faculty of Education, mhulesova@volny.cz On the Effect of Using Different scoring Methods for Two Versions of the Test (Testing) I will discuss the effect of two different scoring methods on the construct of the test, on the decision consistency made on the basis of the test results and the implications for test fairness and validity of the interpretation of the results. The data comprised scores of two tests (both taken by the same students) scored differently and data from teachers and students questionnaires. I will try to show how rescoring can cause changes in the construct, decision consistency, and therefore in the interpretation of the results. Chovancová, Barbora Masaryk University, Language Centre, barbora.chovancova@law.muni.cz Slick Moves in the Dance of Course Design: Step-by-Step Account of Creating a Legal English Syllabus (English for Law) From the original ideas, through a series of dead ends to the final results this presentation will show the process of designing a new four-term course for students of legal English within the Impact project. Not only different stages but also different aspects of the work will be discussed, e.g. ways of working with experts, ensuring effective teamwork, maintaining balanced content, and avoiding falling out of step with modern methodology. Sample lessons will be presented and selected activities will be shared to illustrate some of the complex considerations that had to be taken into account when designing the new course syllabus. Prezentace dokumentuje proces tvorby nového čtyřsemestrálního kurzu právnické angličtiny, který vznikl jako jeden z výstupů projektu Impact na CJV MU. Představeny budou jednotlivé fáze inovace, a to od původních představ až po konečné výsledky. Probrány budou takové aspekty jako spolupráce s experty, zajištění efektivní činnosti týmu, přípravu vyváženého obsahu a využití moderních technologií. Prezentace přiblíží vybrané výukové moduly a aktivity s cílem ilustrovat hlediska, která je nutno vzít v úvahu při tvorbě nového výukového sylabu. 45

47 Language Centres in Higher Education Brno, January 2015 Chvojková, Petra Palacky University, Reflexe jazykových zkoušek z češtiny za účelem získání občanství v ČR v kontextu jazykové politiky EU (Testing) Řada evropských států reaguje na narůstající migraci v prostoru EU mj. i požadavkem aktivní znalosti národního jazyka cílové země jako jednu z podmínek pro získání občanství. Česká republika není v tomto ohledu výjimkou. V prvé části příspěvku bude pozornost věnována situaci kolem zkoušek pro občanství v České republice. Další část se pak zaměří na jazykovou zkoušku v kontextu současné jazykové politiky EU, kdy jsme na jedné straně svědky narůstající migrace, na straně druhé můžeme sledovat regulace členských států v podobě požadavků na úroveň ovládání jazyka cílové země a používání jazykových zkoušek pro účely integrace. I když je zřejmé z kontextu situace v Evropě, že jazykové zkoušky plní především roli propouštěče ( gate-keeping role ), přesto je v daném kontextu nutné položit si otázku, zda může současné nastavení jazykových zkoušek pro občanství může vést ke spravedlivější jazykové politice týkající se migrantů ČR, tj. zda se současného systému mohou mít prospěch jak samotní žadatelé o občanství, tak stát jako celek. Many European countries implement the requirement of an active knowledge of their oficial language as one of the condition for obtaining citizenship. Czech Republic is no exception in this respect. In the first part of the paper, attention will be paid to the situation around exams for citizenship in the Czech Republic. The next part will focus on language exams in the context of the current EU language policy. On the one hand we can see an increasing migration in the EU but on the other hand we can observe the actual regulations of the EU Member States in the form of requirements of the language proficiency of the target country and using language tests for integration purposes. Although it is clear from the situation in the Europe that the language tests play mainly gate-keeping role it is still necessary to ask the question whether the current state of language testing policies is based on fair criterions for citizenship applicants, e.g. whether both sides (the state on one side and the apllicants on the other) can benefit from the current state. References: Blackledge, Adrian (2009): As a country we do expect: the futher extension of language testing regimes in the United Kingdom Languae Assessment Queraterly 6/1: Council of Europe: Parliamentary Assembly, Integration tests: helping or hindering integration?, 29 February 2014, Resolution 1973 (2014), available at: Davies, Alan (2009): Language testing for non-indigenes high stakes demands and ethical imperatives. IN: Sprachen ohne Grenzen. Goethe-Institut. Gysen, Sara; KUIJPER, Henk; and van AVERMAET, Piet, (2009): Language testing in the context of immigration and citizenship: the case of the Netherlands and Flanders (Belgium). Language Assessment Quarterlly, 6/1: Krumm, Hans-Jürgen (2010): Die Förderung der Muttersprachen von MigrantInnen als Bestandteil einer glaubwürdigen Mehrsprachigkeitspolitik in Österreich. MitSprache 3, s Kunnan, Anthony John (2009): Testing for citizenship: the U.S. naturalization test. Language Assessment Quearterly 6/1: Milani, Tommaso, M. (2008). Language testing and citizenship: A language ideological debate in Sweden. Language in Society 37: Papp, Szilvia ROBINSON Martin (2008). A framework for addressing issues related to migration and language assessment: exemplification of the framework with Cambridge Sol s Skills for Life examinations. Piller, Ingrid (2001). Naturalization language testing and its basis in ideologies of national identity and citizenship. International Journal of Bilingualism 5:

48 Abstracts Oral Presentations Shohamy, Elana (2009). Reflections on testing for migration purposes. IN: Sprachen ohne Grenzen. Goethe-Institut. Stevenson, Patrick (2006). National languages in transnational contexts: Langugae, migration and citizenship in Europe. IN: Clare Mar-Molinero Patrick Stevenson (eds.), Language ideologies, policies and practices: Language and the future of Europe, s Basingstoke, UK: Palgrave Macmiillan. Janík, Zdeněk Masaryk University, Faculty of Education, Department of English Language and Literature, English language as a cultural tool for intercultural communication (Soft Skills) More and more intercultural communication takes place in the language of English. When one non-native speaker of English communicates with another, an appropriate language use does not guarantee a success in their communication. The knowledge of English must be supplemented by the knowledge of context. The knowledge of context which is required for successful communication is not accomplished through learning about large cultural groups, such as is the U.S. American or British culture. Since each of us simultaneously participates in many different cultural groups based on our nationality, gender, age, vocations, family, etc. the context of intercultural communication depends on the situation, the participants and their relationships, rather than on their membership in particular cultural groups. The paper presents methods of English teaching used in two courses Intercultural Communication and Cultural Studies For Teachers of English. The main objective of these courses, taught at the Faculty of Education of Masaryk University, is to show the students how to adopt English language as a cultural tool for successful intercultural communication. The students learn how their identities and cultural perceptions effect their intercultural communication; they learn to recognize the differences between high and low context situations; they further study the varieties of styles of communication and non-verbal cues and their meanings. The emphasis is not given on cross-cultural differences in ideas and beliefs about the world and ways of treating other people, though these aspects of culture are also explored, but on enhancing the students communicative competence in order to make their intercultural communication effective. Interkulturní komunikace stále častěji probíhá v anglickém jazyce. Když jeden nerodilý mluvčí komunikuje s jiným, správné užití jazyka nezaručuje úspěch v jejich komunikaci. Znalost jazyka musí být doplněna znalostí kontextu. Znalost kontextu, která je nutná pro úspěšnou komunikaci, není docílena studiem kulturních systémů, jako je například kultura USA nebo Velké Británie. Protože každý z nás je současně členem mnoha různých kulturních skupin na základě národnosti, pohlaví, věku, zaměstnání, rodiny, apod. kontext interkulturní komunikace závisí na konkrétní situaci, identitě mluvčích v komunikaci a jejich vzájemném vztahu, spíše než na příslušnosti ke konkrétní kulturní skupině. Tento článek prezentuje metody výuky angličtiny aplikované v předmětech Interkulturní komunikace a Kulturní studie pro učitele angličtiny. Cílem těchto předmětů, vyučovaných na Pedagogické fakultě MU, je ukázat studentům, jak používat angličtinu jako kulturní nástroj v interkulturní komunikaci. Studenti poznávají, jak jejich identity a kulturní vnímání reality ovlivňují jejich komunikaci s jinými v interkulturním kontextu; učí se rozpoznávat rozdíly mezi vysokým a nízkým kontextem komunikace; studují různé styly komunikace a neverbální signály a jejich významy. Důraz není kladen na mezikulturní rozdíly v myšlení, hodnotách a jednání členů různých kultur přestože i tento kulturní aspekt je zkoumán ale na zdokonalování komunikativní kompetence vedoucí k úspěšné interkulturní komunikaci. 47

49 Language Centres in Higher Education Brno, January 2015 Karulis, Miervaldis Riga Stradins University, Language Centre, Optimising Syllabi for the Study Course Medical Terminology in English (Research) Background: On entering Riga Stradins University, students of different medical and allied specialties take the study course Medical Terminology in English in the first and second study years. It is a great challenge for the English teacher to create a tailored-made syllabus for studies of each specialty. Since English teachers are not usually medical professionals, an effective collaboration with them and other experts is essential to optimise syllabi that comprise relevant themes and context. In addition, students may not have the necessary advanced English language skills to cope with assignments, hence the need for including certain language aspects to study in course syllabi. All the above aspects should meet the general guidelines of requirements for learning outcomes set by the university s administration. Therefore, designing an optimised syllabus is a multipartial task. Objective: To create optimised syllabi of the study course Medical Terminology in English for students of different medical and allied specialties through consensus from medical professionals, English teachers and students. Methods: In educational [1, 2] (also medical [3,5]) research [4] and practice [6], a multi round Delphi technique is commonly used to gain consensus on ranking items, which results in the design of an optimised syllabus. For the present study, a version of three round Delphi process was conducted by involving the teaching staff (medical professionals and professional linguists) of the departments of the university and students. In fact, three sets of questionnaire items were designed and offered a corresponding one to the ad hoc group involved. The Delphi process comprised several iterations. On the basis of a previous one, another questionnaire was developed and conducted when respondents were asked to rank reduced items again. After the third round, the final versions of syllabi were obtained. The subsequent descriptive statistical analysis of the data was carried out using IBM SPSS Statistics 20. In the end of the study courses, students were asked to evaluate the course syllabi by fillling out a questionnaire containing also open-ended questions, which can be a useful source for further improvements of syllabi. Results: Following the Delphi iterative process, two syllabi of the study course Medical Terminology in English were developed - for the students of the study programmes Pediatrics and Orthotics-Prosthetics, since the author of the research conducted the courses. In these syllabi themes, structure and situations were optimised by taking into account the course evaluations as well. Conclusion: The proposed technique for designing optimised syllabi of study courses when gaining consensus among different types of specialists and students ensures effectiveness and meaningfulness of studies, regardless of the lengthy and time-consuming process of conducting a questionnaire survey. References: Blair S., Uhl N.P., Using the Delphi Method to Improve the Curriculum; The Canadian Journal of Higher Education, vol. 23(3), 1993, pp Devetak I., Metljak M., Vogrinc J., Curricular Delphi Study on Science Education (Interim Report on the Second Round of the UL, Slovenia, Working Group); 2013, 44 p. Fallon K.E., Trevitt A.C., Optimising a Curriculum for Clinical Haematology and Biochemistry in Sports Medicine: a Delphi Approach; British Journal of Sports Medicine, vol. 40(2), 2006, pp Habibi A., Sarafrazi A., Izadyar S., Delphi Technique Theoretical Framework in Qualitative Research; The International Journal of Engineering and Science, vol. 3(4), 2014, pp Jones J., Hunter H., Consensus Methods for Medical and Health Services Research; British Medical Journal, vol. 311, 1995, pp

50 Abstracts Oral Presentations Razmjou L., Bonyadi A., Haghi V., Developing Guidelines for Improving the Curriculum for BA Program in Englisg Language Teaching in Iranian Universities; Journal of Academic and Applied Studies, vol. 2(6), 2012, pp Справочная информация: При входе Рижского университета Страдыня студенты разных медицинских и смежных специальностей изучают курс обучения Медицинская терминология на английском языке в первом и втором учебных лет. Это большой вызов для учителя английского языка, чтобы создать специально разработанный учебный план для каждой специальности. Поскольку учителя английского языка обычно не медицинские работники, эффективное сотрудничество с ними и другими экспертами необходимо, чтобы оптимизировать учебные планы, которые включают соответствующие темы и контекста.кроме того, студенты могут не иметь необходимые передовые знания и навыков английского языка, чтобы справиться с заданиями; отсюда и потребность в изучении некоторых аспектов языка. Все вышеперечисленные аспекты должны соответствовать общим руководящим принципам требований к результатам обучения, установленные администрацией университета. Поэтому проектирование оптимизированного учебного плана является многочастичной задачей. Цель: Создать оптимизированные учебные планы для изучения курса Медицинская терминология на английском языке» для студентов различных медицинских и смежных специальностей на основе консенсуса медицинских работников, учителей английского языка и студентов. Методы: В учебных [1, 2] (также медицинских [3,5]) исследованиях [4] и практике [6] мульти круглый метод Дельфи обычно используется, чтобы получить консенсус в рейтинге пунктов, что приводит в оформлении оптимизированного учебного плана. В учебной практике мульти круглый метод Дельфи обычно используется, чтобы получить консенсус по ранжированию предметов. Для этого исследования версия трех круглых процессов Delphi была проведена с участием преподавателей (медицинских работников и профессиональных лингвистов) из кафедр университета и студентов. На самом деле, три комплекта единиц опроса были разработаны и предложены соответствующим участвующим группам. Процесс Delphi включает несколько итераций. На основе предыдущей итерации другой вопросник был разработан и проведен, когда респондентов попросили оценить уменьшенные детали снова. После третьего тура были получены окончательные варианты учебных программ. Последующий описательный статистический анализ данных был проведен с использованием IBM SPSS Statistics 20. В конце учебных курсов студентов попросили оценить учебные планы курсов используя анкету содержащую также открытые вопросы, ответы на которых могут быть полезным источником для дальнейшего совершенствования учебных программ. Результаты: После итерационного процесса Delphi две учебные планы курса изучения Медицинские термины на английском языке были разработаны - для студентов учебных программ «Педиатрия» и «Ортопедия-протезирование, поскольку автор исследования проводит зти курсы. В этих учебных планов темы, структура и ситуации были оптимизированы также с учетом оценки курса. Заключение: Предложенная методика для разработки оптимизированных учебных планов, когда набирает консенсуса между различными типами специалистов и студентов, обеспечивает эффективность и целенаправленность обучения, несмотря на длительный и трудоемкий процесс проведения анкетирования. Ссылки: Blair S., Uhl N.P., Using the Delphi Method to Improve the Curriculum; The Canadian Journal of Higher Education, vol. 23(3), 1993, pp Devetak I., Metljak M., Vogrinc J., Curricular Delphi Study on Science Education (Interim Report on the Second Round of the UL, Slovenia, Working Group); 2013, 44 p. 49

51 Language Centres in Higher Education Brno, January 2015 Fallon K.E., Trevitt A.C., Optimising a Curriculum for Clinical Haematology and Biochemistry in Sports Medicine: a Delphi Approach; British Journal of Sports Medicine, vol. 40(2), 2006, pp Habibi A., Sarafrazi A., Izadyar S., Delphi Technique Theoretical Framework in Qualitative Research; The International Journal of Engineering and Science, vol. 3(4), 2014, pp Jones J., Hunter H., Consensus Methods for Medical and Health Services Research; British Medical Journal, vol. 311, 1995, pp Razmjou L., Bonyadi A., Haghi V., Developing Guidelines for Improving the Curriculum for BA Program in Englisg Language Teaching in Iranian Universities; Journal of Academic and Applied Studies, vol. 2(6), 2012, pp Katrňáková, Hana Masaryk University, Language Centre, katrnakova@rect.muni.cz Should You Think Twice Before You Open Your Mouth: Pedagogic implications of linguistic research in an EAP/ESP classroom (Soft Skills) The aim of this presentation is to show how linguistic research into spoken formal discourse influences sessions of my English for Layers course taught at the Faculty of Law, Masaryk University in Brno, Czech Republic. Students are introduced into basic rules of successful formal communication based on socio-linguistic and pragmatic analysis of formal panel discussions and investigative interviews, which have been analysed over a number of years. I have also gained some experience of teaching international virtual classes via videoconferencing sessions in which a number of language skills are developed; specifically: negotiation and argumentation strategies. Although students first have some practice in micro tasks in which they learn how to build their argument, and then pose a counter-argument before reacting to it, video samples from videoconferences between law students at Masaryk University (Czech Republic) and the University of Helsinki (Finland) will demonstrate different approaches to allocated case studies. Although the students are introduced briefly to intercultural differences between Czech and Finnish communication in English in advance of the virtual session, students performances differ greatly in terms of negotiation strategies, showing power, argumentation and the choice of words and grammar. This seems to reflect not only their personal levels of (im)maturity and inexperience in negotiation, but also their unwillingness to reach a win-win conclusion, which is manifested in the language they use at lexical, grammatical, sociolinguistic and pragmatic levels. It shows how students from two not quite so dissimilar cultures approach the task, use language and soft skills negotiation strategies to achieve the goal. Thus examples of linguistic analysis of good practice used by native speakers in formal settings helps both the teacher and the students in practising necessary language and skills. Cílem této prezentace je ukázat na příkladech, jan lingvistický rozbor formálního mluveného jazyka (angličtiny) ovlivnil můj kurz pro právníky na Právnické fakultě Masarykovy university v Brně v České republice. Studenti jsou nejdříve seznámeni se základními pravidly úspěšné formální komunikace na základě sociolingvistické a pragmatické analýzy formálních panelových diskuzí a výslechů, jež byly analyzovány vyučující kurzu během řady let. Vyučující také získala zkušenost s výukou virtuální třídy prostřednictvím videokonferencí, v nichž studenti nacvičují zejména vyjednávání a argumentaci. Přestože mají studenti za sebou alespoň minimální zkušenost s nácvikem jan vybudovat argumentaci, jan reagovat na argumenty protistrany, video ukázky z videokonferencí mezi českými a finskými studenty svědčí o opaku. Výkon finských a českých studentů nese patrné interkulturní rozdíly v řešení takového úkolu.jejich jazyková produkce se liší nejen ve vyjednávacích strategiích, využitím síly, argumentaci a volbě slov a gramatiky. zdá se, že jazyk odráží jejich nezralost a nezkušenost s vyjednáváním a nechuť dosáhnout řešení, jež bude přijatelné a příznivé pro obě strany. To se 50

52 Abstracts Oral Presentations projevuje ve využití prostředků na rovině lexikální, gramatické, sociolingvistické a pragmatické. Příklady z lingvistické analýzy dobré praxe pomáhá jak učiteli tak studentům nacvičovat potřebné jazykové dovednosti. Koppán, Ágnes University of Pécs, Medical School, Department of Languages for Specific Purposes, akoppan@gmail.com Eklicsné Lepenye, Katalin University of Pécs, Medical School, Department of Languages for Specific Purposes, kata.eklics@aok.pte.hu Nemeth, Timea University of Pécs, Medical School, Department of Languages for Specific Purposes, nemethtimi@yahoo.com How to involve medical history taking effectively in LSP teaching? (Multilingualism) The Department of Languages for Specific Purposes at the Medical School of the University of Pécs (UPMS) has started to develop innovative practices; modernized blended-learning methods and tools in the field of medical communication (history taking). At the moment educational material is being worked out, from September 2014 communication courses will be involved in pilot experimentation and later, with Erasmus+ funding, educational material available digitally will assist our international students in acquiring practical communication skills in medical Hungarian. Authenticity is ensured by internists and language teachers who collect and record doctorpatient conversations in Hungarian while taking past medical history. Following the recording, the texts are transcribed, segmented based on communication purposes and reformed to adjust to the language learners level. Thus, according to EU standards, texts of A1, A2, B1 (B2 as future goal) levels are worked out, as most international medical students start their studies with no or very basic Hungarian. Video-recording of the history-taking scenes has been carried out with professional actors to prevent violation of privacy rights. As a next step, task-based case studies as well as check lists will be designed to provide the professional perspective and to ensure the use of appropriate communication and linguistic tools. The pilot experiments are conducted during blended-learning university courses. The videorecorded conversations may be used in early beginning phases of language acquisition to enhance motivation, accelerate vocabulary expansion as well as to raise diverse cultural awareness of the Hungarian doctor-patient communication (equal rights or paternalism dominates?), that may be very different from the norms of the students home country. We believe that providing behavioural and communicational samples, pronunciation exercises, self-tests and keys do not only enable individual learning, but will equip future doctors with the necessary conversational strategies for interviewing the 21 st century patients of different ages, sex, positions, ethnic and cultural backgrounds. Das Institut für Sprachen für Spezifische Zwecke an der Medizinischen Hochschule der Universität von Pécs hat begonnen, innovative Praktiken zu entwickeln; modernisierte integrierte Lernmethoden und Mittel im Bereich der medizinischen Kommunikation (Anamneseerhebung). Zum jetzigen Zeitpunkt wird das Ausbildungsmaterial ausgearbeitet, ab September 2014 werden Kommunikationskurse in Pilotenstudien einbezogen werden und später, mit Erasmus + Finanzierung, wird das Ausbildungsmaterial digital erreichbar sein und den internationalen Studenten dabei helfen, praktische Kommunikationsfähigkeiten in der medizinischen ungarischen Sprache zu erwerben. 51

53 Language Centres in Higher Education Brno, January 2015 Die Authentizität wird durch Internisten und Sprachlehrer, die Arzt-Patienten-Gespräche auf Ungarisch während der Anamneseerhebung sammeln und aufnehmen, sichergestellt. In Anlehnung an die Aufnahme, werden die Texte umgeschrieben, entsprechend den Kommunikationszwecken aufgeteilt und neu gestaltet, um sie an das Niveau des Lernenden anzugleichen. Daher, entsprechend den EU Standards, werden Texte des A1, A2, B1 (B2 als zukünftiges Ziel) Sprachlevels ausgearbeitet, da die meisten internationalen Medizinstudenten ihr Studium mit keinem oder sehr geringem Basiswissen in Ungarisch beginnen. Videoaufnahmen der Anamneseerhebung wurden mit professionellen Schauspielern durchgeführt, um Verletzung privater Rechte vorzubeugen. Im nächsten Schritt werden Aufgaben-orientierte Fallstudien sowie Checklisten erstellt werden, um einen professionellen Blickwinkel zu bieten und die Anwendung geeigneter Kommunikation und sprachlicher Werkzeuge sicherzustellen. Die Pilotenstudien werden während Kursen integrierten Lernens der Universität durchgeführt. Die Video-aufgezeichneten Konversationen werden möglicherweise in der früheren Anfangsphase des Spracherwerbs angewandt um die Motivation zu steigern, die Wortschatzerweiterung zu beschleunigen und ebenso um die Bewusstheit unterschiedlicher kultureller Erkenntnisse der Ungarischen Arzt- Patienten Kommunikation zu erhöhen (gleiche Rechte oder Paternalismus dominiert?), die sich eventuell von den kulturellen Normen des Heimatlandes der Studenten unterscheiden. Wir sind überzeugt, dass Verhaltens-und Kommunikationsbeispiele, Ausspracheübungen und Selbsttests sowie Lösungsschlüssel nicht nur das individuelle Lernen ermöglichen, sondern zukünftige Ärzte mit den notwendigen Kommunikationsstrategien ausstatten, die für die Befragung eines Patienten im 21. Jahrhundert von verschiedenem Alter, Geschlecht, Stellung, ethnischer und kultureller Herkunft notwendig sind. Lehtonen, Tuula University of Helsinki, Language Centre, Language Centre research into language users definitions of good language skills and their relevance (Best Practices Strategies) Teacher research is systematic inquiry into the teacher s own context. This type of research is often, but not always, made public and, quite often, its aim is to address certain problems or to find out about issues related to the teaching context, thus creating a better understanding of the context. This presentation is an example of systematic teacher research from the Language Centre of the University of Helsinki, Finland. About ten years ago, the everyday concept of good language skills started to interest me when working on a collaborative research project looking into professional language needs and skills. Inspired by job ads that often state that the applicant has to have good language skills, we interviewed those working in recruitment to collect definitions of good language skills. In the past years, I have gathered around 100 written definitions of good language skills from Law Master s students with work experience. In addition, as part of a new collaborative research project, I have around 100 definitions of good language skills from international Master s students. The similarities and differences in the definitions from the three different samples are the starting point of this presentation. However, the main focus is on the relevance of the definitions to my teaching context and of this long-term research interest to me as a teacher. The research has helped me see how contextual the users definitions often are; they have changed my own understanding of good language skills to an extent; they have provided an opportunity to expand my students thinking through affordances; they have helped me in curriculum planning as well as in the creation of new ecological approaches to teaching. The wider relevance of this teacher research is in the importance of the process of research that encourages a practitioner to reflect. 52

54 Abstracts Oral Presentations Esta presentación constituye un ejemplo de la investigación sistemática del profesorado del Centro de Lenguas de la Universidad de Helsinki, Finlandia. Hace unos diez años, el concepto de buenas competencias lingüísticas comenzó a interesarme cuando trabajé en un proyecto de investigación colaborativa que estudiaba las necesidades de y habilidades requeridas en el lenguaje profesional. Inspirada por los anuncios de trabajo que a menudo declaran que el solicitante tiene que contar con buenas habilidades de lingüísticas, entrevistamos a encargados de reclutamiento para recoger sus definiciones de dicho término. En los últimos años, he recopilado alrededor de 60 definiciones escritas de buenas habilidades lingüísticas de estudiantes de Maestría con experiencia laboral. Asimismo, como parte de un nuevo proyecto de investigación colaborativa, poseo unas 70 definiciones de buenas habilidades de lenguaje de los estudiantes internacionales de Maestría. El punto de partida de esta presentación son las similitudes y diferencias en las definiciones de las tres muestras diferentes. Sin embargo, la atención se centra tanto en la importancia de las definiciones para mi contexto de enseñanza como de mi interés como profesora en la investigación a largo plazo. La investigación me ha ayudado a ver cuán contextuales resultan, a menudo, las definiciones de los usuarios; que han cambiado, hasta cierto grado, mi propia comprensión del término buenas competencias lingüísticas; que han proporcionado la oportunidad de ampliar el pensamiento de mis alumnos a través del concepto Affordances -entiéndase las posibilidades de acción inmediatamente percibidas por ellos mismos ; que me han ayudado en la planificación del currículo, así como en la creación de nuevos enfoques ecológicos para la enseñanza. La mayor relevancia de esta investigación por parte del profesor recae sobre la importancia del proceso de indagación que fomenta la reflexión del practicante. Leszkiewicz, Joanna Wrocław University of Technology, Department of Foreign Languages, joanna.leszkiewicz@pwr.edu.pl Internationalization of studies at Wrocław University of Technology (Best Practices Strategies) The session presents the involvement of the Department of Foreign Languages in the process of internationalization of studies at Wrocław University of Technology. It focuses on the participation of EFL teachers in the project: Development of didactic potential and academic offer of Wrocław University of Technology which was run from 2009 to 2013 and was co-financed from European Social Fund. The aim of the project was to increase the language competence of the academic staff in order to enhance the quality of teaching in English, which would result in further internationalization of studies. The project included different activities ranging from general language courses and one to-one lessons for university lecturers to lesson observations and language consultancy in preparation as well as proofreading of teaching materials in English for various university courses. The talk also presents the outcomes of the project. In der Präsentation wird die Beteiligung des Fremdsprachenzentrums der Technischen Universität Wroclaw am Internationalisierungsprozess der Studiengänge an der TU Wroclaw dargestellt. Es wird die Teilnahme der Englischlehrer an dem vom Europäischen Sozialfonds mitfinanzierten Projekt Entwicklung vom didaktischen Potential und Studienangebot der Technischen Universität Wroclaw (in den Jahren ) besprochen. Das Projekt setzt sich zum Ziel, Sprachkompetenzen der akademischen Lehrer zu fördern und dadurch Bildungsqualität in der englischen Sprache zu verbessern, was zur weiteren Internationalisierung von Studium und Lehre beitragen wird. Das Projekt umfasste verschiedene Elemente Fremdsprachenkurse, individuellen Unterricht für wissenschaftlich-didaktische Mitarbeiter, Unterrichthospitationen, sprachliche Beratung bei Lehrstoffvorbereitung sowie sprachliche Korrektur von Lehrstoff für verschiedene Englischkurse. In der Präsentation werden auch Projektergebnisse vorgestellt. 53

55 Language Centres in Higher Education Brno, January 2015 Lindner, Rachel Universität Paderborn, International Business Studies, Developing communicative competence in virtual teams: A multiliteracies approach to telecollaboration for students of Business and Economics (Course Design) International organisations are increasingly using culturally diverse virtual teams as a potentially cost and time-saving method of bringing together geographically, temporally, and functionally dispersed employees for work on a common task. However, within the field of Business and Economics, there are few examples of pedagogy aimed at preparing students for such work scenarios and even less consideration of what exactly communicative competence in virtual teams entails. Foreign language teachers, on the other hand, can draw on two decades of research into the development of communicative competence in online intercultural exchange or telecollaboration as it is frequently referred to. While such exchanges have primarily foregrounded enhancing the linguistic and intercultural competence of the participating foreign language learners, a model that has emerged in recent years focusses more on the intersection of language, intercultural and media education and explores the multiliteracies that define the communicatively competent individual in a networked, globalised world. In my talk, I outline the rationale, design and practicalities of setting up a telecollaborative project with a multiliteracies approach between students of Business and Economics at Brno and Paderborn Universities. Although these students are proficient speakers of English, the experiential nature of working in culturally mixed virtual teams using English as a lingua franca, combined with theoretical input and opportunities for reflection aims to develop in participants a more nuanced, critical awareness of the competences required for networked communication across cultures. Macháčková, Dita Charles University, Faculty of Medicine in Pilsen, Institute of Languages, ditusamachonte@seznam.cz Čeština pro stomatology na LF UK v Plzni (Czech for Foreigners) Výuka češtiny pro cizince je na LF UK v Plzni uskutečňována jednak pro studenty všeobecného lékařství, jednak pro studenty stomatologie. Budoucí stomatologové se připravují na komunikaci s českým pacientem 4-5 semestrů, přičemž poslední dva semestry jsou věnovány výhradně problematice stomatologické češtiny. Tato výuka probíhá formou blended-learningu. Autorka příspěvku představí e-learningový kurz, který vytvořila za účelem výuky stomatologů. Czech lessons for foreigners at the Faculty of Medicine in Pilsen are implemented for students of both medicine and dentistry. Students of dentistry are being trained to communicate with their Czech patients for 4 5 semesters, the last two semesters are devoted exclusively to dental Czech. This training takes the form of blended-learning. Author of the article will introduce her e-learning course, created for the purpose of teaching dentists. 54

56 Abstracts Oral Presentations Marchetti, Lorena University of Urbino Carlo Bo, University Language Centre, Cullen, Peter University of Urbino Carlo Bo, University Language Centre, A multimodal approach in the classroom (Innovations) A multimodal approach in the classroom, can be a source of creativity for both teachers and students. It draws upon available semiotic resources including modes that are visual, audio, and kinesthetic and does not necessarily rely on technology. This talk will briefly define what modes are and outline the origins of multimodal studies in the New London Group (1996). We would like to give an example of a multimodal lesson using video, identifying the modes used by teacher and students and how these correlate not only to contemporary society but to specific cognitive processes. This combination- use of multiple channels- allows for creativity and flexibility in teacher-student interaction and can enhance the learning environment. The paper looks at the work of Kress and Jewitt and their research in multimodal studies and pedagogy, with the aim of applying these concepts to the higher education sphere and the undergraduate experience in second language learning. The focus is on the combination of text, audio and image as individual modes and how these can be creatively combined to create meaning, encourage interaction and learning in the classroom. Engaging students in course content requires strategies of communication that a) focus and maintain attention, and b) work past the simple cognitive styles of information recognition to activate deeper forms of memory creation. Multimodal approaches tend to do this naturally. Considering image as a single mode is relevant to today s image-oriented society. Images are often the sole source of information and when accompanied by text often remain the dominant carrier of information. The possibilities for teachers to consciously use different modes, thus drawing attention to modern ensembles of text construction, can provide useful input for students - who may be both consumers and producers of multimodal texts. Ultimately the essence is one of creative communication, which occurs spontaneously in student lifeworlds and can be creatively tapped into to activate the language classroom and lead to satisfying learning goals for both teacher and student. Marques, Emanuel C. Masaryk University, Faculty of Medicine, marques_fm88@hotmail.com Living in a country? Learn the language! (Soft Skills) Why not learning the language of the country you live in? Why refusing to adapt to the new environment that involves you? I am a medical student and I have been studying in Brno for the past 5 years. There was not a single day I didn t refuse to have chosen this country to study in... No one likes to be placed in a new environment they re not used to: people will feel unprotected, unsafe and eventually misplaced. That s exactly what happened to me... More than home sick, I felt like I didn t belong to this land! Today I realise it was all but a language barrier!! Communication and language are not exclusively, but are the main ways we express our personality: our intelect, our emotions, our behaviour! There are no adaptation and development without communication skills! Let us get involved in a true story experience and understand the importance of learning the language of the country you live in! 55

57 Language Centres in Higher Education Brno, January 2015 Meckarov, Evel IBM, Project Management, Education in Corporations by using new modern teaching methods (Soft Skills) As the world develops around us, becomes faster every day and the attention span (especially of busy professionals) decreases, it is necessary to innovate and implement new teaching methods. During my 9-year career in IBM I have developed a custom-made full-day education course using modern teaching methods and implementing gamification techniques. In the presentation, we will go through the main techniques I have used to build the full day education course, the lessons learned from teaching it to over 300 professionals and the best practices we can take from it that can be used and implemented in other education courses. Some of the topics covered will be: Building the visual presentation material, keeping the right balance between theory and audience participation, gamification elements throughout the course designed to keep the audience motivated and engaged, rhetoric techniques in the delivery of the course, lessons learned, collected over 15 deliveries of the course and 300+ feedbacks. Jak se svět kolem nás vyvíjí, je rychlejší a rychlejší, a pozornost při výuce, zvláště u velice zanepraprázdněných profesionálů, klesá, je třeba inovovat a zavádět nové učební metody. Během mé devítileté kariéry v IBM jsem si zvykl dělat celodenní výuku a využívat při ní moderní výukové metody a zahrnout do ní i prvky hry. V prezentaci se podíváme na techniky, které vám pomohou vytvořit celodenní kurz, budu s vámi sdílet poučení, které jsem si vzal z učení více než tří set odborníků, poradím vám osvědčené postupy, které můžete ve vzdělávacích kurzech použít. Témata, kterých se dotkneme: vytvoření vizuální prezentace, jak zachovat rovnováhu mezi teorií a zapojením publika, prvky hry, které vám pomohou udržet publikum zapojené a motivované, rétorické techniky, které vám během kurzu pomohou tzv. Gamifikace, co jsem se naučil z 15ti kurzů, které jsem dělal, a co jsem si vzal z feedbacku na tyto kurzy (více než 300 feedbackových odpovědí). Moreira da Silva, Manuel ISCAP Instituto Superior de Contabilidade e Administração do Porto, mdasilva@iscap.ipp.pt Entrepreneurial skills and creativity in a language learning environment: a Portuguese case-study (Best Practices Strategies) Modern societies are global and in constant change and look for students who have developed both generic and specific competences which allow them to succeed in the labor market. In response to this demand and for its implementation, the Bologna process defined as an objective to prepare students for their future careers and for life as active citizens in democratic societies, and support their personal development. This led to new curricula and new approaches aiming at switching from a teacher-centered teaching process into a student-centered learning process, focusing on acquiring competences instead of achieving learning outcomes that would prepare graduates for their future role in society in terms of employability and citizenship. Consequently, most HEIs developed strategies and adapted their teaching methods to stimulate in their students generic transversal skills such as creativity, problem solving, decision-making, initiative and entrepreneurial spirit, and will to succeed, amongst others strategies perceived as useful in finding the first or ideal job or in being a better European citizen. In other words, this shift in structure should be followed by a shift in attitude and bring forth more creative and entrepreneur students able to face the labor market when applying for the first job and cope with the ever growing phenomenon of globalization and markets internationalization. 56

58 Abstracts Oral Presentations This was the main goal of the case-study on which this paper will focus, in which final-year students in Business Communication were asked to develop a CV, where the only mandatory requirements were to be (i) bilingual (Portuguese and English), (ii) multimedia, (iii) subtitled and (iv) real. All the design, format and content should be decided by the students according to their personalities, goals and desired job profiles. With this case-study, we intend to show how a semester project on creating a bilingual Multimedia CV helped Portuguese final-year students develop some of the generic competences indicated before, increase their self-marketing strategies, creativity and entrepreneurship while developing their language skills. Morgan, John Aberystwyth University, Student Learning Support / International English Centre, jpm@aber.ac.uk Lecture Capture as a Reflexive Means of Enhancing Academic Writing Development (Methodology Writing) Lecture capture technologies such as Panopto, enable the combined recording of video and audio, alongside whatever media documents are being used on the recording computer at each stage of a classroom session. The instant processing and upload to the server allows rapid dissemination via a virtual learning enviroment such as Blackboard, allowing students to access the recording within minutes of its completion. This enables the immediate use of recordings for revision, reflection and further academic development. This presentation describes the ongoing use of lecture capture in an undergraduate writing development module at Aberystwyth University in the current academic year (2014/2015). Recordings of seminars include taught sections and a range of student discussions, through which students are required to review and respond to recordings in a course wiki that is linked to the recordings in Blackboard. Students engage in reflection and peer commentary on their own writing development by selecting the most informative and most challenging aspects of writing advice that each individual identifies in each seminar. They enter these comments in the course wiki each week and the comments are used as the opening discussion of each subsequent seminar. This provides specific review and transition to the next aspect of writing in the syllabus. Over a ten or twenty week period students build a critical profile of individual and universal aspects of writing development. This also enables ongoing reflexive review and feedback on the strengths, weaknesses and areas for further development in the learning and teaching cycle. This presentation will provide an account of the first ten weeks of this initiative, identifying specific issues generated from student comments and how they relate to their overall writing development and academic progress. It will include suggestions for ongoing development through the following ten weeks of the academic year. Las tecnologías de captura de clase (Lecture Capture) como Panopto, permiten la grabación simultánea de vídeo y audio, junto con otro documento que se esté usando en el ordenador, en cualquier momento de la clase. El proceso informático instantáneo y la subida inmediata al servidor permiten la difusión rápida, a través de un entorno virtual de aprendizaje como Blackboard, haciendo posible que los estudiantes accedan a la grabación minutos después de su realización. Esto permite el uso inmediato de las grabaciones para la revisión, reflexión y para impulsar el desarrollo académico. Esta presentación describe el uso de la captura de clase en un curso universitario de redacción de textos académicos, en la Universidad de Aberystwyth, en el presente curso académico Las grabaciones de las clases incluyen la contribución del profesor y las discusiones de los estudiantes, 57

59 Language Centres in Higher Education Brno, January 2015 que los estudiantes tienen que revisar y comentar en la wiki del curso, que está enlazada con las grabaciones en Blackboard. Los estudiantes participan en reflexiones y en comentarios sobre el trabajo de sus compañeros y el suyo propio, seleccionando los aspectos más esclarecedores y más difíciles de los consejos sobre redacciόn académica que cada estudiante identifica en cada clase. Ellos ponen estos comentarios en la wiki del curso cada semana y los comentarios se usan como discusión de apertura en la clase siguiente. Esto permite una revisión específica y el paso al siguiente aspecto del temario del curso de redacción académica. En un periodo de entre diez o veinte semanas los estudiantes construyen un perfil crítico de los aspectos individuales y universales de la redacción académica. Esto permite la reflexión continua y comentarios reflexivos sobre los puntos positivos y negativos, y sobre los aspectos a desarrollar en el ciclo de aprendizaje y enseñanza. Esta presentación informará sobre las diez primeras semanas de esta iniciativa, identificando posibles problemas extraídos de los comentarios de los estudiantes y cόmo se relacionan con su progreso en redacción académica y con su progreso académico en general. Incluirá sugerencias para su desarrollo durante las diez semanas siguientes de este año académico. Němcová, Hana Masaryk University, Language Centre, nemcova@rect.muni.cz Čoupková, Eva Masaryk University, Language Centre, coupkova@sci.muni.cz Helán, Robert Masaryk University, Language Centre, rhelan@med.muni.cz Interdisciplinary science-based language course of collaborative learning do s and don ts (Innovations) Problem solving, critical thinking, collaboration, communication, and promoting active learning are the main trends in today s education. By employing the constructivist view of learning students are encouraged to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. The paper discusses an interdisciplinary science-based language course enhancing all these skills needed for the 21st century work and academic environment. The course has been designed within the Impact project at the Masaryk University Language Centre in cooperation of English language and science teachers. The main objective was to join students of six scientific disciplines taught at the Faculty of Science and address one problem from different perspectives reflecting the specific tools and methodologies of the particular fields. The primary focus of the paper is to discuss different teaching strategies used in the course with regard to their effectiveness as doing experiments, or solving real-world problems. Also a list of do s and don ts will be shown based on the experience from the pilot courses provided to the students of the Faculty of Science, Masaryk University in Brno. Příspěvek se zabývá metodami a postupy kolaborativního učení, které se osvědčily při pilotáži kurzu Angličtina pro přírodovědce v rámci projektu Impact. 58

60 Abstracts Oral Presentations Nováková, Jana Charles University, Institute for Language and Preparatory Studies, Jak testovat gramatiku (Testing) Gramatická kompetence představuje jednu z mnoha složek, které se podílejí na komplexní lingvistické kompetenci a tato pak na celkové komunikační kompetenci. Z tohoto důvodu má gramatika ve vyučování cizího jazyka nezpochybnitelnou roli. Příspěvek si klade za cíl odpovědět na otázku, zda je tomu tak i v oblasti testování. V přednášce budou porovnány rozdílné přístupy k testování gramatiky a představeny různé typy gramatických testů a cvičení. Pozornost bude věnována především úskalím, která jsou spojena s jejich tvorbou, použitím a hodnocením. Příspěvek poukáže, na co by měl tvůrce gramatického testu myslet především. Přednáška se bude kromě gramatických testů zabývat i dalšími způsoby, kterými je možné ověřit studentovy znalosti týkající se této kompetence. Testing of grammatical knowledge is traditionally thought to be necessary. Although it does not have to be done only by grammar test, the tests are still the most popular and common method used for verification of students knowledge. In this paper we discussed the qualities of grammar tests that make them useful and the whole proces of grammar test construction. When considering the testing of grammar, teachers has to give careful consideration to all factors that can affect the test assesment, marking and also interpretation of the tests results both for teachers and students. Onat, Hilal Hacettepe University, School of Foreign Languages, h.onat@hacettepe.edu.tr Route to ELT Leadership: Student, Teacher, Leader (Language Centres + Staff Development) Teachers have different roles; a student, a teacher and a teacher as school leader. In the past teachers served as team leaders, department chairs, association leaders and curriculum developers. They served as representatives rather than leaders who enact change (Livingston, 1992) In terms of personal development, our main focus was on gaining necessary qualifications to become a good university student, then a teacher and good model for the society. The lack of leadership training during university education or lack of leadership attitues in an organization can be the reason why teachers delay engaging in leadership roles in their schools. Occupational life preparation should be provided in ELT education. The passive attitute in leadership before and after school should be changed into an active role. If we as teachers can engage our students and colleagues to join us in a team in improving the climate of our school, we can take an important leadership action. Lehrer sind Führer, die für die inspiration, Die Leitung und die Führung von einer Gruppe von Menschen verantwortlich sind, die auf einem Weg für einen gemeinsamen Anlass zusammenhalten. Um ihren Einflussbereich außerhalb des Klassenzimmers erweitern und diese in umfangreiche Führungstätigkeiten in der Schule transferieren zu können, ist es wichtig, Änderungen zu bewirken, weil Lehrer dann in ihrem Umfeld umfassender und kontinuierlicher sind. In dieser Präsentation werden Teilnehmer diskutieren, was Lehrer eigentlich machen und was die Merkmale eines effektiven Lehrers im Allgemeinen sind. Danach wird definiert, was eine Führung ist und wer der Führer ist. Die Teilnehmer werden die Bedeutung der Führung im Englischunterricht als Fremdsprache diskutieren. Während der Sitzung werden bestimmte Führungssstile und Fragen diskutiest. Die Frage: Warum brauchen Führungslehrer? wird beantwortet. Am Ende des Vortrages werden die Teilnehmer die Frage Wie können wir angehende Lehrer als Führer für die Zukunft ermutigen? Beantwortet haben. 59

61 Language Centres in Higher Education Brno, January 2015 Pečený, Pavel Charles University, Institute for Language and Preparatory Studies, Inovace a výzva: stanovení mezní hranice úspěšnosti jazykové zkoušky (Testing) Stanovení mezní hranice úspěšnosti je jednou z velkých výzev tvůrců jazykové zkoušky. Tak zvaný standard setting představuje významný moment, jehož provedení se zásadně dotýká všech uživatelů dané zkoušky (od samotných kandidátů, přes tvůrce až po zkoušku akceptující instituce). Příspěvek se věnuje procesu stanovení mezní hranice úspěšnosti Certifikované zkoušky z češtiny pro cizince, kterou připravuje Ústav jazykové a odborné přípravy Univerzity Karlovy v Praze. Zaměří se nejprve na představení východisek a přípravné fáze standard settingu této zkoušky, dále na jeho průběh a konečně také naznačí možné konsekvence vyplývající z jeho výsledků. Setting of the cut-off score is one of the major challenges for the language test constructers. The socalled standard setting is an important moment that fundamentally affects all users of the test (from the candidates themselves, through the test constructers to test the accepting institution). This paper describes the process of setting cut-off score for the Czech Language Certificate Exam (CCE), prepared by the Institute for Language and Preparatory Studies at the Charles University in Prague. It will focus initially on the background and preparatory phase of standard setting, as well as its progress and it will finally discuss the possible consequences resulting from its conclusions. Plews, Matt Humboldt University Berlin, Language Centre, matthew.plews@spz.hu-berlin.de Learning by discussing how a task-based approach works (Soft Skills) With the aim of significantly developing the English-language academic discussion skills of participants, the Language Centre of Humboldt University Berlin has recently introduced a course which is wholly adherent to the principles of task-based language learning and teaching (TBLT). In this presentation, I will explain the theoretical background to the project as well as presenting details on how the course was designed and the results that have been achieved thus far. Developed according to key principles of EAP (English for Academic Purposes) syllabus design, and incorporating CEFR-based continuous assessment, the course consists of a series of academic discussions and (native-speaker-based) foci on form aimed at enabling participants to identify and address their individual language needs, the whole being linked together within the framework of a virtual learning environment (Moodle). Both results and feedback thus far have been positive, appearing to support the adoption of such a task-based approach with regard to increasing participants oral proficiency. Mit dem Ziel, die englischsprachige Diskussionsfähigkeit der Teilnehmer(innen) maßgeblich weiter zu entwickeln, führte das Sprachenzentrum der Humboldt Universität zu Berlin einen Kurs ein, der gänzlich den Prinzipien des handlungsorientierten Fremdsprachenunterrichts folgt.in diesem Vortrag erläutere ich den theoretischen Hintergrund des Projekts und stelle Einzelheiten der Kurskonzeption und die bisherigen Ergebnisse vor. Entwickelt entsprechend der Grundprinzipien der Lehrplankonzeption, unter Einbeziehung von, auf GER-basierender, kontinuierlicher Evaluierung, mit dem Ziel, es den Teilnehmer(inne)n zu ermöglichen, ihre individuellen Sprachbedürfnisse zu ermitteln und anzugehen, besteht der Kurs aus einer Reihe von wissenschaftlichen Diskussionen mit Fokussen auf Form, während derer die Teilnehmer(innen) ihre Leistungen mit denen der Muttersprachler(innen) vergleichen. Der gesamte Kursinhalt wird innerhalb einer Lernplattform (Moodle) verlinkt und dokumentiert. Sowohl die Ergebnisse als auch das Feedback sind bis dato positiv und scheinen, hinsichtlich der Verbesserung der mündlichen Sprachkompetenz, die Einführung eines solchen handlungsorientierten Ansatzes zu unterstützen. 60

62 Abstracts Oral Presentations Podlasková, Irena University of Pardubice, Language Centre, Háhn, Judit University of Jyväskylä, Department of Languages, Videoconferencing in ESP Classes: Learner-centred Approach (Best Practices Strategies) The integration of videoconferencing (VC) into ESP education provides an opportunity for the combination of collaborative learning, autonomous learning and cross-cultural communication via social media and ICT implementation. The authors describe their first-hand experience as teachers of joint VC Business English sessions arranged between the University of Pardubice, the Czech Republic and the University of Pécs, Hungary. The novelty lies in the development of teaching and learning approaches including project based learning for virtual ESP classes that are jointly held for students living in two different cultures. Videoconferencing means a major shift in the role of instructors: instead of being the ultimate sources of knowledge, they usually remain in the background during the lesson but take an active role in the preparation. The focus is on student-student interaction both in the VC classroom and in social media activity. Thus, both collaborative and autonomous learning are realized. The authors outline the process of VC both from the students and the teachers point of view. The actual sessions were preceded by several Skype meetings between the teachers because agreements had to be made on the number of sessions and the timing, the topics to be covered, the creation of a Facebook group and the activities students could engage in between the sessions. Two mixed nationality groups of students were formed and three VC sessions were organized for each group. All participating students were asked to fill in a questionnaire allowing them to critically reflect on the benefits and drawbacks of VCs. The authors present the outcomes and provide some recommendations as to the suitability of the videoconferencing concept for ESP classes. Pojslová, Blanka Masaryk University, Language Centre, pojslova@econ.muni.cz Assessing writing of FEA MU students at C1 level of CEFR: test takers perspective (Testing) This paper presents a standardisation process of assessing writing of bachelor and master students at the Faculty of Economics and Administration (FEA) of Masaryk University (MU) which was undertaken under Impact project of MU Language Centre. The standardisation process involves test specification and task development for assessing writing of ESP and EAP together with raters training and benchmarking process in the context and within the constraints of the given testing situation. The paper will focus on mutual relationships and interdependence of the four above mentioned components of the standardisation process of assessing writing while considering the overall usefulness of the writing test as defined by L.F.Bachman and A.S.Palmer, namely impact on test takers and their familiarization with assessment criteria through peer assessment. Proces standardizace hodnocení psaní probíhající v rámci projektu Impact na Ekonomicko-správní fakultě MU zahrnuje vývoj testových specifikací a testových úloh spolu s tréninkem a benchmarkingem jeho hodnotitelů. Tvůrci testových úloh se přitom snaží o maximalizaci užitečnosti testu tak, jak ji definuje L.F.Bachman a A.S.Palmer. Příspěvek se zaměří především na otázku dopadu testu psaní na testované a jejich obeznamování s hodnotícími kritérii prostřednictvím peer assessment. 61

63 Language Centres in Higher Education Brno, January 2015 Příbramská, Pavlína ŠKODA AUTO University, University of Finance and Administration, Department of Languages, Improving inter-rater reliability in the assessment of production skills (Testing) Students during their studies at university have to undertake various tests and evaluation procedures. It is very important not only to prepare standardized tests and testing criteria, but also to provide valuable feedback for students. Therefore our university is trying to improve the inte- rater reliability in order to lower the rater subjectivity. The presenters will show the audience particular examples of production based tasks B1-B2 how they are evaluated and the assessment criteria developed at our university, that the raters should follow. Studenti během studií na vysoké škole musejí projít řadou testů a hodnotících procedur. Je velmi důležité nejen připravit standardizované testy a testovací kritéria, ale také poskytnout studentům validní zpětnou vazbu. Naše vysoká škola se snaží zlepšit inter-rate reliabilitu, aby snížila subjektivní pohled evaluátora. Prezentující ukáží příklady testových úkolů na úrovni B1 a B2, jak jsou evaluovány a také představí hodnotící kritéria produktivních dovedností používané na ŠKODA AUTO Vysoké škole. Punčochář, Martin Masaryk University, Language Centre, 54084@mail.muni.cz Vizualizace českého jazyka pro cizince (Czech for Foreigners) Cílem příspěvku je poukázat na možnosti re-prezentace gramatického a syntaktického plánu českého jazyka grafickou (vizualizace konkrétního jevu) nebo fyzickou formou (prostřednictvím lidského těla, zejména pomocí rukou). Flektivní charakter češtiny (rozmanité slovní formy vyjadřující specifické funkce) spolu se syntaktickými specifiky (relativně volný slovosled, aktuální členění větné) představují pro studenty češtiny jako cizího jazyka mnohdy obtížně překonatelnou bariéru. Vizualizace jednotlivých gramatických funkcí (pády, slovesné formy) umožňuje jejich snadnější pochopení a brzké užívání v běžné komunikaci. Použití lidského těla (zvláště ruky) jako vždy přístupné pomůcky pak eliminuje problémy s výstavbou české věty a s jejím slovosledem (pozice zvratných zájmen a enklitik, pomocné sloveso v minulém čase a v kondicionálu). Inherentní dialogičnost konkrétní výpovědi pak umožňuje využívat otázky (počtu a formy užitých slov, slovosledu, jak u zjišťovacích, tak u doplňovacích otázek) jako podkladu či pozadí pro odpověď. Součástí příspěvku bude praktická ukázka uvedených principů a strategií. The aim of this paper is to point out the possibility of re-presentation of grammatical and syntactical plan of Czech language by showing in graphic (visualization of a particular phenomenon) or physical way (through the human body, especially by hand). Czech grammar is fusional: its nouns, verbs, and adjectives are inflected by phonological processes to modify their meanings and grammatical functions; czech word order is relatively free. That is why students of Czech language as a foreign language often experience difficulties while surmounting this barrier. Visualization of individual grammatical functions (cases, verbal forms) allows student to understand the language easier and start to use it in everyday communication sooner. Using the human body (especially hands) as always accessible aids then eliminates problems with the construction of Czech sentences (especially with regards to the word order: the position of reflexive pronouns and enclitic, the auxiliary verb in the past tense and conditional). Inherent dialogue charakter of a statement allows speakers to use questions as background or backdrop for an answer. There will be a practical demonstration of the above mentioned principles and strategies. 62

64 Abstracts Oral Presentations Ramadani, Kujtim South East European University, Language Centre, Osmani, Rufat South East European University, Language Centre, The Language Center at SEEU a role model in the Higher Education Area in the Balkans (Best Practices Strategies) The Language Center (LC) was founded in 2001 and was the first independent unit to provide instruction within South-East European University (SEEU). It provides language services to all SEEU students. Its 20 well-equipped classrooms, CELTA Center and the Language Resource Center (LaRC) are designed to meet the educational needs of the students, staff and the community as well as create an environment that is conducive to learning. Language study is a central part of every SEEU student s academic career, both as required subjects and as optional elective courses. Part of the University s mission is to promote a multilingual approach to learning, stressing both the importance of local and international languages. The Language Center has the crucial role in achieving this goal. The primary function of the Center is to provide courses specified in the curricula of the five faculties. This includes courses such as Basic English Skills as well as ESP faculty-dependent courses. Due to these requirements and student interest, the LC is the largest teaching organization at the University. The Language Centre as an integral part of the SEEU, implements a number of well-established, institution-wide quality procedures which are intended to have a positive impact on the standards of learning and teaching. These include: Teaching Observation Procedure, an annual Student Evaluation Survey, a performance management process for staff linked to professional development and an LC cycle of strategic planning, linked both to internal and LC Specific external evaluation. In developing these procedures, the University and the Centre have drawn on international quality assurance guidelines, trends and good practice in order to develop effective approaches to quality within a specific educational and national context. Das Sprachenzentrum (LC) wurde im Jahr 2001 gegründet und war die erste unabhängige Einheit Befehl innerhalb Südosteuropäische Universität (SEEU) zu liefern. Es bietet Sprachdienstleistungen für alle SEEU Studenten. Seine 20 gut ausgestattete Klassenräume, CELTA Center und das Language Resource Center (LaRC) sind auf die Bildungsbedürfnisse der Studenten, Mitarbeiter und der Gesellschaft sowie die Bedürfnisse schaffen eine Umgebung, die förderlich für das Lernen ist. Sprache Studie ist ein zentraler Bestandteil der akademischen Laufbahn jedes SEEU Schüler, die beide als Pflichtfächer und Wahlfächer als optional. Ein Teil der Aufgabe der Universität ist es, einen mehrsprachigen Zugang zum Lernen zu fördern, betonte sowohl die Bedeutung der lokalen und internationalen Sprachen. Das Sprachenzentrum hat die entscheidende Rolle bei der Erreichung dieses Ziels. Die primäre Funktion des Zentrums ist es, Kurse in den Lehrplänen der fünf Fakultäten festgelegt werden. Dazu gehören Kurse wie Grundkenntnisse in Englisch sowie ESP Fakultät abhängige Kurse. Aufgrund dieser Anforderungen und das Interesse der Studenten ist der LC die größte Lehrerorganisation an der Universität. Das Sprachenzentrum als integraler Teil der SEEU, implementiert eine Reihe von gut etablierten, Institution weiten Qualitätsverfahren, die dazu bestimmt sind, einen positiven Einfluss auf den Standards des Lernens und Lehrens haben. Dazu gehören: Lehr Beobachtung Ordnung, eine jährliche Studenten Bewertung Survey, eine Performance-Management-Prozess für die Mitarbeiter, um die berufliche Entwicklung verknüpft und ein LC-Zyklus der strategischen Planung, der sowohl an interne und externe Evaluation LC Spezifische verknüpft. Bei der Entwicklung dieser Verfahren sind die Universität und das Zentrum für internationale Qualitätssicherungsrichtlinien, Trends und bewährten Verfahren, um wirksame Ansätze zur Qualitäts innerhalb eines bestimmten Bildungs-und nationalen Kontext zu entwickeln gezogen. 63

65 Language Centres in Higher Education Brno, January 2015 Reich, Pavel Masaryk University, Language Centre, Incorporating Linguistic Analysis into English for Specific Purposes Courses (Research) The aim of this paper is to explore the possibilities of incorporating basic linguistic analysis into the syllabus of a course of English for Specific Purposes (ESP) designed for students of political science. It is based on my research in the fields of euphemistic language, semantic prosody, and appraisal in language. Traditionally, ESP methodology focuses predominantly on listening, reading, speaking and writing skills in the domains related to the learners expertise, as well as on the grammatical forms typical of academic contexts and on specialised lexis. A typical feature of ESP methodology is that the teacher is not in the position of being the primary knower of the carrier content of the material, but becomes rather a consultant who has knowledge of communication practices, but needs to negotiate with the students on how best to exploit these practices to meet the objectives they have (Dudley Evans and St John, 1998). The present paper attempts to explore a somewhat different approach. The teacher does not necessarily have to have the function of a language consultant in the field of expertise of the student, but, on the contrary, can merge his own field of expertise linguistics with the field of expertise of the students. Consequently, certain aspects of linguistic subfields, such as lexical semantics, pragmatics, critical discourse analysis, or corpus linguistics can be integrated into ESP courses, teaching students rudimentary linguistic analysis of the specialised discourse of their field of study. This approach broadens the students horizons by enabling them to see their own field of study from a different perspective, while continuously developing their reading, speaking, listening and writing skills. Příspěvek si klade za cíl prozkoumat možnosti začlenění základní lingvistické analýzy do kurzů angličtiny pro specifické účely, konkrétně do kurzu určeného pro studenty politologie a příbuzných oborů. Vychází z mého vlastního výzkumu v oblasti eufemistického jazyka. Kurzy angličtiny pro specifické účely jsou tradičně zaměřeny především na poslech, čtení, mluvení a psaní v oblastech souvisejících se specializací studentů, na gramatické jevy typické v akademickém jazyce a na odbornou slovní zásobu. Na hodině jazyka pro specifické účely není vyučující považován za znalce obsahu učiva, ale je spíše jakýmsi konzultantem, který má znalosti v oblasti komunikace v cizím jazyce a společně se studenty vyjednává, jak nejlépe tyto znalosti využít v jejich prospěch (Dudley Evans and St John, 1998). Cílem této prezentace je ukázat poněkud odlišný přístup. Učitel nemusí být nutně považován pouze za jazykového konzultanta v oblasti, na kterou se specializují studenti, ale naopak se může pokusit propojit jeho vlastní specializaci lingvistiku se specializací studentů. Výsledkem může být začlenění různých lingvistických podoborů, jako např. lexikální sémantiky, pragmatiky, kritické analýzy diskurzu nebo korpusové lingvistiky, do kurzů angličtiny pro specifické účely. Studenti se tak mají možnost naučit analyzovat jazyk typický pro svůj obor. Tento přístup rozšiřuje obzory studentů a umožňuje jim vidět svůj obor studia z jiného pohledu. Zároveň jsou zdokonalovány jejich schopnosti čtení, mluvení, poslechu a psaní v cizím jazyce. References: DUDLEY-EVANS, Tony and Maggie Jo St John. Developments in ESP: a multi-disciplinary approach. Cambridge, U.K: Cambridge University Press,

66 Abstracts Oral Presentations Rešková, Ivana Masaryk University, Language Centre, Jazyk pro specifické účely v klinické medicíně (Czech for Foreigners) Příspěvek se zabývá specifiky jazyka pro specifické účely, konkrétně češtiny využívané zahraničními mediky a lékaři v klinických oborech medicíny. Čeština pro lékaře je dynamicky se rozvíjejícím oborem výuky češtiny pro cizince, který spojuje lingvistické dovednosti s odbornými znalostmi. Představuje pro potenciálního uživatele šanci bezprostředního kontaktu v komunikační situaci a současně je důležitou součástí interkulturní komunikace. V příspěvku se zaměříme jednak na teoretická východiska oboru, jednak na konkrétní výstupy v univerzitní praxi. The paper deals with the specifics of language for specific purposes, namely the Czech for foreign medical students and physicians in the clinical medicine. Czech for physicians is a rapidly developing field of teaching Czech for foreigners, which combines linguistic skills with medical knowledge. The users of Medical Czech have a great chance to participate in the authentic communicative situation and also in the intercultural communication at the same time. Saliu, Basri South East European University, Faculty of Languages and Communications, b.saliu@seeu.edu.mk Developing an English for Specific Purposes Course Using a Learner Centered Approach (Research) English for Specific Purposes is a new developing branch in South East European University and the general approach for planning this course is very important. There are many approaches to course design, which are important, but in this paper the discussion will be focused mainly on the issue of designing a syllabus for English for specific purposes courses using the Learner Centered Approach. Many theoretical basis of learning Centered approach will be discussed and well thought-out in this paper, but special attention will be given to Hutchison and Waters identified approaches (1987) to course design, especially the learner centered approach, which is based on the principle that learning should be entirely based by the learner. According Hutchison and Waters (1987) with this approach learning is viewed as a development by which the learners use what knowledge or skills they have in order to make sense of the new information. By the same token, according to Nunan (1988), with learning centered approach we understand the involvement of the learner in developing the learning objectives for themselves for the purpose of best learning. (Nunan,1988, p. 24). Within this approach it is proposed that any ESP course should start by a strategy of determining some prior objectives based on needs analysis with the aim of identifying what learners are requiring the foreign language for. With this in mind, a thorough investigation of the learners needs prior to syllabus design will be done with the aim of launching a firm base for the subsequent production of a syllabus for an ESP course for Law at South East European University. The study hopefully will be used as a framework for an ESP course-development process that will help instructors with some of the problems they may come across in designing a new ESP course. Englisch für spezielle Zwecke ist ein neues Fach dass sich in der Südosteuropa-Universität entwickelt. Das allgemeine Konzept für die Planung des Kurses ist sehr wichtig.es gibt viele Theorien und Meinungen über die Gestaltung des Kurses,die wichtig sind,aber an dieser Arbeit fokusiert sich diese Diskussion hauptsächlich an die Ausgabe der Zusammensetzung eines Lehrplans für die 65

67 Language Centres in Higher Education Brno, January 2015 englische Sprache für spezielle Zwecke durch die Verwendung eines Zugriffs mit dem Studenten im Mittelpunkt. Viele Theorien die diesen Zugriff behandeln werden in dieser Arbeit diskutiert,aber eine besondere Aufmerksamkeit wird dem Zugriff des Hutchison and Waters(1987) für die Kursgestalltung gegeben,insbesondere den Zugang mit den Studenten im Mittelpunkt,die auf dem Prinzip basiert dass der Unterricht ganz auf den Schüler basieren soll.durch den Zugang von Hutchison und Waters(1987) gilt der Unterricht als eine Entwicklung, durch diese benutzen die Schüler ihre Kenntnisse oder Fähigkeiten die Sie haben um der neuen Information eine Bedeutung zu geben.mit der gleichen Logik erarbeitet auch Nunan(1988) diesen Zugang,er sagte das durch konzentriertes Lernen wir die Beteiligung des Schülers in die Entwicklung der Ziele für sich selber lernen, damit man bessere Ergebnisse im Unterricht hat.(nunan,1988,f,24). Die Erforschung der Literatur wird hoffentlich für ein Prozess der Entwicklung in den englischen Kurs genutzt.für spezifische Gründe helfen die Ausbilder ein paar Probleme zu lösen, die bei der Entstehung des Syllabus für dieses Fach begegnen können. Sánchez Cuadrado, Adolfo University of Granada, Centre of Modern Languages, Biedma Torrecillas, Aurora University of Granada, Centre of Modern Languages, elade: e-test of Spanish Proficiency by the Centre of Modern Languages of the University of Granada (Spain). Construction and validation proces (Testing) The Centre of Modern Languages of the University of Granada initiated in 2009 a thorough updating process of its assessment practices that lead in 2014 to the creation of elade B1/B2 (Examen en Línea de Acreditación de Dominio de Español), the first e-test of Spanish Proficiency to be completely reliable. This test is aligned with the CEFR and constructed complying with the standards for best-practice assessment of institutions such as EALTA and ALTE. It is also recognized by all the Universities belonging to the Associations of Language Centres in Higher Education in Spain (ACLES) and Europe (CERCLES). In this lecture, we will describe the test, its specifications and administration, together with the construction and validation process that make it the first on-line test of Spanish proficiency to be fully fair, validated and reliable. El Centro de Lenguas Modernas de la Universidad de Granada inició en 2009 un proceso de actualización en las prácticas de evaluación que ha culminado con la puesta en marcha en 2014 del elade, el Examen en Línea de Acreditación de Dominio de Español B1/B2, pionero en la acreditación fiable en línea del dominio de español. Este examen se construye según las directrices del MCER y siguiendo los estándares de evaluación de organizaciones como EALTA y ALTE. Así mismo, está reconocido por todas las universidades pertenecientes a ACLES y CERCLES. En esta ponencia se presenta el examen, sus especificaciones y sistema de administración, así como el proceso de construcción y validación que lo convierte en el primer examen en línea de español completamente justo, válido y fiable. 66

68 Abstracts Oral Presentations Sciberras, Chris London School of Economics, Language Centre, Stansfield, Gemma London School of Economics, Language Centre, Exploiting Student Work for Materials Design (Course Design) How useful are published materials for your students? This presentation looks at why and how creating your own materials using student work can help students develop their writing. We will consider the theoretical bases and practical considerations of this approach to teaching writing skills. We will present criteria for selecting student work to use, discuss how this work can be used to develop language and an understanding of genre, and share materials we use at the LSE Language Centre. Scott-Monkhouse, Anila R. University of Parma, Language Centre, Rigamonti, Enrica University of Salzburg, Fachbereich Romanistik, Personal filters in action when learning a new language and approaching a new culture (Innovations) All individuals are fitted with filters which act on the way they experience the world, and these filters depend on various factors, including personal traits and cultural influences. If it is true that language is a reflection of both the self, and the culture and people it belongs to, then it might be assumed that when learning a new language each individual is approaching a different identity and a different culture with personal filters which affect the learning process. Given that any learning process involves approaching something new, it is inevitably going to lead to some kind of change, much of which occurs without conscious awareness, yet is affected by the individual s attitude towards novelty and diversity. In this dual-purpose joint project between the University of Parma (Italy) and the University of Salzburg (Austria) we devised practical in-class activities based on Gardner s theory of Multiple Intelligences and principles of Neuro-Linguistic Programming in order to indirectly test these filters whilst revising and consolidating language structures and lexis. Our aims were, on the one hand, to verify if our learners filters are subtly expressed in their way of seeing themselves, their own language and culture, and the foreign language and culture; on the other, to raise the students sensitivity to these personal filters as a means to becoming aware of their opinions and feelings towards what they learn in relation to another language and culture. This hopefully would be a stepping stone towards discovering new aspects of themselves, developing sensitivity to differences and recognising factors acting in their own learning process, which can be exploited to become more efficient learners. Alle Menschen verfügen über Wahrnehmungsfilter, die ihre Art, die Welt zu erfahren, beeinflussen. Diese Filter hängen von mehreren Faktoren ab, zu denen auch persönliche Charakterzüge und kulterelle Einflüsse zählen. Wenn es stimmt, dass die Sprache ein Ausdruck sowohl des eigenen Selbst ist, wie auch der Kultur und der Menschen, deren Gut sie ist, dann kann angenommen werden, dass jedes Individuum sich beim Erlernen einer neuen Sprache einer anderen Identität und einer anderen Kultur mit persönlichen Filtern nähert, die den Lernprozess beeinflussen. 67

69 Language Centres in Higher Education Brno, January 2015 Jeder Lernprozess führt unausweichlich zu einer Veränderung, die in der Regel den Menschen nicht bewusst ist, die jedoch von der persönlichen Einstellung des Einzelnen gegenüber Neuem und Andersartigem beeinflusst wird. In diesem gemeinsamen Projekt der Universität von Parma (Italien) und der Universität von Salzburg (Austria) entwarfen wir Unterrichtsaktivitäten, die sich auf die Theorie der Multiple Intelligences von Gardner sowie auf das Neuro-Linguistic Programming stützen, um diese Filter während der Wiederholung bzw. der Vertiefung von Sprachstrukturen und Wortschatz indirekt zu testen. Die Studierenden, die an diesem Projekt teilnahmen, studierten Englisch (in Parma) sowie Italienisch (in Salzburg) als Fremdsprache. Unser Ziel war einerseits, zu überprüfen, ob ihre Filter in ihrer Selbstwahrnehmung, in der Wahrnehmung ihrer eigenen Sprache und Kultur, sowie auch der fremden Sprache und Kultur subtil zum Ausdruck kommen. Andererseits wollten wir die Studierenden auf ihre individuellen Filter aufmerksam machen, damit sie sich ihrer Meinungen und Gefühle über das, was sie im Zusammenhang mit einer anderen Sprache und Kultur lernen, bewusst werden. Das könnte vielleicht ein wesentlicher Schritt sein, um sich selbst besser kennen zu lernen, die eigene Sensibilität gegenüber Unterschiedlichkeit zu entwickeln, sowie Faktoren wahrzunehmen, die sich auf den eigenen Lernprozesses auswirken, um sie effizienter auszunutzen. Sieglová, Dagmar ŠKODA AUTO University, University of Finance and Administration, Department of Languages, Critical thinking approach in language education a sample lecture (Soft Skills) Recently, university students are facing an increasing need to work with English language resources. This becomes not only a wide practice during their studies but an objective reality for their future carriers, if they want to succeed, excel or receive a competitive advantage at the job market. For that reason, developing English language competencies that would enable students to work with life material should become the center of attention at the university language education. Lower level English language textbooks, simplified or outdated texts, and grammar drills are no longer enough. It is the content based teaching focused on developing students reading, writing, listening and speaking skills applied in wider context that leads to a real language competence development. It will be shown that the Reading and Writing for Critical Thinking (RWCT) approach offers a powerful set of methods and techniques not only promoting students general study skills, but also developing their foreign language competencies necessary for their future academic or professional practices. Based on a three-phase model that monitors the students study process through cooperative learning techniques, the approach helps coordinate the students productive and receptive language skills thoroughly. The purpose of the workshop is to show the RWCT approach as a sophisticated system that activates and further cultivates students language competencies in its complexity. The presented sample lecture will introduce a selected set of RWCT techniques adapted on a work with text taken from professional periodicals. It aim is to demonstrate its potential and feasibility for the tertiary level professional English instruction. Sierocka, Halina University of Białystok, Faculty of Law, Białystok Legal English Centre, soll@poczta.onet.pl How to Stimulate Speaking in Legal English Classes (English for Law) English for Legal Purposes appears to be gaining in popularity and acquiring a new dimension in many countries. Legal practitioners as well as law students, increasingly interested in pursuing 68

70 Abstracts Oral Presentations their professional careers in a foreign language context, are no longer satisfied with general English skills and competences. Thus, legal English teachers are forced to put a greater emphasis on developing these skills which are exploited in legal professionals community extensively. It is not an easy task, due to specificity and complexity of the legal English discourse, but the benefits that can be derived (e.g. enhancing students language competence, achieving the course objectives and increasing motivation) definitely outnumber the drawbacks. The presenter aims to give teachers of Legal English some hints on how to develop one of the language skills i.e. speaking among pre-experienced and experienced law students. First, a brief outline of activities exploited for teaching speaking will be provided. Next, the most effective and stimulating techniques and tasks will be demonstrated and commented on. They include, among other things, negotiations, role plays, problem solving activities and are based on authentic, landmark cases from various areas of law. The presentation will conclude by looking at some examples of stimulating tasks and techniques which come from the Legal English textbook Legal English Niezbędnik przyszłego prawnika, which in 2013 was awarded the European Language Label; the certificate granted by EU Commissioner for Education, Culture, Multilingualism and Youth as well as Polish Ministry of Education for innovative teaching techniques and methodological achievements. Odborná angličtina pro právnickou praxi získává na popularitě a v mnoha zemích získává novou dimenzi. Právníkům i studentům, jejichž zájem o práci v cizojazyčném prostředí se zvyšuje, již nestačí dovednosti a schopnosti získané z výuky angličtiny obecné. Učitelé právnické angličtiny proto musí klást větší důraz na rozvoj těch dovedností, které jsou uplatňovány v rámci právnických profesí. Tento úkol není snadný zejména díky specifikům a komplexnosti právního diskurzu, avšak výhody, které z toho přístupu lze získat (např. zvyšování jazykových schopností studentů, dosažení cílů kurzu a zvyšování motivace), zajisté převyšují nevýhody. Autorka prezentace si klade za cíl sdílet své zkušenosti při rozvíjení jedné z jazykových dovedností, a to mluvní dovednosti, studentů bez právnické praxe i studentů s praxí. Prezentace se pokouší předvést nejúčinnější způsoby a úkoly, které podpoří mluvní dovednosti v hodinách právnické angličtiny. Mezi jinými bude zahrnovat vyjednávání, situační scénky (roleplays), řešení problémů. Uvedené aktivity jsou založeny na význačných autentických případech z různých oblastí práva. Složilová, Eva Masaryk University, Language Centre, eslozil@med.muni.cz The impact of standardized exams (Testing) The implementation of standardized language exams within the context of tertiary education is a complex process that implies a wide range of challenges and compromises. The consequences of the standardization process potentially affect a large number of stake-holders. The paper applying mixed method research methodology examines the impact of an ambitious project aimed at standardizing high-stakes language exams developed, administered and evaluated at a central European university language centre. It contextualizes the process encompassing nine faculties and four foreign languages and provides basic background information necessary for a closer look at the washback effect, i.e. the way the standardization process has been affecting teachers and teaching. Zavádění standardizovaných jazykových zkoušek v kontextu terciárního vzdělávání je složitý proces, který s sebou přináší celou řadu výzev a kompromisů. Důsledky tohoto standardizačního procesu mohou ovlivňovat velké množství zainteresovaných stran. Příspěvek je zasazen do rámce smíšeného výzkumného designu a zkoumá dopad ambiciózního projektu, jehož cílem je standardizovat jazykové zkoušky vysoké důležitosti vyvíjené, administrované 69

71 Language Centres in Higher Education Brno, January 2015 a evaluované na jazykovém centru jedné středoevropské univerzity. Kontextualizuje tento proces, který zahrnuje devět fakult a čtyři cizí jazyky, a poskytuje základní informace potřebné pro detailnější pohled na tzv. washback, tj. na způsob, jakým proces standardizace ovlivňuje učitele a výuku. Stollmann, Katrina Universität Bremen, Fremdsprachenzentrum Bremen, katrina.stollmann@uni-bremen.de Brandt, Anikó Universität Bremen, Fremdsprachenzentrum Bremen, brandt@uni-bremen.de Post-Graduate Writers in Bremen: An academic support program for doctorate students and researchers (Methodology Writing) The past few decades have been witness to the increasingly central role that English plays as a lingua franca in many different contexts, one of which is academia, as it is the language most commonly used by scholars around the world, especially when publishing. Publication is a scholar s way of participating in the discourse of his/her academic community, or in other words, joining a global research conversation. Thus, the writing skills required for publication are a key feature of every scholar s academic toolbox. For a large number of scholars who use English as a lingua franca, there is the additional challenge of acquiring advanced writing skills in a language that is not their native tongue - an issue that is especially pertinent to young research scholars. This talk will outline how the foreign language center in Bremen (FZHB) has responded to the academic writing needs of scholars, focusing in particular on the writing support program that has been developed for various graduate schools whose PhD candidates are expected to write and publish in English, as well as recent efforts to streamline our ESL writing-support coaching and workshops for researchers. The presentation will include a statistical overview of what we have learned about post-graduate writers and their needs through survey work and needs analyses. Furthermore, the talk will consider the benefits of combining writing workshops with individual coaching - comparing and contrasting the latter with correction services, and providing an overview of which points in a typical academic writing process most researchers choose to pursue writing support coaching. The presentation will additionally demonstrate what academic writers expectations entail, as well as how language centers can respond to these expectations. Englisch ist im Laufe der letzten Jahrzehnte zu einer Lingua Franca für viele unterschiedliche Bereiche geworden. Im akademischen Kontext bedienen sich viele Wissenschaftler inzwischen des Englischen für ihre Publikationen, um am globalen Diskurs ihrer Forschungsgemeinschaft teilzunehmen. Aus diesem Grund sind gute bis sehr gute wissenschaftliche Schreibkompetenzen eine Grundvoraussetzung für den akademischen Erfolg. Wissenschaftler, die Englisch als Lingua Franca nutzen, stehen jedoch noch vor einer weiteren Herausforderung: Sie müssen sich zusätzlich noch sehr gute Schreibkompetenzen in einer Sprache aneignen, die nicht ihre Muttersprache ist. Vor allem junge Wissenschaftler benötigen oft Hilfe, um diese Kompetenzen zu entwickeln. In diesem Vortrag wird ein vom Fremdsprachenzentrum der Bremer Hochschulen (FZHB) entwickeltes Programm zur Unterstützung des fremdsprachigen Schreibprozesses vorgestellt. Es wendet sich an verschiedene Graduiertenschulen und Promotionsprogramme aller Fachbereiche, deren Doktoranden ihre Dissertationen und Fachaufsätze auf Englisch verfassen müssen. Des Weiteren wird dargestellt, wie das FZHB das ESL-Angebot für Wissenschaftler im Bereich Coaching und Workshops weiter ausbaut und den Bedürfnissen der Zielgruppe anpasst. Die Präsentation gibt auch Antworten auf Fragen zur Zielgruppe und ihren Bedürfnissen, die wir durch Bedarfsanalysen, Umfragen und detaillierte Studien ermittelt haben. Des Weiteren wird der Vortrag die 70

72 Abstracts Oral Presentations Vorteile der Verbindung von Schreibworkshops mit individuellem Coaching darstellen, verglichen mit z.b. einem reinen Korrekturservice oder auch in Abgrenzung zur klassischen Schreibberatung. Zuletzt wird auch darauf eingegangen, in welchem Stadien eines typischen akademischen Schreibprozesses Schreibende Rat und Hilfe suchen. Es wird gezeigt, wie die Erwartungen an diese Hilfestellung aussehen sowie wie Sprachenzentren auf diese reagieren können. Ševečková, Monika Masaryk University, Language Centre, Значение игры в жизни человека. Педагогический аспект (Innovations) Статья посвящена существенной роли игры в рамках обучения ребенка и взрослого, акцентирует при этом педагогический момент данной проблематики. Ребенок, используя игры в целях воспитания, учится понимать окружающий его мир и найти свое место в коллективе. Имея в виду факт, что детские игры являются частью духовной культуры, автор ссылается на некоторых известных этнолингвистов, работающих над данной проблематикой (Биттнерова, Морозов Слепцова), и перечисляет основные этнолингвистические принципы, необходимые для понимания использования игр и во взрослом возрасте. Использование игр во время преподавания иностранных языков помогает студентам осваивать разные категории языка и обработать огромное количество новой информации естественным путем. Така как автор статьи убеждена, что вопросы преподавания русского язвка как иностранного связаны также с лингвокультурологией, внимание уделяется тоже основным моментам данной научной дисциплины с педагогической точки зрения. Опираясь на личный опыт работы со смешанными многонациональными группами студентов, автор утверждает, что использование игр во время обучения в вузе помогает преодолеть языковой коммуникационный барьер и создать приятную рабочую атмосферу. В заключение статьи приводятся конкретные примеры и игры, использованные во время преподавания русского языка для академических и специальных целей. Příspěvek informuje o zásadní roli hry jako výukové složky v životě dítěte i dospělého s důrazem na folklorní žánrovost, funkci a pedagogickou stránku dané problematiky. Vzhledem k faktu, že dětské hry patří do oblasti duchovní kultury, odvolává se autorka na některé významné entolingvisty, kteří se danou tematikou zabývají (Bittnerová, Morozov Slepcova aj.), a přibližuje základní etnolingvistické principy nezbytné k pochopení důležitosti využití her i v dospělosti. Zařazení her do výuky cizích jazyků napomáhá studentům osvojovat si různé kategorie jazyka a přirozenou formou zpracovat velké množství nových informací. Na základě vlastní zkušenosti autorky příspěvku se smíšenými mnohonárodnostními skupinami studentů je akcentována také důležitost využití her pro překonání jazykové komunikační bariéry a vytvoření dobré pracovní atmosféry během výuky. V závěru článek přináší konkrétní příklady a hry využívané během výuky ruského jazyka pro akademické a odborné účely. Švanda, Libor Masaryk University, Language Centre, svanda@phil.muni.cz Master Claretus early didactic writings on medicine (Medical Latin) Bartholomaeus de Solentia ( ca 1370), called usually Master Claretus, is known as the author of the oldest Latin-Czech dictionaries. The greatness of his dictionary work and its importance for the Czech (and generally Slavic) lexicography overshadows Claretus as the author of other literary writings, including two Latin didactic poems related to medicine: Medicaminarius, 71

73 Language Centres in Higher Education Brno, January 2015 which describes the health care, dietary regimen and also some remedies and medication; and Complexionarius, which deals with complexions (temperaments). The aim of this paper is to introduce both Claretus medical writings as two examples of medieval schooltexts and to point out some of their interesting features. Content analysis: structure of the texts, relations to the author s other writings and other works of the same time and genre, reflections of the contemporary medical theory. Although quite a number of similar schooltexts were created during the Middle Ages, not many of them originated in the Czech lands. However, Claretus didactic poems Medicaminarius and Complexionarius allow us to take a look inside the medical theory as it was taught in the middle of 14th century in Bohemia. Bartoloměj z Chlumce ( 1370), zvaný Mistr Klaret, je známý jako autor nejstarších latinsko-českých slovníků. Velikost slovníkového díla mistra Klareta a jeho význam pro českou a obecně slovanskou lexikografii zastiňuje Klareta jako autora dalších spisů, mimo jiné i dvou latinských didaktických básní s lékařskou tématikou: Medicaminarius, jehož tématem je zdravý způsob života, péče o zdraví, léky a léčba, a Complexionarius, který pojednává o čtyřech lidských complexiones (temperamentech). V příspěvku představíme oba Klaretovy texty s lékařskou tématikou jako příklad středověkých učebních textů a poukážeme na některé jejich formální i obsahové aspekty. Základem je formální a obsahová analýza obou uvedených textů, uvedení do souvislostí s ostatními autorovými spisy a s dalšími spisy daného žánru a období. Důraz je kladen na žánrové zařazení textů (k tomu srov. např. M. Říhová: Sanitatem conservare. K typologii jednoho druhu středověké literatury. Listy filologické, 127, 54 65) a na to, do jaké míry se v nich odráží soudobá lékařská teorie (srov. např. Nancy G. Siraisi v knize Medieval and early Renaissance medicine: an introduction to knowledge and practice Chicago: University of Chicago Press, 1990). Byť podobných učebnic vznikla ve stejném období v Evropě řada, v českém prostředí se jich mnoho nedochovalo a oba Klaretovy texty tak poskytují cenný vhled do některých oblastí medicíny v Čechách poloviny 14. století. Takovski, Aleksandar South East European University, Language Centre, a.takovski@seeu.edu.mk Increasing cultural awareness and motivating critical thinking through humour (Soft Skills) Among the numerous functions of humour (biological, social, psychological, rhetoric, political) one of the most recently debated ones is its didactic function. Studies on use and role of humour in educational, mostly language learning, context, have fairly recently started to investigate the instrumental value of humour as means of: reducing test anxiety, increasing learning speed, retention of information, perception of teacher credibility (Torok et all 2004), reducing affective barriers to language acquisition (Askildson 2005), enhancing or facilitating the learning (Berk 1996 ; Garner 2003; Hackathorn et all 2011). In this developing research interest, little attention has been paid to humour s potential for raising cultural awareness and motivating critical thinking. The belief in this potential rests upon the fact that humour as a culturally contingent phenomenon encodes idiosyncratic sociocultural stimuli, the appreciation and understanding of which does not only necessitates understanding of the culture that has produced the humour, but also requires taking a critical approach towards the reductionist representation of the cultural realities often communicated through humour. 72

74 Abstracts Oral Presentations In order to explore this possibility more closely, the study will conduct a research based on series of in-class activities with high proficiency level English students, organized in several stages. First, students provide humorous samples for the three coded categories of humour (funny, not funny, not understandable), after which they are interviewed and surveyed as to identify culturally factored reasons for non-appreciation and non-understanding. In the next stage, the students are facilitated, based on textual hints, in the search for the cultural information that resolves the initial non-appreciation and/or non-understanding. By this they are expected to gain understanding of humor by gaining understanding of the culture that has produced it, or is targeted by it. In the last stage, the students will be exposed to culturally reductionist humour like ethnic humour or humour about marginalized groups as to challenge them to critically approach the cultural bias present in such humor. Finally, based on the research results, the study will try to suggest possible manners of integrating the study findings within a language teaching curricula by discussing how this general framework of activities based on humour may be specifically used as supplemental course material, or how it may be integrated in the course core material, thus making it a more viable instrument for accomplishing the course objectives. Trumpešová-Rudolfová, Eva Masaryk University, Language Centre, trumpesova@econ.muni.cz Emotional Intelligence in Foreign Language Acquisition (Innovations) This presentation is going to touch upon areas connected most of all to Emotional Intelligence. It is going to frame out the areas that are crucial for everyday human interactions and that can be used fruitfully for foreign language learning. As people need to communicate and their utter-most need is to connect with other people, it becomes necessary, to be able to navigate one s own behaviour through the lands of other people. Hic sunt leones is no longer true. As much as we crave and need connection, we are intrinsically afraid of it, of the opinions we would get from other people. Emotional Intelligence is there to help us be guided through the web of human relations and to understand our own feelings as well as those of others. That s where the starting point is with awareness of those feelings. Undemanding it might sound, yet it is in reality very laborious, even in a native language, let alone in a foreign one. However, in my opinion, mastering Emotional Intelligence in a foreign language can serve both as a facilitating element for native language as well as a progress marker in a foreign one, as it represents the threshold dividing a mediocre user from a fluent and natural one. It opens the gate to a much higher level of knowledge; to a much higher level of learning, living and being. This presentation is followed by a workshop (To Dare or Not To Dare) where you can apply the knowledge you gained in the presentation to your own situation and learn some useful strategies. Prezentace se bude týkat témat Emoční inteligence vzhledem k jejich využití ve výuce cizího jazyka. Jelikož se všichni pohybujeme mezi lidmi, je nutné znát mechanismy, které ovlivňují interakce mezi námi. Je třeba začit rozpoznáváním a pojmenováváním emocí, což se jeví jako jednoduché, ale není tomu tak. Jakmile se to však naučíme, a výuka jazyků pro toto nabízí ideální prostředí, staneme se jednak schopnějšími v našem rodném jazyce a zároveň se posuneme od průměrného uživatele cizího jazyka, k plynnému, přirozenému projevu. Na tuto prezetaci navazuje workshop To Dare or Not to Dare, kde je možné uplatnit tyto poznatky do praxe a naučit se užitečné strategie. 73

75 Language Centres in Higher Education Brno, January 2015 Vaattovaara, Johanna University of Helsinki, Language Centre, Manner-Kivipuro, Johanna University of Helsinki, Language Centre, Developing as a professional the staff development framework at the University of Helsinki Language Centre (Language Centres + Staff Development) The University of Helsinki Language Centre offers teaching in 15 languages and arranges 550 courses for 14,000 university students annually. It is the largest university language centre in Finland, with over 200 teachers and other staff. Like other language centres in Finland, it is an independent institute of the University, concentrating on teaching. This means that, for example, research is not normally included in the annual work load of the Language Centre language teachers. However, like any university institute, the Language Centre promotes staff development and professional growth, and it has also set this type of promotion as one of its strategic goals. The quality of teaching of the University of Helsinki Language Centre has been recognized by external audits and a number of quality awards ( The Language Centre is also one of the top units of the University in terms of workplace wellbeing and occupational health, as evidenced by local surveys carried out across the different units of the University. In this presentation we will discuss the crucial factors that we believe are behind this success in quality of teaching and the recognition of well-being. First, we will focus on the overall structures and workplace culture that promote these positive trends through offering forums and means for professional development. Second, we will present an example (University Pedagogy course tailored for the Language Centre personnel), which enables collaboration and research based development across the language units and also administration personnel. By this example we also show how the often problematic relationship between research and teaching development has been solved in our context. Au cours de cette présentation, nous allons aborder l organisation structurelle et la culture de travail du Centre de langue de l Université d Helsinki, du point de vue des forums et du contexte socioculturel pour le développement professionel. Nous allons également présenter une étude de cas (cours de pédagogie universitaire destiné au personnel du Centre de langues) qui montre de quelle manière la coopération et le développement basé sur la recherche sont à l œuvre non seulement entre les différents départements de langue mais aussi entre lesdits départements et l administration. Cet exemple illustrera aussi la réponse que le Centre de langues a apporté au défi que représentent les relations souvent problématiques entre la recherche et le développement de l enseignement. Viksne, Vita Riga Stradins University, Language Centre, vita.viksne@rsu.lv Abelite, Inara Riga Stradins University, Language Centre, inara.abelite@rsu.lv Teaching Latin in International student groups: comparative study (Medical Latin) Introduction. The Latin language still plays a very important role in teaching medical terminology which is widely used in all fields of Medicine. We can agree that it provides us with the necessary international communication and helps us to understand modern languages. Our students come from different countries; their knowledge and cultural backgrounds are different. The microclimate in the group is as important as the motivation or/and the lecturer s qualification. 74

76 Abstracts Oral Presentations Aim. The aim of this investigation is to identify the differences between international student groups from several countries (most of our students come from Germany, Sweden, Norway, Finland, as well as the UK, Portugal and Spain), to point to the most common mistakes and difficulties experienced in the study process. Material and methods. The study includes different student groups both from Latvia and International Student department we are working with. We also include other colleagues experience. Students final or/and interim tests were used to analyze the most common mistakes. Some general statistics of our university also were helpful in our work. We compared students from different countries, using a contrast method (using as language 1 (L1) - English and as language 2 (L2) - Latin. Even if it is not possible (we communicate with the students in English), we tried to see some native language (L3) influence in learning Latin as well. In order to sort out the most common mistakes, we used both - qualitative and quantitative method to see the frequency of the mistakes mentioned above. Results. All of the students experience difficulties in learning the Latin grammar. The Latvian students have less difficulties with the noun declensions (except the 3rd one, which is the most difficult) or agreement of adjective-noun, but they experience difficulty in the word order. As to the international students, most of whom come from Germany, and who have studied Latin at school, have just certain difficulties with the vocabulary. As to students from other countries (Sweden, Finland, Norway, etc.), they have difficulties with the noun gender, declensions, agreement of adjective-noun. Some of them even say that in their native tongue the genders do not exist, or adjectives have the same ending in all genders. Conclusion. In teaching students, coming from different countries, we have to elaborate exercises that help them better understand the difference between the L1 and L2. We also have to pay attention to the L3 (if different from the L1), explaining things that are different from English and Latin, even if we do it through English. Introducción. La lengua latina sigue siendo muy importante enseñando la terminología médica que es ampliamente utilizada en todos los campos de medicina. Estamos de acuerdo que éste proporciona a nosotros la comunicación a nivel internacional necesaria y ayuda nos a comprender las lenguas modernas. Nuestros estudiantes vienen de distintos países, su conocimiento y su bagaje cultural es diferente. El microclima en el grupo es tan importante como la motivación y/ o la calificación de profesor. Propósito. El propósito de nuestra investigación es identificar las diferencias que hay entre los distintos grupos de estudiantes de diferentes países (la mayoría de los estudiantes viene de Alemania, Suecia, Noruega, Finlandia, como también del Reino Unido, Portugal y España), así como señalar las faltas más comunes y las dificultades que hemos observado durante el proceso de aprendizaje. Materiales y métodos. La investigación incluye diferentes grupos de estudiantes de Letonia y también del Departamento de Estudios Internacionales con los que trabajamos. También incluimos la experiencia de otros colegas. Las pruebas parciales y/ o los exámenes de los estudiantes han sido usados para el análisis de las faltas más comunes. Para nuestro trabajo también nos ayudamos de la estadística general de la universidad. Hemos comparado estudiantes de diferentes países utilizando el método contrastivo (usamos como lengua 1 (L1) el inglés y como lengua 2 (L2) el latín. Aunque no fuera posible (nos comunicamos con los estudiantes en inglés), hemos intentado ver la influencia de la lengua materna (L3) en el aprendizaje de latín. Para señalar las faltas más comunes hemos utilizado los métodos cualitativo y cuantitativo para ver la frecuencia de las faltas arriba mencionadas. Resultados. Todos los estudiantes tienen dificultades a la hora de aprender la gramática de latín. Los estudiantes letones no tienen tantas dificultades con las declinaciones de los substantivos (salvo la 3a declinación que resulta ser la más difícil) tampoco tienen dificultades en hacer acuerdo sustantivo- 75

77 Language Centres in Higher Education Brno, January 2015 adjetivo, pero tienen dificultades en el orden de las palabras. De los estudiantes internacionales hay que decir que los estudiantes alemanes están bien preparados (casi todos han aprendido el latín antes), así que tienen ciertas dificultades con el vocabulario. Acerca de los estudiantes de otros países (Suecia, Finlandia, Noruega etc.) podemos decir que tienen dificultades con el género de sustantivos, declinaciones, acuerdo sustantivo-adjetivo. Algunos dicen que en su lengua materna no existen los géneros o que los adjetivos tienen las mismas terminaciones para todos los géneros. Conclusiones. Enseñando a estudiantes de diferentes países tenemos que elaborar ejercicios para ayudarles a comprender mejor la diferencia entre la L1 y la L2. También tenemos que estar atentos a la L3 (si es diferente de la L1), explicando cosas que son diferentes del inglés y del latín aunque lo hacemos a través de inglés. Vodičková, Kateřina Charles University, Institute for Language and Preparatory Studies, katerina.vodickova@ujop.cuni.cz Zkoušky z češtiny a SERRJ: na co se spolehnout? (Testing) Pokud tvůrci zkoušek tvrdí, že je daná zkouška vztažena k nějakému externímu referenčnímu systému, například Společnému evropskému referenčnímu rámci pro jazyky (dále SERRJ), musejí toto sepětí uživatelům zkoušky doložit. V příspěvku se zabýváme několika dostupnými zkouškami z češtiny a jejich deklarovaným sepětím se SERRJ jak z pohledu běžného uživatele zkoušky, tak z pohledu jazykového testera. If the examination developers claim that a particular examination is linked to an external framework of reference, such as e.g. the Common European Framework of Reference for Languages (CEFR), they should be able to document this link to the examination users. The paper deals with a few examinations in Czech and their declared linkage to the CEFR from both the examination users point of view and the language testers point of view. Vrieze, Rose de NHTV University, Department of Tourism, vrieze.r@nhtv.nl Boland, Ray NHTV University, Department of Tourism, boland.r@nhtv.nl Designing Materials and Methods for ELF Teaching and Learning (Best Practices Strategies) There are two contemporary challenges facing teachers and learners of English in international education. First of all, English is mainly used as a lingua franca by international students and international business people. This has consequences for the goals, content and assessment of English language courses in higher education. Secondly, the rapid development of online platforms such as TED, MOOCs and a more open Internet pose questions about the relevance of many current teaching methods. Our presentation aims to share some of our attempts to respond to these challenges and opportunities especially in terms of curriculum development and material design. Mauranen (2012) amongst others has charted English use in the international academic field, Nguyen (2011) has produced valuable research on the lack of an international context for English in language text books whilst Kirkpatrick (2010) and Louhiala-Salminen, Charles & Kankaanranta (2005) have investigated English language use in multinational businesses. The challenge now as Nickerson (2005) has indicated in an editorial in a special edition of English for Specific Purposes is to develop suitable materials to prepare students to work and study further in an international environment. 76

78 Abstracts Oral Presentations Whilst Crystal (2010) argues that ELF should have little impact on the teaching and learning of English for productive purposes, we would argue, with Nickerson (2005), that business and academic writing and speaking also need to be taught and learnt differently than in the past. There should be a greater emphasis on the way in which English production occurs within specific business, academic and cultural contexts and on effective communication rather than communication, which is accurate in native-speaker terms. Flipping the classroom, utilization of online resources and a focus on key issues in ELF usage can help students improve their English and their communicative competence. References: Crystal, D. (2010). Should English be taught as a global language? Macmillan education. Retrieved September 1, 2013, from Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: a multilingual model. Hong Kong: Hong Kong University Press. Louhiala-Salminen, L., Charles, M., & Kankaanranta, A. (2005). English as a lingua franca in Nordic corporate mergers: two case companies. English for specific purposes, 24, doi: /j.esp Mauranen, A. (2012). Exploring ELF: academic English shaped by non-native speakers. Cambridge: Cambridge University Press. Nguyen, M.T.T. (2011). Learning to communicate in a globalized world: to what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42(1), , doi: / Nickerson. C. (2005) English as a Lingua Franca in International Business Contexts. English for Specific Purposes, 24, , doi: /j.esp Wapinska, Ewa University of Oslo, Faculty of Humanities, Department of Linguistics and Scandinavian Studies, ewa.wapinska@iln.uio.no Exploring a Gold Mine of Classroom Practices Learning the local language: tuning in to Norwegian language and culture (Multilingualism) Globalization provides students with the opportunity to study different subjects in English abroad, but also a unique possibility to learn the local language of the host country. International students at the University of Oslo can apply for accredited Norwegian language courses on different levels. The beginner courses aim at providing students with a functional level of Norwegian for practical everyday use and an introduction to Norwegian culture, life and society. The following study is a result of several years of experience teaching international students at the University of Oslo. The research is based on students` open-ended written responses and oral feedback from Norwegian language courses since Its purpose is to study how to create dynamic communicative practices while teaching and learning a foreign language. It intends also to present some useful ideas for teachers of international students on how to deal with the initial challenges of teaching a foreign language. The study s focus from a pedagogical and methodological point of view, is moreover on the importance of a positive initial experience learning a foreign language and culture while living in the country. The study draws attention to linguistic characteristics such as sounds and pronunciation, grammatical issues, vocabulary or idiomatic expressions by means of contrast, similarities or associations with the languages represented in class. It also offers some advice on how to make use of learners` immediate environment and group` s momentary potentials in teaching activities, to make the process more dynamic and motivating. The study serves as a practical tool for teachers, and learners as well, 77

79 Language Centres in Higher Education Brno, January 2015 to gain insight into how using simple strategies, can facilitate and encourage exploring the process of tuning students in to the country` s language and culture. La mondialisation offre aux étudiants l occasion d étudier à l étranger des matières en anglais, mais aussi une opportunité unique d apprendre la langue locale du pays d échange. Les étudiants internationaux de l université d Oslo peuvent s inscrire aux cours accrédités de norvégien de différents niveaux. Les cours débutants ont pour objectif de permettre aux étudiants de s exprimer en norvégien dans leur vie quotidienne et d apporter une introduction à la culture et la société norvégiennes. L étude présentée plus bas est le résultat de plusieurs années d expérience d enseignement aux étudiants internationaux à l université d Oslo. Ces recherches s appuient sur les réponses ouvertes et les commentaires des étudiants depuis Cette étude cherche à montrer comment créer des méthodes de communication dynamiques tout en enseignant et apprenant une langue étrangère. De plus, d un point de vue pédagogique et méthodologique, l objectif est d insister sur l importance d avoir une première expérience d enseignement positive en apprenant une langue étrangère et découvrant la culture d un pays pendant son séjour. L étude attire l attention sur les caractéristiques linguistiques telles que les sons et la prononciation, la grammaire, le vocabulaire ou les expressions idiomatiques, par comparaison avec les différentes langues représentées en classe. Elle donne également des conseils sur la manière de tirer profit de l environnement proche des étudiants et du potentiel d enseignement qu offre les situations en groupe, dans l optique de rendre le cours plus dynamique et motivant. L étude permet de manière pragmatique de donner un aperçu aussi bien aux professeurs qu aux étudiants afin de comprendre comment faciliter et encourager, au travers de stratégies simples, l accordement des élèves sur une nouvelle culture et une nouvelle langue. Waschak, Ludmila Fachhochschule Burgenland GmbH, Department Wirtschaft, ludmila.waschak@fh-burgenland.at Interkulturalita ve výuce jazyků na Vysoké škole Burgenland (Multilingualism) Vysoká škola Burgenland patří od svého vzniku v roce 1993 mezi pionýry ve výuce jazyků zemí střední a východní Evropy v rakouském vysokoškolském sektoru. V referátu bude krátce nastíněna výuka od absolutních začátečníků do úrovně B1 s důrazem na interkulturní aspekt jako je bilaterální letní škola jazyka v zahraničí s využitím vlastních materiálů Tandem, 15-týdenní praxe v zahraničí a interkulturní komunikace. Těžiště referátu bude položeno na výuku na úrovni B1 ekonomický jazyk včetně speciálních materiálů pro samostudium s pracovním názvem Testovací praktikum jako forma kontroly odborné jazykové způsobilosti. Příklady testů budou vybrány z následujících kapitol: lexika gramatika, čtení, psaní, poslech, mluvený projev a interkulturní komunikace, které společně prověřují základní odbornou terminologii, pochopení profesionálně orientovaných textů, různé strategie a taktiky čtení a poslechu, schopnost vést jak odborný ústní tak i písemný projev a v neposlední řadě i přezkoušení interkulturní kompetence. V referátu budou uvedeny i další praktické příklady z výuky češtiny jako druhého cizího jazyka. Die Fachhochschule Burgenland gehört seit ihrer Gründung im Jahre 1993 zu den Pionieren im Bereich des Sprachunterrichts der Mittel- und Osteuropäischen Länder im österreichischen Hochschulsektor. Im Referat wird kurz der Unterreicht von absoluten Anfängern bis zum Niveau B1, unter der Berücksichtigung des interkulturellen Aspektes dargestellt. Dazu gehören unter anderem die bilaterale Sommerhochschule im Land der gewählten Sprache, in denen eigene Tandemmaterialien verwendet werden, sowie die interkulturelle Kommunikation, die dann vor allem während des 15-wöchigen Auslandspraktikums zum Einsatz kommt. Der Schwerpunkt des Referats liegt auf dem Fachunterricht auf dem Niveau B1 - Wirtschaftssprache. Im Zuge dessen werden auch die speziellen Materialien zum 78

80 Abstracts Oral Presentations Selbstlernen Testpraktikum als Form der Kontrolle der fachlichen Sprachbefähigung vorgestellt. Die Testbeispiele werden aus folgenden Kapiteln ausgewählt: Lexik Grammatik, Lesen, Schreiben, Hören, Sprechen und Interkulturelle Kommunikation. Diese Tests überprüfen gemeinsam die Grundfachterminologie, das Verständnis der professionell orientierten Texte, verschiedene Strategien und Taktiken des Lesens und Zuhörens, die Fähigkeit sowohl einen fachlichen mündlichen als auch schriftlichen Ausdruck zu führen und nicht zuletzt die Überprüfung der Interkulturellen Kompetenz. Im Referat werden auch weitere praktische Bespiele aus dem Unterricht Tschechisch als zweite Fremdsprache gebracht. Zavrl, Irena Fachhochschule Burgenland GmbH, Department Wirtschaft, Zukunftsbildungskonzept: Personalisierung des Sprachenlernens (Innovations) Personalisiertes Lernen ist ein integraler Bestandteil der Lehr- und Lernstrategie der FH Burgenland. Die einzigartige Verbindung zwischen den individuellen Lernkontexten der Studierenden und dem Einsatz innovativer Lehrmethoden und Technologien steht dabei im Fokus. Wesentlich ist dabei die Unterscheidung in drei Lernphasen: Präsenz, Online und Selbststudium. Nachdem die Studienangebote des Departments Wirtschaft neben der betriebswirtschaftlichen Ausbildung den Unterricht von Mittel- und Osteuropäischen Sprachen in den Vordergrund stellen, ist die Personalisierung des Sprachunterrichts ein zentrales Anliegen im Rahmen der Umsetzung der p.learning-strategie der FH Burgenland. The University of Applied Sciences Burgenland offers study programs in the field of economics with special focus on Central and Eastern Europe (CEE) Countries. Native speakers teach languages of the Central and Eastern Europe Countries. The future teaching and learning strategy of the University of Applied Sciences Burgenland focuses on personalized learning. It considers the context of the individual learner in combination with innovative learning methods and technologies. It will be necessary to develop and implement the new p.learning strategy of the University of Applied Sciences Burgenland within the CEE language lessons. Zita, Antonín Masaryk University, Language Centre, Reflections on ICT Innovations of an Online Literature Course (Best Practices Strategies) The proposed paper discusses the various ICT innovations implemented in an online literature course. The undergraduate course, ENGL : American Literature Civil War to Present, was taught at Texas A&M University in the fall and spring semesters of the 2012/2013 academic year by professor Amy Earhart and I served as her TA. The course was a more streamlined version of its first incarnation the previous academic year and the data gathered during the first year clearly showed that the students who frequently visited the study materials provided in the Moodle environment of the course tended to get better grades than those who did not. Therefore, several ICT methods were implemented to further refine the overall feel of the course and these updates were supposed to not only distinctly improve the learning environment, but also enable a more active participation of the students and facilitate the communication between students and the teaching staff. The ICT teaching innovations included individual blog posts, online office hours via a web camera, or a final group assignment. This paper then comments on the efficiency of the applied methods and the changes these and other online resources had undergone between the fall and spring semesters. The resulting discussion should provide some thoughts on possible ICT implementations as well as an inspiration for other teachers of online courses. 79

81 Language Centres in Higher Education Brno, January 2015 Navrhovaná prezentace se zabývá různými ICT inovacemi, které byly použity v online literárním kurzu. Tento bakalářský kurz, ENGL : American Literature Civil War to Present, byl vyučován na Texas A&M University v podzimním i jarním semestru akademického roku 2012/2013 profesorkou Amy Earhart a já v rámci kurzu pracoval jako asistent. Protože tento kurz byl vyučován již předešlý rok a protože data získaná během prvního ruku jasně ukazovala, že studenti, kteří častěji navštěvují stránku kurzu v prostředí Moodle, získávají lepší známky, bylo do kurzu implementováno několik ICT inovací. Tyto změny měly za cíl zpříjemnit celkové studíjní zkušenosti studentů, zlepšit komunikaci mezi studenty a vyučujícími stejně jako mezi studenty samotným a především donutit studenty k více aktivní participaci v průběhu kurzu. Mezi ICT inovace zavedené v kurzu patří například individuální práce ve studentských blozích, online úřední hodiny za pomocí webkamer či závěrečná skupinová esej. Tato prezentace se zaměřuje na popis účinnosti ICT metod kurzu a na úpravy, kterými řada zavedených metod prošla mezi podzimním a jarním semestrem v reakci na výsledky studentů. Závěrečný výstup tedy analyzuje efektivitu jednotlivých ICT inovací, čímž může poskytnout inspiraci pro ostatní vyučující online kurzů. Zouhar Ludvíková, Lenka Masaryk University, Language Centre, ludvikova@phil.muni.cz Motivating through Autonomy (Innovations) University students often have priorities elsewhre but not in language learning, be it their field of study or a hunt for credits. Activating their metacognition and involving them more into the learning progress changes their attitude and motivates them to achieve the goals they set themselves. The students further develop their metacognitive skills and their chances to become independent learners are higher than in traditional classroom setting, where the teacher sets the goals and deadlines. Autonomy development is what the course English Autonomously (EA) offers apart from the progress in language comepetences. In the last 3 semestres I have closely observed the shift from extrinsic to intrinsic motivation and I aim to explore the process and factors that change students approach to learning. My paper will introduce this change and illustrate it on case studies gathered during individual counselling sessions with students of our course EA. Univerzitní studenti často považují výuku cizím jazykům za nutné zlo a nikoli za svou prioritu. Do seminářů tak chodí kvůli kreditům nebo prostě proto, že jsou povinné. Aktivováním metakognitivních dovedností a zapojení studentů do procesu učení se mění jejich postoj k učení, motivaci a následně také výsledky. Snaží se totiž dosáhnout cílů, které si sami stanovili. Rozvoj metakognice a změna postojů vede studenty k nezávislosti na instituci a motivuje je k celoživotnímu učení více než tradiční výuková situace, kdy učitel stanoví úkol a termín splnění. Kurz Angličtina Autonomně (English Autonomously EA) nabízí studentům nejen rozvoj jazykových dovedností, ale také rozvoj autonomie. V posledních 3 semestrech jsem mnohokrát poměrně zblízka sledovala přechod od vnější k vnitřní motivaci studentů během individuálních konzultací v rámci EA. Právě tento posun a faktory, které při něm hrají roli, naznačí můj příspěvek. 80

82 Abstracts Oral Presentations Žváčková, Jitka Masaryk University, Language Centre, Language Centre Quality Assessment: A Balancing Act? (Language Centres + Staff Development) Language Centre quality assessment can be used for a wide range of purposes, from audits of services and procedures to reflection on best practices and improvements of language education. Quality assessment systems across Europe differ considerably. The Czech Republic, unlike the UK or Spain, applies no unified national standards, therefore, the Masaryk University Language Centre (CJV MU), in compliance with the Masaryk University strategic plan, is obliged to set its own standards and procedures.in order to achieve desired goals, CJV MU has adopted quality assessment systems developed, tested and used by University Language Centres associated in Cercles and focused on three major areas: the learner, the teacher and the Language Centre management. While the learner area follows a traditional path of standard questionnaires and the management quality is assessed in collaboration with external auditing companies and professionals, the teacher area represents a considerable challenge to the CJV MU. This paper shares our experience with the quality assessment of teaching. It overviews areas incorporated and strategies applied in CJV MU in the period , such as self-assessment questionnaires, course and individual lesson plan analyses, observations and feedback. It shares experience with some critical moments that threatened to undermine the credibility of usefulness of the whole process and lessons learnt from that experience. Finally, it identifies current results, concrete benefits and possible directions that could guarantee a high-quality teaching in a long term perspective. Tento příspěvek podává přehled hodnocení kvality kurzů a výuky na CJV MU v letech , představuje různé typy dotazníků, pohovorů a náslechů ve výuce, a hodnotí jejich dosavadní přínos pro zlepšování kvality jazykového vzdělávání v souladu s dlouhodobým záměrem Masarykovy univerzity. 81

83 ABSTRACTS WORKSHOPS Butt, Sophia University of Birmingham, English for International Students Unit, Balancing an innovative EAP assessment cocktail with student autonomy Most English for Academic Purposes (EAP) courses across the UK and overseas claim to offer prospective students the opportunity to develop a range of academic and linguistic skills within a matter of months or even weeks. There is an acute awareness, particularly on presessional programmes, of the importance to ensure that students have been fully prepared for their departmental studies by the time they complete their EAP/ESP courses. Programme Directors must not only attempt to maximise the student experience on their courses, but they also need to meet the expectations of the receiving departments. This, in turn, must be translated effectively into their course design. For many EAP practitioners, training students in all or most of the skills that they will need on their degree courses, and assessing whether learners have been successful in developing the same, can be a challenge. The concept of Booster Week is a highly successful student-centred innovation which was introduced on the Business Management English (BME) Presessional Programme at the University of Birmingham in With minimal teacher intervention and under tight time constraints, students form new partnerships in small multi-cultural groups where they produce a combination of written and oral tasks. Remarkably, this *one-week project (*or three days for students on the shortest course) provides EAP practitioners with a platform to assess student performance in a range of areas through a multi-faceted academic adventure. This presentation will outline how EAP students can be tasked to deliver fundamentally autonomous results without compromising standards. It will identify the main components of BME Booster Week(end), with specific reference to its assessed components. Filipi-Drabkova, Pav British Council, pavdrab@yahoo.com The benefits and pitfalls of collaborative presentations in multicultural, multi-lingual EAP classrooms For students, academics and researchers the way we present our ideas is crucial to our successful relationships with our peers, professors and with sponsors, both locally and internationally. Having the ability to communicate confidently and correctly in English can enhance our personal effectiveness and academic performance as well as have a big impact on how we are perceived by our colleagues. This workshop will focus on pre-sessional as well as in-sessional EAP courses that aim to improve students language level, and in turn overall academic performance, through collaborative presentations. We will briefly examine the varied challenges brought about by the array of cultural backgrounds our students bring to the classroom and then will focus on the three general challenges presentations pose: the verbal, the non-verbal often trickier than the verbal aspect, and the eternal challenge of content appropriacy. Mainly, I would like to discuss how these challenges can become easier to tackle when students present their work in pairs/small groups and what other benefits this type of student cooperation can bring to our EAP environment. Pro studenty a akademické a výzkumné pracovníky je způsob jakym prezentuji své myšlenky klíčovy pro úspěšné vztahy s vrstevníky, profesory a sponzory a to jak na místní, tak na mezinárodní úrovni. Mít možnost s jistotou a správně komunikovat v angličtině může zvýšit nasi osobní efektivitu a studijní výsledky, stejně jako mít velký vliv na to jak jsme vnímáni našimi kolegy. Tento workshop se zaměří na pre-sessional, stejně jako na in-sessional EAP kurzy, které se zaměřují na zlepšení jazykové úrovně studentů a následně i jejich celkových studijních výsledku, a to prostřednictvím spolupráce 82

84 Language Centres in Higher Education Brno, January 2015 na prezentacích. Budeme stručně zkoumat různé problémy pramenici z řady ruznych kulturních prostředí ktere naši studenti přinášejí do třídy a pak se zaměří na tři všeobecné požadavky uspesnych prezentaci: verbální, neverbální - často složitější než slovni projev, a věčná výzva vhodneho zvoleni obsahu. Hlavně bych chtěla diskutovat o tom, jak tyto problémy mohou byt snadněji řešitelne, když studenti prezentuji své práce v párech / malých skupinách a jaké další výhody tohoto typu muze spolupráce student přinést do EAP prostředí. Fischer, Johann Georg-August-Universität Göttingen, ZESS, johann.fischer@zess.uni-goettingen.de Wolder, Nicole Georg-August-Universität Göttingen, ZESS, nicole.wolder@zess.uni-goettingen.de Task-based teaching and testing at university language centres: Developing models and assessing examples In this workshop we will discuss models for task-based language teaching and testing at university, based on the experience of the GULT project ( The workshop is a follow-up of the presentation on Friday, but newcomers are welcome to join. We will provide examples from our own teaching and testing experience, covering different CEFR levels of language learning at university. Participants are invited to bring their own examples of task-based teaching contexts or their own language examinations or tests. In groups we will then develop and discuss languagespecific tasks for teaching and learning in the classroom and language exams, based on the participants needs. In diesem Workshop werden wir basierend auf den Ergebnissen des GULT-Projektes ( handlungsorientierte Lehr-, Lern- und Prüfungsmodelle für den Hochschulbereich behandeln. Bei diesem Workshop handelt es sich um eine Vertiefung unseres Vortrags vom Freitag im Workshopformat, doch sind auch Neueinsteigerinnen und Neueinsteiger herzlich eingeladen, daran teilzunehmen. Wir werden Beispiele aus unseren eigenen Lehr- und Prüfungskontexten, die verschiedene GER-Stufen berücksichtigen, vorstellen. Desweiteren werden die Teilnehmerinnen und Teilnehmer gebeten, eigene Beispiele aus ihrem handlungsorientierten Sprachunterricht bzw. Prüfungskontext mitzubringen und vorzustellen. In sprachspezifischen Gruppen werden wir anschließend je nach den Bedürfnissen und Wünschen der Teilnehmenden gemeinsam Aufgaben für den Unterricht und Beispiele für handlungsorientierte Prüfungen erarbeiten. Fischerová, Sylva Charles University, Faculty of Arts, sylva.fischerova@ff.cuni.cz Hippokratés otec lékařství: vznik a vývoj legendy Seminář si klade za cíl seznámit jeho účastníky s dochovanou tradicí, vážící se k osobě Hippokratově. Bude probráno svědectví Platónovo i Aristotelovo, dále dopisy Hippokratovy dochované v rámci Corpus Hippocraticum a další tzv. pseudepigraphica (stejně jako jejich další život, např. v Anatomii melancholie R. Burtona); četba latinského Vita Hippocratis, s přihlédnutím k Sóranově Životu Hippokratovu a k životopisům arabské provenience. In the seminar, the doxographic evidence regarding the life of Hippocrates will be thoroughly studied. Following texts are relevant: Plato, Protagoras and Phaedrus; Aristotle, Politics; Corpus Hippocraticum: Pseudepigraphica; Vita Hippocratis. 83

85 Language Centres in Higher Education Brno, January 2015 Fischerová, Sylva Charles University, Faculty of Arts, Hippokratova přísaha její charakter a původ Pozorné čtení textu Přísahy ( v jejím novém českém překladu a v jejích různých verzích latinských, s přihlédnutím k řeckému originálu) umožní osvětlit četné otázky, které tento po Bibli zřejmě nejvlivnější text ze všech, které se ze starověku dochovaly (V. Nutton), klade. Stručně bude nastíněna také jeho relevance při výuce lékařské etiky. A close reading of the text of the Hippocratic Oath (in the Czech translation as well as in the various Latin versions of the text) shows itself to be very helpful in the process of answering many of the questions posed by the most influential text of the antiquity after the Bible (V. Nutton). The relevance of the Oath for teaching the medical ethics will be briefly introduced, too. Hassler, Gabriele Technical University of Liberec, Department of Foreign Languages, gabriele.hassler@tul.cz Hören Sehen Handeln: Zum Einsatz von Filmen im berufsorientierten Fremdsprachenunterricht Das Medium Film ist aus unserer gegenwärtigen, verbildlichten Alltags- und Berufswelt nicht wegzudenken, wobei sich seine Formen, Formate und auch Verfügbarkeit zusammen mit neuen Technologien weiterentwickeln. Auch die Fremdsprachendidaktik beschäftigt sich seit über zwei Jahrzehnten eingehend mit dem Einsatz von Filmen im Unterricht und fordert längst, das Hör- Sehverstehen als fünfte sprachliche Fertigkeit zu definieren; die gezielte Schulung von Medienund Filmkompetenz wird auch im fremdsprachlichen Unterricht als neues, wichtiges Lernziel definiert. Als Ausgangspunkt für diesen Workshop dienen grundlegende Überlegungen und Erkenntnisse zur Arbeit mit filmischem Material im Fremdsprachenunterricht wie und mit welchen Zielen werden Filme eingesetzt, welches Potenzial bergen sie, wie wird ein für die gesetzten Ziele geeigneter Film ausgewählt? Diese Ergebnisse werden folgend vor dem Hintergrund des universitären berufsorientierten Fremdsprachenunterrichts reflektiert: einerseits soll es um naheliegende Filmgattungen (Dokumentarfilme, Nachrichtensendungen, Lehrfilme) und ihre Aufgabentypen gehen; andererseits werden auch fiktionale Formen wie Kurz- und Spielfilme herangezogen, die mit ihrem narrativen, ästhetischen Charakter breitere und kreativere Didaktisierungsmöglichkeiten bieten. Die Fragen, ob und wie letzere Filme auch für den berufsorientierten Deutschunterricht eingesetzt werden können, stellen den Schwerpunkt der Auseinandersetzung dar. Ziel des Workshops ist es, mit den TeilnehmerInnen über den Einsatz von filmischem Material jeglicher Art im Fachsprachenunterricht zu reflektieren, Techniken und Aktivitäten zur rezeptiven Filmarbeit vorzustellen und auszuprobieren sowie gemeinsam neue Wege der Arbeit mit fiktionalen Filmen zu erkunden. Besonderes Augenmerk wird dabei auf die Bereiche Wirtschaftsdeutsch/Deutsch für den Beruf gelegt, alle Inhalte sind jedoch auf andere Kontexte leicht übertragbar. Films are an essential part of our everyday life, and as such, they are gathering constantly growing importance in foreign language teaching. Basic knowledge and research about using films in foreign language classes involves questions about the aims of films in the classroom, their huge didactic potential and the choice of the right film. When it comes to teaching language for specific purposes at university, the focus usually lies on non-fictional formats like documentaries, news or educational films; but also fictional short and feature films offer creative didactic possibilities due to their esthetic 84

86 Abstracts Workshops and narrative character. If and how these fictional movies can be used in the LSP classroom shall be the gist in this workshop, as well as general techniques and activities related to receptive film work in language teaching. Noir, Raphaël Université de Lausanne, Centre de langues, Pralong, Emmanuel Université de Lausanne, Centre de langues, Le projet «Ça joue!» : faciliter l intégration de futurs étudiants à un nouvel environnement linguistique grâce à une plateforme d apprentissage en ligne Le projet Ça joue! a été réalisé par un groupe d enseignants de français langue étrangère du Centre de langues de l Université de Lausanne entre 2010 et Son objectif est de donner la possibilité aux futurs arrivants non-francophones qui viennent étudier à Lausanne de se familiariser en amont avec les structures du français (niveau A1 du CECR) et de découvrir divers aspects socioculturels suisses-romands. Ce dispositif didactique d auto-formation est construit autour de 10 situations de la vie en milieu académique lausannois. Il intègre plusieurs types de supports, dont des vidéos, des fichiers audio et des exercices interactifs. Son objectif est de répondre aux besoins des apprenants de manière aussi concrète que possible à partir de leurs profils très variés. Intégrant une traduction systématique en anglais ainsi que de nombreux éléments en espagnol, l ensemble propose aussi une perspective comparative des aspects linguistiques les plus significatifs du français, notamment en donnant la parole à des professionnels de l enseignement de diverses langues, parlant de leur expérience de l apprentissage du français dans leur langue 1. Les apprenants découvriront aussi plusieurs témoignages d autres étudiants en séjour de mobilité afin d ouvrir le champ de leur apprentissage à la compréhension interculturelle. Enfin, ils pourront apprivoiser leur futur contexte culturel au travers d illustrations vidéos recourant à un langage strictement non-verbal. L ensemble du dispositif propose ainsi un décloisonnement des diverses dimensions de l apprentissage du français. De plus, l accessibilité multiple aux diverses ressources confère à l apprenant un rôle actif qui répond pleinement à ses habitudes d internaute. How do you prepare German-speaking students for a Mobility stay? Via the Ca joue project - a selfaccess learning platform which replies to the needs of non-french-speaking learners planning a stay in Lausanne. Ca joue provides a sociolinguistic and cultural introduction to various situations in both daily and academic contexts. The resources available are varied and, while conferring an active role on the internet-savvy student, also decompartmentalize the learning process. Pořízková, Kateřina Masaryk University, Language Centre, porizkova.katerina@gmail.com Blahuš, Marek Masaryk University, Language Centre, blahus@rect.muni.cz Corpus of Authentic Clinical Diagnoses: Sketch Engine as a Tool for Innovative Approach to Teaching Latin Medical Terminology Clinical terms represent one of the key issues in the area of teaching Latin medical terminology. Since no internationally valid nomenclature of the clinical terms exists, teachers of medical Latin 85

87 Language Centres in Higher Education Brno, January 2015 have to rely mainly on primary and secondary literature of the preclinical and clinical subjects, as well as the biomedical dictionaries and the very limited and difficult access to authentic medical records (due to to the content comprising patients and physicians sensitive personal data). The Masaryk University Language Centre in Brno has developed innovative approaches to teaching Latin medical terminology. The main emphasis is put on providing students with the knowledge of basic relevant Latin lexico-grammatical features via using authentic materials. In cooperation with several teaching hospitals in Prague and Brno, a unique database of authentic clinical data has been created, containing anonymous diagnoses written by selected (particularly surgical) clinics during the last two or three years. The use of corpus linguistics tools offers many possibilities for medical Latin teachers, one of them being the possibility to work efficiently with this database. It was the Sketch Engine, co-developed by the Natural Language Processing Centre at Masaryk University s Faculty of Informatics, which has been chosen as the most suitable corpus linguistics tool for this goal. With the help of this software, we are capable of analyzing and searching the corpus of Latin clinical diagnoses, currently being developed at the Language Centre. The workshop participants will be introduced to various ways of using the corpus for looking up the frequencies of terms, common collocations or occurrences of prepositional cases in clinical diagnoses. They will also learn how to apply these corpus-based linguistic analyses for developing novel teaching and testing materials. Jednu z klíčových oblastí výuky latinské lékařské terminologie představují klinické termíny. Vzhledem k tomu, že dosud neexistuje celosvětově platné klinické názvosloví, je učitel lékařské latiny při výběru termínů odkázán zejména na primární a sekundární literaturu odborných preklinických a klinických předmětů, dále na biomedicínské slovníky a na velmi omezený a problematický přístup k autentické lékařské dokumentaci (s ohledem na obsah citlivých osobních dat pacientů i lékařů). Na pracovišti Centra jazykového vzdělávání Masarykovy univerzity v Brně se přistoupilo k inovacím předmětu lékařské terminologie, jejichž nosnou myšlenkou je zprostředkovat studentům znalost relevantních základů latinského jazyka s pomocí autentických materiálů. Ve spolupráci s vybranými fakultními nemocnicemi v Praze a v Brně byla vytvořena jedinečná databáze autentických klinických diagnóz, která zahrnuje anonymizovaná data z chorobopisů především chirurgických klinik z období posledních dvou let. Pro rychlou a efektivní práci s databází latinských diagnóz se nabízí možnosti využití nástrojů korpusové lingvistiky. Jako vhodný software byl zvolen Sketch Engine, na jehož vývoji se podílí pracovníci Centra zpracování přirozeného jazyka na Fakultě informatiky Masarykovy univerzity. V prostředí tohoto softwaru v současné době vzniká z databáze korpus latinských klinických diagnóz. Účastníci workshopu se postupně seznámí se všemi možnostmi, jak využít tento nástroj pro vyhledávání frekvence termínů, typických kolokací či uplatnění předložkových pádů v klinických diagnózách a jak lze jazykovou analýzu korpusu uplatnit při tvorbě výukových materiálů a nových testů. Pospíšilová, Linda University of Pardubice, Language Centre, linda.pospisilova@upce.cz eportfolio Personal Language Journey The workshop will outline possible use of eportfolio in language teaching and learning and present a two-year experience with implementation of Mahara eportfolio tool and a nearly twoyear application of Mahara in the language learning and teaching at the Language Centre of the University of Pardubice, Czech Republic. In the introductory part a specific technical solution allowing students to start developing their portfolio and continue expanding on their work upon graduation will be mentioned. The path from introduction of the eportfolio tool to the institution, its piloting phase, and involvement of eportfolio in the skill-based and academic language learning contexts will be shared and discussed, including fresh experience with an international student 86

88 Abstracts Workshops exchange project realization using eportfolio tool as a reflective diary and presentation tool. The second part of the workshop will deal with hands on experience allowing participants to view the portfolio from the teacher s/mentor s perspective as well as to experience the student s role and create several digital artefacts in the role of a regular eportfolio user. Additionally related copyright issues and referencing will be mentioned. Během workshopu budou nastíněny některé způsoby využití elektronického portfolia ve výuce a v učení se cizím jazykům. Zároveň bude prezentována téměř dvouletá zkušenost s implementací nástroje Mahara eportfolio a jeho aplikace ve výuce cizích jazyků na Jazykovém centu Univerzity Pardubice, ČR. V úvodní části bude představeno specifické, ale široce využitelné technické řešení, které umožňuje studentům seznámit se s nástrojem a začít jej systematicky využívat při studiu a též po absolvování VŠ. Bude zmíněna zkušenost s nyní již úspěšným zavedením nástroje do výuky, zkušenosti s pilotní fází a použití nástroje pro rozvoj jazykových i měkkých dovedností a aplikace eportfolia jako podpůrného nástroje pro rozvoj akademických jazykových dovedností. Bude též zmíněna čerstvá zkušenost se zahraničním projektem využívajícím eportfolio nástroj k reflektivnímu psaní (blogy), poskytování zpětné vazby a jako prezentačního a sebe prezentačního nástroje. Druhá část workshopu bude věnována vlastní tvorbě a úvodu do práce s nástrojem z pohledu učitele/mentora a zároveň z pohledu studenta - tvůrce vlastního elektronického portfolia formou vytváření a sdílení dílčích digitálních artefaktů. Zároveň bude věnována pozornost práci se zdroji a problematice autorských práv. Roemling, Dana Heinrich-Heine-University Duesseldorf, Department of General Linguistics, droemling@phil.hhu.de Legal linguistics as interdisciplinary language teaching linguistic knowledge in application Knowledge about a natural language and about its practice are essential for using this language as a communicative tool. This is even more so if the natural language is used as a language for specific purposes (LSP). When the domain or special language is situated within the legal realm, our intuition is not short from telling us that we are dealing with a language that we cannot fully assess without legal training and lay people often say they cannot understand legalese. If asked for a definition or a judgement in a legal case, lay people often arrive at different interpretations and meanings for certain legal terms than legally trained people, showing a divergence in interpretation. In my research I have looked at this divergence in meaning and the consequences of the possible misunderstandings between the two groups of language users. My study looked at the different interpretations of vague expressions in general terms and conditions of a social network in a virtual trial setting. The findings are relevant for cyber harassment research, as they allow to infer how people see violent behaviour online. But the results are also important in understanding how lay people view the legal process of subsuming and decision-making. As a visiting lecturer the next step is the implementation of these results in (my) teaching. This presentation will, hence, give a brief summary of my research and outline how students of languages and/or linguistics can benefit from this understanding of legalese. I will present how legal language is taught in the humanities at the University of Düsseldorf and what methods are used to help students understand and apply their legal language knowledge. Wissen über natürliche Sprachen und über ihre Anwendung ist essentiell für die Benutzung dieser Sprache als ein Kommunikationsmittel. Das ist umso bedeutender, wenn die natürliche Sprache als Fachsprache genutzt wird. Wenn die Domäne oder Fachsprache innerhalb der Jurisprudenz liegt, sagt unsere Intuition daher oft, dass wir es mit einer Sprache zu tun haben, die wir ohne juristische 87

89 Language Centres in Higher Education Brno, January 2015 Bildung nicht vollständig verstehen können. Laien treffen daher die Aussage, sie könnten Legalese nicht verstehen. Wenn sie nach einer Definition oder Entscheidung in einem juristischen Fall gefragt werden, interpretieren Laien manche juristischen Ausdrücke anders und finden andere Bedeutungen als Juristen dies tun, was eine Divergenz in der Interpretation zeigt. In meiner Forschung habe ich diese Divergenz in der Bedeutung und ihre Folgen durch mögliche Missverständnisse zwischen den beiden Gruppen untersucht. Meine Studie behandelte die unterschiedlichen Interpretationen von vagen Ausdrücken in Allgemeinen Geschäftsbedingungen in einem virtuellen Gerichtssaal. Die Ergebnisse sind deshalb für Forschung zur Cyber-Belästigung wichtig, da sie Rückschlüsse auf die Bewertung von gewaltsamem Verhalten online zulassen. Allerdings sind die Resultate auch für das Verständnis wichtig, was Laien von der Jurisprudenz, Subsumieren und Entscheidungen treffen haben. Als Lehrbeauftragte ist der nächste Schritt die Implementierung dieser Ergebnisse in den Unterricht. In dieser Präsentation werde ich folglich eine kurze Zusammenfassung meiner Forschung geben und erläutern, wie Studierende der Disziplinen Sprache und/oder Linguistik von diesem Verständnis von juristischer Fachsprache profitieren können. Ich werde darstellen, wie juristische Fachsprache in den Geisteswissenschaften an der Universität Düsseldorf gelehrt wird und welche Methoden genutzt werden, um Studierenden beim Verstehen und Anwenden ihres Wissens der juristischen Fachsprache zu helfen. Šálená, Ivana Charles University, Faculty of Arts, Strategie řešení úloh na příkladu Certifikované zkoušky z češtiny pro cizince Pojmy test, testování či testová položka se čím dál více prolínají do všech oblastí života. Ve výuce jazyků je test zcela nezbytný nástroj k ověření znalostí, změření pokroku či dosažení požadované komunikační kompetence. Ve výuce češtiny pro cizince (jako i v jiném jazyce) jsou testy nedílnou součástí výuky. Jak znalost strategií řešení úloh může ovlivnit výsledek testu? Jaké strategie můžeme studentům doporučit? Na příkladu modelových testů Certifikované zkoušky z češtiny pro cizince si zkusíme najít ideální strategii řešení pro konkrétní typ úlohy. Terms such a test or testing are indispensable in today s days especially in learning languages. Can strategies help us? We will look for an ideal strategy in the examples of Czech Certificate exam. Trumpešová-Rudolfová, Eva Masaryk University, Language Centre, trumpesova@econ.muni.cz Zouhar Ludvíková, Lenka Masaryk University, Language Centre, ludvikova@phil.muni.cz To Dare or Not To Dare In this workshop you are going to experience one of the lessons intended for the English Autonomously module - Emotional Intelligence at Masaryk University. The topic of the lesson is courage; but it also touches on self-reflection and self-confidence, and of course fear. These topics are so intrinsically familiar to all us that everybody can relate to them and the learning of the language than becomes smoother. Plus, there is a bonus of actually learning the strategies one can use when in need of more courage, and that comprises everyday situations. Students get invariably very involved as they are motivated to manage their own fears and lives better. In terms of language, they learn the vocabulary connected with courage - which might, in fact, be very different from their mother tongue - and feelings; they practice conditionals and hypothetical tenses, narrative strategies and most importantly structures like I would have never realized that that are closely linked with self-evaluation skills so much needed for learning to learn and taking one s learning into one s own hands. 88

90 Abstracts Workshops This workshop is a complement to the presentation Emotional Intelligence in Foreign Language Acquisition. Tento workshop se bude zabývat praktickým využitím znalostí v oblasti Emoční inteligence, tak jak je to zamýšleno pro výuku v Autonomním učení v angličtině na Masarykově univerzitě. Tématem lekce je odvaha, další témata, která s tím souvisí jsou pak sebereflexe, sebejistota, a samozřejmě strach. To, že jsou tato témata blízká všem, usnadňuje učení se cizímu jazyku. Kromě jazyka se studenti naučí také strategiím, které mohou využít při učení i v životě, a dále dovednostem, jak sami sabe ohodnotit, což je nutné pro to, aby se naučili, jak se učit, jak vzít proces učení do svých vlastních rukou. Tento workshop doplňuje prezentaci Emotional Intelligence in Foreign Language Acquisition Vaattovaara, Johanna University of Helsinki, Language Centre, johanna.vaattovaara@helsinki.fi Lehtonen, Tuula University of Helsinki, Language Centre, tuula.lehtonen@helsinki.fi Research-based teaching development in language centres barriers and drivers It is widely established that teaching development in universities should be based on research. However, in such institutions as language centres, which tend to have a strong teaching profile, teachers engagement with research (reading it) or in research (doing it) cannot be taken for granted. Simon Borg (2010) has identified various barriers to teacher research, such as limitations in teachers awareness, beliefs, skills and knowledge as well as limited resources and leadership attributes. As difficult as these barriers may appear to overcome, there are local solutions for enhancing research engagement. One possible approach comes from the University of Helsinki Language Centre, which has consciously developed ways to increase research engagement among its staff (Lehtonen, Pitkänen & Vaattovaara, accepted). This approach will be briefly presented (as an example) at the workshop. When promoting research engagement among the staff in a teaching institution, several questions need to be addressed. How to carry out research in the language centre context? What kind of research is ideal? How and why should research be done? What does research engagement require of the institution? On the other hand, what does it require of the individual? This workshop aims to discuss both the barriers and the drivers of research engagement in language centres, and find the strengths and weaknesses in the current situation. We also wish to establish an international network for promoting research activities across language centres. References: Borg, Simon (2010). Language teacher research engagement. Language Teaching, 43(4): Lehtonen, Tuula & Pitkänen Kari K. & Vaattovaara, Johanna (accepted). Encouraging teacher research through in-house activities: The approach of a Finnish University Language Centre. To appear in: S. Borg & H. Sanchez (eds.) International Perspectives on Teacher Research. 89

91 ABSTRACTS POSTERS Conti, Norbert Österreich Institut Brno, Lernfeldplakate im akademischen Fremdsprachenunterricht In meinem Beitrag möchte ich zeigen, wie Studierenden im akademischen Fremdsprachenunterricht der eigene Lernfortschritt bewusster gemacht werden kann. Trotz modernem, abwechslungsreichen und genau geplantem Unterricht entsteht im Sprachunterricht bei Studierenden speziell auf den Stufen B1 und B2 -oft das Gefühl, nur wenig Neues oder Sinnvolles zu lernen. Lehrwerke versuchen hier verstärkt mit Tests in verschiedenen Formaten Abhilfe zu schaffen, doch wir wollen in unserem Unterricht nicht jede Stunde testen und darüber hinaus eignen werden Lehrwerke im universitären Fremdsprachenunterricht nur selten eingesetzt. Curricula sind immer noch zu oft von Lehrenden für Lehrende formuliert und nehmen keine Rücksicht auf die Lernenden, die zumeist Laien auf dem Gebiet der Didaktik sind. Ist der Curriculum auch noch in der Fremdsprache formuliert, was bei heterogenen Gruppen kaum ausbleibt, kommen auch noch Verständnisprobleme dazu. Abhilfe schaffen können Lernfeldplakate, die seit 2012 am Österreich Institut im Einsatz sind: Für jeden Kurs wird ein Poster mit Inhalten aus Curriculum erstellt. Die Versprachlichung nimmt dabei auf das Sprachniveau der Studierenden Rücksicht. Im weiteren Verlauf des Kurses werden die Felder, die den im Kurs behandelten Inhalten entsprechen, nicht bloß abgehakt sondern ausgemalt, wodurch der Lernfortschritt auch gut visuell erkennbar ist. Evaluierungen zeigen, dass die Lernenden ihren eigenen Lernfortschritt seit der Einführung der Lernfeldplakate deutlich besser bewerten. In my presentation I will show how students can be made aware of their learning progress in an easy and creative way. As teachers we see learning progress often more clearly than students who often get the impression of not making much progress, especially at level B1 and B2. At Österreich Institut Brno we have been using posters with easy-to-understand learning fields instead of long lists with curricula and topics. Our evaluations show that students evaluation of their own learning progress has been going up ever since. Červenková, Marie Masaryk University, Language Centre, 18575@mail.muni.cz Zdokonalování jazykových dovedností studentů francouzštiny na ESF MU Příspěvek prezentuje obecnou charakteristiku výuky francouzského jazyka na Ekonomickosprávní fakultě MU v Brně se zaměřením na způsoby zdokonalování všech čtyř jazykových dovedností studentů. V úvodu seznamuje s širším kontextem výuky francouzštiny na Masarykově univerzitě a podrobněji s jejími specifiky na Ekonomicko-správní fakultě, včetně obsahu, metodologie a cílů výuky. Francouzština je na ESF jako jediné z fakult MU vyučována na dvou úrovních B2 a C1. Vzhledem k nedostatku vhodných učebnic odpovídající úrovně je nutno využívat materiálů z různých zdrojů, ať knižních či internetových, což má kromě některých nevýhod rovněž pozitivní odraz v podobě následné dynamičnosti výuky a aktuálnosti tématiky. Publikum bude seznámeno s příklady aktivit praktikovaných za účelem zdokonalení jednotlivých jazykových dovedností studentů. V návaznosti na výsledky pretestace testů vytvořených v rámci projektu Impact a zpětné vazby ze strany studentů budou stručně naznačeny aktuální výzvy, kterým je třeba ve výuce francouzštiny čelit. La contribution présente l enseignement de la langue française à la Faculté d Economie et d Administration de l Université Masaryk de Brno en se focalisant sur différentes méthodes du perfectionnement 90

92 Language Centres in Higher Education Brno, January 2015 des compétences langagières. Elle introduit un contexte plus large de l enseignement du français à l Université Masaryk et ses traits spécifiques à la Faculté d Economie et d Administration, y compris le contenu, la méthodologie et les objectifs. Plusieurs exemples d activités approfondissant les compréhensions et productions orale et écrite seront présentés. A la suite des résultats des tests élaborés dans le cadre du projet Impact et prétestés en 2013 et 2014, des défis actuels seront indiqués. Fišerová, Lenka Brno University of Technology, Faculty of Chemistry, fiserova@fch.vutbr.cz Research on learning styles of university non-philology students: the Brno University of Technology lesson The contribution deals with recent qualitative and quantitative research on learning styles and strategies used by technical university non-philology students when they learned English in arbitrary internet learning environments. The results of the qualitative research suggested optimum design of internet learning environments. Clear and transparent design and feedback provided were evaluated by the research subjects as the most important factors to be considered in the creation of learning websites. In the internet based learning environments, the students expected some learning stimulation. More than half of the research subjects expressed equal ability to learn and they also found internet learning websites providing more ways of learning compared to common learning face-to-face environment. However, the students preferences for face-to-face and internet based learning were equal. To illustrate the above conclusions, the poster will provide support materials like tables with results and the non-standardized questionnaire employed. Further, quantitative research on learning styles in face-to-face and internet based learning environments is discussed. Based on adequate overview of learning styles models and literature, the contribution describes adapted Vermunt s general model of learning styles extending thus the field of language learning methodology by general pedagogy perspective. Furthermore, the quantitative research on Vermunt s model learning styles in internet learning environments was focused on development of a particular style like rather rarely studied deep processing related to critical thinking; diversity of learning materials and necessity to evaluate them might have led to statistically significant support of this learning style. The poster will also show tables with results. To provide a practical application, the following means for development of deep processing are suggested: assigning teacher-independent learning in arbitrary internet environments, providing relevant hyperlinks and student own completion/creation of vocabulary lists in (electronic) learning materials. Finally, changes of deep processing in face-to-face lessons are evaluated and compared. Příspěvek se zaměřuje na kvalitativní a kvantitativní výzkum učebních stylů a strategií používaných při učení se angličtině v internetových učebních prostředích dle vlastního výběru. Subjekty výzkumu byli studenti nefilologických oborů na technické univerzitě. Kvalitativní výzkum specifikoval faktory důležité pro tvorbu optimálního internetového učebního prostředí. Účastníci výzkumu vyhodnotili jasné a přehledné uspořádání a zpětnou vazbu jako nejdůležitější pro učení se v učebních webových prostředích. Studenti očekávali v těchto prostředích učební stimulaci. Více než polovina respondentů vyjádřila názor, že jejich schopnost naučit se danou problematiku byla v internetovém učebním prostředí stejná a že toto prostředí poskytuje více způsobů učení než obvyklé kontaktní učební prostředí. Účastníci výzkumu ovšem nepreferovali ani jedno z výše uvedených učebních prostředí. Poster a sborníkový článek budou zahrnovat tabulky s výsledky a použitý nestandardizovaný dotazník. Dále je diskutován kvantitativní výzkum učebních stylů v internetovém a kontaktním učebním prostředí. Na základě adekvátního přehledu modelů stylů učení a literatury je představen Vermuntův model stylů učení a takto je do metodiky výuky jazyka vnesen obecný pedagogický pohled na učební 91

93 Language Centres in Higher Education Brno, January 2015 styly. Výzkum Vermuntových učebních stylů v internetovém prostředí se zaměřil na změnu zřídka zkoumaného hloubkového učení, které souvisí s kritickým myšlením; pestrost učebních materiálů a nezbytnost jejich studijního vyhodnocení mohly vést ke statisticky významnému rozvoji hloubkového učení. Prezentace i článek ve sborníku bude zahrnovat příslušné tabulky s výsledky. Následující doporučení pro rozvoj hloubkového učení jsou praktickou aplikací výsledků výzkumu: zadávání samostatného studia vymezené problematiky v internetových učebních prostředích dle vlastní volby, vybavení učebních míst hyperlinkami ke studijním zdrojům a tvorba/kompletace seznamů slovíček studenty. Změny hloubkového zpracování učiva v obvyklém kontaktním učebním prostředí a jejich rozvoj v internetovém učebním prostředí jsou porovnány. Fogarasi, Katalin University of Pécs, Faculty of Medicine, Department of Languages for Specific Purposes, katalin.fogarasi@aok.pte.hu Schneider, Philipp University of Pécs, Law Faculty, Department of Criminology, pmschneider@gmx.de How the incorrect use of a medical genre and terminology can result in default legal judgements The present study analyses the legal consequences of neglected generic norms as well as ambiguous Latin, Hungarian and German medical terms in diagnostic reports of soft tissue injuries. The presented authentic German, Austrian and Hungarian diagnostic reports stem from a corpus serving as a basis for a large-scale linguistic analysis conducted in While the previous study focused on the problem of the limited forensic assessability of soft tissue injuries due to inconsistent clinical injury documentation, the present one goes a step further: interdisciplinary research reveals possible legal consequences on the offenders punishability in criminal trials. Die vorliegende Arbeit untersucht die Konsequenzen der Vernachlässigung von Regeln einer medizinischen Textsorte sowie falsch verwendeter lateinischer, ungarischer und deutscher Termini in der klinischen Dokumentation von Weichgewebeverletzungen. Die vorgestellten, aus der Praxis entnommenen deutschen, österreichischen und ungarischen Arztbriefe stammen aus einem Korpus, das für eine umfangreiche, 2012 veröffentlichte linguistische Studie die Grundlage bildete. Während die erstere Analyse auf die Problematik einer eingeschränkten rechtsmedizinischen Beurteilbarkeit infolge uneindeutiger klinischer Dokumentation den Schwerpunkt setzte, geht die vorliegende Studie einen Schritt weiter: die interdisziplinäre Forschung deckt mögliche juristische Konsequenzen für die Strafbarkeit des Täters auf. Fonioková, Zuzana Masaryk University, Support Centre for Students with Special Needs, foniokova@teiresias.muni.cz Rajdová, Ilja Masaryk University, Support Centre for Students with Special Needs, rajdova@teiresias.muni.cz Language teaching for students with hearing impairments at Masaryk University The poster presents the structure and methods of language teaching provided to students with hearing impairments at Masaryk University by its Support Centre for Students with Special Needs (Teiresias). The first part deals with Czech for the deaf. As Czech is not a native language for many deaf students in the Czech Republic (sign language users), they need extra support. The Teiresias 92

94 Abstracts Posters Centre provides optional courses of Czech language. The methodology of these courses draws on the methods used in teaching Czech as a foreign language rather than Czech for native speakers. The second part is concerned with foreign language courses for students with hearing impairments. At Masaryk University, deaf and hard of hearing students do not have to struggle with the foreign language obligation in regular classes, but have the opportunity to do language courses adapted to their needs, taking place in small groups (max. 4 people) at the Teiresias Centre. Students attend 90-minute classes twice a week. Teachers and students can make use of technologies in the classes (computers, projectors, etc.) and of the university e-learning system in the Moodle environment. In this system, teachers and students can use e-courses that serve them as course syllabi, teaching and study materials, and as a large database of grammar, vocabulary and reading comprehension exercises, as well as writing assignments. Speaking can be substituted by the use of online chat, also available in the Moodle courses. Sign language interpreters are available as well. Poster zachycuje strukturu výuky jazyků pro studenty se sluchovým postižením na Masarykově univerzitě tak, jak ji zajišťuje Středisko pro pomoc studentům se specifickými nároky (Teiresiás). Zaměřuje se na specifika výuky jazyků u sluchově postižených, popisuje metody výuky a používané technologie. V první části se zaměřuje na výuku českého jazyka pro neslyšící - uživatele znakového jazyka, druhá část pak prezentuje kurzy anglického jazyka pro neslyšící jako příklad adaptované výuky cizích jazyků. Hajslerová, Renata Masaryk University, Language Centre, hajslero@fss.muni.cz Malovičová, Ivana Masaryk University, Language Centre, malovico@fss.muni.cz Roušavá, Šárka Masaryk University, Language Centre, rousava@fss.muni.cz English for study and internship abroad Since the number of Masaryk University students travelling abroad to study and work is steadily increasing, there has been a growing need to prepare a specialised language course for intercultural preparation and awareness. Based on the needs analysis and feedback from the students who have participated in these programmes, the English Section of the Language Department at the Faculty of Arts and the Faculty of Social Studies has prepared a specialised course covering the topics and issues that are closely related to what the students need in order to study and work abroad successfully. The course offers communication and practical skills practice focusing on both the stage before the trip and during the stay, combining them with general academic skills practice. The part of the course dealing with academic skills aims to develop students abilities in reading, writing, listening and speaking in a university context, where the focus is on delivering presentations and writing essays. It guides the students from the first insights into the specifics of academic speaking and writing, also highlighting the differences between Czech and English formal essays to developing appropriate writing skills. Emphasis is also placed on the cultural specifics of the given countries such as the particular intercultural differences, or those of the specific university environment. Specialised vocabulary needed both in the academic environment and for practical day-to-day situations is practised in various kinds of tasks, thus forming an inseparable part of the whole course. These practical tasks in combination with a general awareness of multi-cultural issues help to build the skills and confidence of students travelling abroad. 93

95 Language Centres in Higher Education Brno, January 2015 Jelikož se počet studentů Masarykovy univerzity, kteří vyjíždějí na studijní a pracovní pobyty v zahraničí v posledních letech neustále zvyšuje, narůstala souběžně s tím také potřeba připravit pro tyto studenty specializovaný kurz. Na základě analýzy potřeb a zpětné vazby od studentů, kteří se podobného programu v minulosti již zúčastnili, vytvořila anglická sekce Centra jazykového vzdělávání MU při Fakultě sociálních studií a Filozofické fakultě kurz, jež se zaměřuje na témata a otázky úzce související s tím, co studenti pro úspěšné absolvování pobytu v zahraničí potřebují. Kurz se zaměřuje na procvičování komunikačních a praktických dovedností potřebných jak ve fázi před výjezdem, tak i během samotného pobytu, a to v kombinaci s nácvikem obecných akademických dovedností. Tento oddíl si klade za cíl rozvíjet schopnosti studentů číst akademické texty, psát formální eseje a být schopen porozumět textům z akademického/profesního prostředí, stejně jako se umět formálně ústně vyjadřovat. Na samotném začátku kurzu jsou studenti uvedeni do problematiky akademického mluvení a psaní s důrazem na odlišnosti v anglosaském akademickém prostředí a postupně jsou takto vedeni k bezproblémovému osvojení těchto dovedností. Kurz se rovněž zabývá kulturními specifiky daných zemí, jakými jsou zejména běžné a nejnápadnější rozdíly mezi českým a zahraničním prostředím, včetně prostředí akademického. Nedílnou součást kurzu tvoří nácvik a osvojeni speciální slovní zásoby používané jak v univerzitním kontextu, tak v běžných denních situacích. Tyto praktické úkoly v kombinaci s rozšířením všeobecného povědomí o multikulturních otázkách pomáhají studentům získat znalosti, dovednosti a sebevědomí, které pro úspěšný studijní či pracovní pobyt v zahraničí potřebují. Kolářová, Jitka AMATE ČR, jitkakolarova@yahoo.com Hulešová, Martina AMATE ČR; Masaryk University, mhulesova@volny.cz Píšová, Eva AMATE ČR, amate@amate.cz AMATE Within a short contribution, we would like to briefly introduce the activities and objectives of AMATE (Association of Teacher Educators). The main aim of the association is to create conditions for further personal and professional growth of our members and support their mutual cooperation. We also focus on assistance in creating a follow-up system of lifelong learning of teachers and quality assurance of undergraduate and postgraduate courses, and provide expert opinions to the Ministry of Educations, the National Institute for Further Education, and other educational institutions. Our ambition is also to establish contacts with educational organisations at national and international level and identify areas for mutual cooperation, or to assert an official recognition of methodologists trainers. V rámci krátkého příspěvku bychom rádi stručně představili činnost a cíle AMATE, Asociace Metodiků Association of Teacher Educators. Hlavním cílem asociace je vytvoření podmínek pro další osobní a profesní růst členů spolku a podpora jejich vzájemné spolupráce. Poskytujeme také pomoc při vytváření návazného systému celoživotního vzdělávání učitelů a zajišťování kvality pregraduálních a postgraduálních kurzů, stejně jako profesní expertizy Ministerstvu školství, Národnímu institutu pro další vzdělávání a dalším vzdělávacím institucím. Navazujeme kontakty se vzdělávacími organizacemi na národní i mezinárodní úrovni a vyhledáváme oblasti pro vzájemnou spolupráci. Naší snahou je i prosadit oficiální uznání školitelů metodiků. 94

96 Abstracts Posters Miłosz-Bartczak, Joanna Lodz University of Technology, Language Centre, Experimenting with PBL at Lodz University of Technology Language Centre: Findings, Evaluation and Future Prospects of the Method Since 2008 Lodz University of Technology Language Centre has been cooperating closely with the International Faculty of Engineering, an interfaculty unit at LUT, in the implementation of Problem-Based Learning as an active teaching pedagogy. PBL combines acquisition of knowledge with communication skills which are necessary for efficient teamwork performed on student project groups, problem solving, sharing competences and improving autonomous learning. Among its many benefits, this new approach to teaching has implications for staffing, workload and assessment procedures. Based on actual teaching practice and case study analysis, our presentation will highlight selected aspects of this innovative method that require consideration before incorporating it into the common university practice. We will concentrate on the problems connected with the proper design of desired learning outcomes and the selection of assessment criteria. We will also share our experience with respect to the multicultural aspect of PBL engineering project teams another big challenge for both teachers and students. Muhejeva, Svetlana Riga Stradins University, Professional Vocabulary Acquisition as an ESP Course Goal and a Motivational Tool The aim of the present research is to assess the effectiveness of an ESP course which is built around vocabulary acquisition. The ESP course is taught to social work students at the Rīga Stradiņš University. The assessment was conducted in two ways; firstly, from the perspective of the students perception of the course in terms of their needs, engagement, and satisfaction, and, secondly, from the perspective of their academic performance. The instruments of the research are pre-course and post-course questionnaires as well as task assessment questionnaires in which the students gave their feedback on usefulness, enjoyability, and difficulty level of the teaching materials. The students academic performance was assessed by means of vocabulary acquisition tests. The pre-course questionnaire was distributed to a bigger number of respondents (164 students of medicine and rehabilitation faculties), while post-course and task assessment questionnaires were completed by the target audience of social work students (11 persons). The overwhelming majority of the surveyed students (82 %) consider their ESP course a priority. The students gave preference to vocabulary acquisition as their target activity. The social work students gave a high rating to the materials of their ESP course and positively assessed their progress in language acquisition. The present research revealed a positive correlation between task enjoyability ratings and vocabulary memorization. However, there is not any obvious correlation between usefulness ratings and memorization which suggests that the tasks perceived by students as useful are not necessarily conductive to effective vocabulary acquisition. As to difficulty ratings, they showed a negative correlation with vocabulary memorization. The multiple nature of the word and its functions can be capitalized on in developing enjoyable and effective ESP courses focused on professional vocabulary acquisition. Such courses satisfy university students needs of being able to engage actively in vocational discourse. Целью настоящего исследования является оценка эффективности курса по специализированному английскому языку, сфокусированного на усвоении лексики. Данный курс преподается студентам Рижского Университета им. Страдыня, специализирующимся в социальной 95

97 Language Centres in Higher Education Brno, January 2015 работе. Анализ курса осуществлялся в двух направлениях: с точки зрения восприятия курса студентами, их потребностей, степени вовлеченности и оценки результатов, и с точки зрения усваиваемости лексики. Инструментами исследования являются предкурсовый и послекурсовый опросники, а также опросники по оценке учебных материалов, в которых студенты комментировали такие аспекты учебных заданий, как их полезность, увлекательность и трудность. Усваиваемость лексики оценивалась с помощью лексических тестов. Предкурсовой опросник был распространен среди широкой аудитории студентов медицинского и реабилитационного факультетов (164 человека). Другие вышеупомянутые опросники и тесты использовались в исследовании целевой аудитории студентов социальной работы (11 человек). Для подавляющего большинства студентов (82 %) курс английского языка является приоритетным. Студенты отдают предпочтение изучению лексики в рамках данного курса. Студенты социальной работы высоко оценили материалы их специализированного курса и были удовлетворены своими успехами в изучении языка. Данное исследование выявило позитивную корреляцию между увлекательностью заданий и усваиваемостью лексики. Степень трудности заданий показала негативную корреляцию с запоминанием лексики. Что касается оценки полезности заданий студентами, определенной корреляции с усваиваемостью лексики выявлено не было, то есть восприятие студентом задания как полезного не обязательно приводит к усваиваемости материала. Многообразная природа слова и его функций может послужить основой для разработки увлекательных и эффективных курсов по изучению специализированного английского языка с целью усвоения профессиональной лексики. Такие курсы удовлетворяют потребность студентов в общении на профессиональном уровне. Nemuniene, Grazina Lithuanian University of Health Sciences, Department of Languages and Education, Krikstaponyte, Zita Lithuanian University of Health Sciences, Department of Languages and Education, The Role of Correct Pronunciation in Medical English Introduction. At the Lithuanian University of Health Sciences (LUHS) students are mainly taught professional English and the greatest attention is paid to the knowledge of medical terms. When a medical term is pronounced incorrectly, misunderstandings may arise and crucial mistakes can be made. In some cases they may be so serious, as to cost health or even life of the patient. Therefore, the pronunciation mistakes cannot be neglected. Having in mind that now we live in the world with practically no borders, since Lithuania is a member of the European Union and the graduates of our university are free to work in any European country and also in many other countries of the world, and our students also participate in student exchange programmes, we decided to investigate the reasons of incorrect pronunciation through students approach. Aim. The study was aimed at emphasizing the importance of distinct pronunciation as a basis of efficient communication in English and finding out the reasons of incorrect pronunciation. Methods and materials. To get a deeper insight why the students fail to pronounce English words correctly, a questionnaire with open questions was designed and content analysis was made. Results. The content analysis disclosed the main reasons of incorrect pronunciation and the difficulties the students encounter while learning medical English. 96

98 Abstracts Posters На Литовском Университете Медицинских Наук студенты изучают професионный английский язык. Когда медицинский термин произносится неправильно могут произойти разные недоразумения, которые могут стоить пациенту жизнь. Потому нужно уделять большое внимание ошибкам по произношению. Абсолвенты нашего университета могут работать в разных странах мира, участвовать в программах обмена студентами и из за этого мы решили изучить причины неправильного произношения. ЦЕЛЬ. Анализ в основном состоял из установления причин неправильного произношения. МЕТОДЫ. Чтобы установить причины мы студентам дали заполнить анлеты с вопросами. РЕЗУЛЬТАТЫ. Анализ анкет показал основные причины неправильного произношения. КЛЮЧЕВЫЕ СЛОВА:причины, неправильное произношение, коммуникация Radosavlevikj, Neda South East European University, Language Centre, Developing a Blended learning strategy: Motivating students to learn English by implementing blended learning activities (Instructional media and Pedagogical considerations) This study investigates the influence of competence-based learning in motivating students to learn English as a foreign language. The primary goal of this research is to access student motivation for learning English, students attitudes to different teaching and learning methods and how that affected their motivation and satisfaction. The participants in this study are students from different faculties, attending Basic English skills sessions (pre-intermediate, intermediate and upper-intermediate courses). Students completed a questionnaire of how blended learning activities done in and outside the classroom affected their learning process in acquiring the language. What were the factors that are involved in motivating students to perform tasks, what are the possible underlying factors which affect students motivation in English learning, especially in stimulating students practical work, enhancing their language learning achievement at the earliest stage of their enrolment in the first year. The switch from traditional face-to-face to online model implementing technology in the classroom affects students motivation. By applying Blended learning approach in class i introduced the concepts of synchrony (integration of learning environment) and elasticity (integration of instructional media with instructional strategies) to ensure the right mix is attained. In my Blended learning class i combined modes of web-based technology with various pedagogical approaches to produce an optimal language learning environment. In attempting to achieve the optimal learning environment I employed a variety of activity types with group work and pair work, collaborative learning and independent learning to engage my learners in communicative language practice. As a teacher i try to address the need for personalized learning through the introduction of self-study resources designed for independent study. Cette étude enquête l influence sur la compétence d apprentissage à motiver les étudiants à apprendre l anglais comme une langue étrangère. L objectif principal de cette recherche est d accéder à motivation des étudiants pour l apprentissage de l anglais, les attitudes de différentes méthodes d enseignement et d apprentissage et comment cela a affecté leur motivation et leur satisfaction. Les participants à cette étude sont des étudiants de différentes facultés, assistant en classe d anglais de base aux sessions (cours pré-intermédiaire, intermédiaire et supérieur- intermédiaire). Les élèves ont rempli un questionnaire, comment les activités d apprentissage combines qui sont faites dans et à l extérieur de la classe affecté leur processus d apprentissage dans l acquisition de la langue. Quels sont les facteurs qui sont impliqués à motiver les étudiants à effectuer des tâches, quels sont les facteurs 97

99 Language Centres in Higher Education Brno, January 2015 cachés, qui affectent la motivation des élèves en apprentissage de l anglais, notamment pour ce qui est d encourager les étudiants des travaux pratiques et à l amélioration d apprentissage de leur langue au cours de stade de leur inscription dans la première année. Le changement du modèle traditionnel face-à-face au modèle en ligne mise en œuvre de la technologie dans la salle de classe, affecte la motivation des étudiants. Par l application d apprentissage combinée approche dans la classe et a introduit les concepts de synchronie (intégration d environnement d apprentissage) et l élasticité (l ntégration des supports pédagogiques avec les stratégies pédagogiques) pour assurer que le bon mélange est atteint. Dans mon classe d apprentissage combinée j`ai combiné des modes de la technologie basée sur le web avec des diverses approches pédagogiques pour produire la meilleure environnement d apprentissage de la langue. En tentant d atteindre la meilleure environnement d apprentissage j ai employé une variété des différents types d activités de travail en groupe et de travail aux pairs, l apprentissage collaboratif et l apprentissage indépendant à engager mes apprenants dans une pratique linguistique et communicative. En tant que professeur, j essaie de répondre au besoin d apprentissage personnalisé grâce à l introduction des ressources d une étude autodidactique pour une étude indépendante. Raščiauskaitė, Laura Lithuanian University of Health Sciences, Languages and Education, laura_r79@yahoo.com Gudaitytė, Dalija Lithuanian University of Health Sciences, Languages and Education, dalijagud@gmail.com Alešiūnaitė, Loreta Lithuanian University of Health Sciences, Languages and Education, loreta.a@centras.lt Students attitude towards the aims of learning professional medical terminology The Professional Language Module taught at the Lithuanian University of Health Sciences is oriented towards professional medical terminology and consists of three subjects Foreign Language, Latin, and Lithuanian Language Culture. The aims of the module meet all the parameters of modern learning understanding professional terminology, being capable of professional communication with representatives of the same profession, and development of a healthcare specialist s comprehensive competence. However, how do students who study this module perceive its aims? Understanding these aims determines the meaningfulness of learning and the associated motivation for learning. It also determines whether students will ground their studies of the module on the deep or the superficial approach to learning. According to Ramsden (2000), the deep approach to learning ensures the essential perception of the learning material and allows for learning the subject instead of imitating learning which is usually the result of automatic memorizing. Therefore, work based on the deep approach yields much better results because learning is based on deep analysis of the idea. However, sometimes the lack of understanding is the result of the absence of such aim, which means that the learner s interest is limited to the components rather than focusing on the relationship of the totality with the components i.e. there is no personal involvement into the task. The aim of the article is to analyze the students attitude to the studies of the Professional Language module, identifying the preconditions for the emergence of the deep approach to learning. El módulo del lenguaje profesional que se enseña en la Universidad de Ciencias de Salud de Lituania está orientado a la terminología médica profesional y consta de tres distintas asignaturas el idioma extranjero, el latín y la estilística de la lengua lituana. Los objetivos de este módulo corresponden a todos los parámetros del aprendizaje contemporáneo: la comprensión de la terminología profesional, la comunicación eficaz profesional con los representantes de la misma profesión y el desarrollo de la 98

100 Abstracts Posters competencia integral de la atención médica especialista. Sin embargo, cómo perciben los estudiantes los objetivos de este módulo? La comprensión de estos objetivos determina la significación de la enseñanza y la motivación determinada de los estudiantes hacia el aprendizaje. También define si los estudiantes entrarán en un aprendizaje profundo o quedarán en el superficial. Según Ramsden (2000), el aprendizaje profundo asegura la percepción esencial de los materiales y permite el aprendizaje del tema, no su imitación que como el resultado tiene la memorización automática. Por lo tanto, las tareas basadas en el enfoque profundo dan mejores resultados porque el aprendizaje se centra en un análisis profundo de la idea. Sin embargo, la falta de la comprensión muestra la ausencia de tales objetivos. El interés del estudiante se limita a los componentes diferentes en lugar de centrarse en la relación común, porque no existe ninguna implicación personal en la tarea. La meta de este artículo consta de analizar la actitud de los estudiantes hacia los estudios del módulo del lenguaje profesional e identificar las condiciones previas para la aparición del enfoque profundo para el aprendizaje. Rešková, Ivana Masaryk University, Language Centre, 45152@mail.muni.cz Hušková, Klára Charles University, Faculty of Medicine in Hradec Králové, Department of Languages, huskovak@lfhk.cuni.cz Mluvtecesky.net: On-line platform for Learning Medical Czech The web portal Mluvte česky! (in English Speak Czech!) will help foreign doctors and medical students to learn the basic elements of Czech, as well as specialized medical phrases of the second most-used West Slavic language, and all of that online, effectively and for free. This website is designated especially for foreigners, who would like to start speaking Czech and broaden their horizons about the Czech Republic a country imbued with rich European history and culture. It will be particularly useful for medical students and foreigners working in the healthcare field thanks to a course in specialized medical Czech. Mluvte česky! is being developed thanks to support of the EU programme Leonardo da Vinci as the only online course of Czech language for foreigners in English, German, Polish and Slovak. Cílem mezinárodního projektu CZKey (On-line platform for Learning Medical Czech) je vytvořit online portál pro výuku češtiny jako cizího jazyka. Poprvé je kromě všeobecného jazyka tímto způsobem zpracován také jazyk pro specifické účely. Portál nabídne kurz všeobecného jazyka na úrovni A1/A2 podle SERR a kurz lékařské češtiny. Kromě jazykové výuky bude mít uživatel možnost se seznámit se zařazením češtiny mezi slovanské jazyky, s českou historií a kulturou a v neposlední řadě také s ucelenou nabídkou učebnic a literatury zabývajících se češtinou jako cizím jazykem. Zájemci z řad budoucích či současných zahraničních mediků a pracovníků ve zdravotnických oborech zde najdou informace o systému zdravotní péče, o studiu medicíny na českých univerzitách a o podpoře práce odborníků ze zahraničí v České republice. Práce na projektu se účastní kromě Masarykovy univerzity jako hlavního řešitele pět dalších partnerů. Výstupem CZKey bude vícejazyčný portál pro výuku češtiny, a to v anglickém, německém, polském a slovenském jazyce. Schneider, Philipp University of Pécs, Law Faculty, Department of Criminology, pmschneider@gmx.de New Approaches to Teaching Genre-Specific German Legal Terminology In teaching LSP, specific terminology is often trained after the basic knowledge of the general language has already been taught. An e-book developed at the Law Faculty of Pécs attempts to integrate the teaching of the German legal terminology in the teaching of the general language skills through selected law topics. This serves to reach also those target groups that have only 99

101 Language Centres in Higher Education Brno, January 2015 basic knowledge of the foreign language. With the help of interactive exercises and practical law cases at different language levels, students can learn the genre-specific terminology through the relevant technical content, while at the same time they gain a first insight into the German legal system. As part of a TAMOP project in 2013, the Law Faculty s language department developed e-books for German civil law, for the commercial and corporate law and for criminal law. In the present study the latter is demonstrated. Im Fachsprachenunterricht wird die Fachterminologie häufig erst erarbeitet, nachdem die Grundkenntnisse der Allgemeinsprache bereits vermittelt wurden. Ein an der Juristischen Fakultät von Pécs entwickeltes E-Book versucht, die Vermittlung der deutschen juristischen Fachsprache in den Unterricht grammatikalischer Kenntnisse durch ausgewählte fachliche Inhalte zu integrieren. Dadurch können auch Zielgruppen erreicht werden, die nur Grundkenntnisse über die Fremdsprache haben. Mit Hilfe von interaktiven Übungen und Fällen in unterschiedlichen Niveaustufen können die Studierenden die Terminologie über die entsprechenden Fachinhalte textsortenspezifisch erlernen und dabei zugleich einen ersten Einblick in das deutsche Rechtssystem gewinnen. Im Rahmen eines TAMOP-Projektes entstanden am Fremdsprachenzentrum der Juristischen Fakultät Pécs im Jahr 2013 E-Books zum deutschen Zivilrecht, zum Handels- und Gesellschaftsrecht und zum Strafrecht. In der vorliegenden Studie wird das letztere vorgestellt. 100

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103 MASARYK UNIVERSITY LANGUAGE CENTRE The Language Centre (LC) of Masaryk University is a university-wide institution providing foreign language education and language proficiency testing to students at each of Masaryk University s faculties. It is comprised of eight departments and one coordinating unit. The LC provides specific and academic foreign language education to students studying in all types of degree programmes (i.e. to full-time students enrolled in bachelor s, master s and doctoral degree programmes as well as those enrolled in combined study programmes) in five languages: English, German, French, Spanish and Russian. Furthermore, Latin for Medicine, Law and Humanities are taught. The LC also offers intensive Czech courses for foreigners and courses focusing on specialized Czech terminology to foreign students of the Faculties of Medicine and Law. The LC conducts its own research activities and is involved in innovation and educational projects, which enable it to develop its educational methods and provide for overall innovation. Today, the IMPACT project is the LC s largest grant project. This three-year programme began in 2012 and loosely follows in the footsteps of the previous threeyear COMPACT project. The ambitions of the IMPACT project, however, extend beyond the borders of its home institution. The planned outcomes of this project include a series of technical seminars for foreign language instructors and teachers lecturing in a foreign language; innovative educational courses for students; conferences; new teaching materials and publications. When teaching foreign languages, LC lecturers apply modern educational methods (e.g. autonomous learning, collaborative learning, peer review, etc.) and also make use of advanced information technology (e.g. state-of-the-art audio-visual classrooms equipped for video-conferencing, e-learning courses and support, proprietary software for peer review, audio-visual technologies for assessing speaking performance and presentation skills, etc.). The LC maintains long-term partnerships with numerous foreign universities (in the United Kingdom, Finland, the Netherlands, Turkey, Spain, Germany and Belgium) and cooperates closely with other educational organizations such as the Czech and Slovak Association of Language Centre Teachers at Universities (CASALC) and the European Confederation of Language Centres in Higher Education (CercleS). 102