Wyniki wyszukiwania - Biblioteka Nauki

1

Adult education: A critical analysis of initial assessment procedures in community learning in the United Kingdom

100%

Zychowicz P.

Kultura-Społeczeństwo-Edukacja

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2022

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tom 22

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nr 2

55-71

EN

This article aims to examine and make recommendations to the initial assessment procedures in Adult Education context in the United Kingdom. Teachers and learners are constantly making opinions about their development, and formative assessment is one of the tools used to recognise it. In Adult Education, in addition to formative assessment, learners are expected to undergo initial assessment, testing their level of knowledge/abilities in Language, Literacy or Numeracy. Within the Adult Education context, there are several initial assessment methods available. However, it is the providers who decide which methods are most appropriate for their learners, as different methods may be appropriate in different areas. This research project focuses on an Adult Education provider based in the Midlands, United Kingdom, and offers findings that test and sometimes refute the current theory about initial assessment. Two research methods were employed to achieve the aim and objectives. Firstly, secondary data was researched. Secondly, the qualitative primary data was collected using in-depth focus groups. The research included both practitioners and learners who either conducted or experienced needs analysis processes in the adult learning context. The findings and recommendations of this article propose the use of a more ethical and reliable way of conducting initial assessment in the Adult and Community Learning context.

2

Some Aspects of the ESP Curriculum Design for Tertiary Education Institutions

100%

Lūka I.

The New Educational Review

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2007

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tom 11

63-74

EN

The topicality of the issue is explained by a discrepancy between the current English for Special Purposes (ESP) curriculum and students’ wishes and demands of the labour market. In order to create an up-to-date ESP curriculum that would suit students, employers and customers’ wishes, the following research methods were used: analysis of theoretical literature and sources, empirical study (students’ interviews, students’ questioning, lecturers’ interviews, employers’ questioning) and qualitative and quantitative data analysis methods. The conducted needs analysis allows creating a modern curriculum based on theory and practice – seting its goal and tasks, choosing the most appropriate syllabi types, selecting teaching methods that correspond to students’ learning styles and satisfying students’ wishes and the requirements of the industry.

3

Needs analysis for virtual patients: a report from the eVIP project

100%

Davies D. A. , Balasubramaniam C. , Huwendiek S. , de Leng B.

Bio-Algorithms and Med-Systems

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2009

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tom Vol. 5, no. 9

29--34

EN

The eViP Programme has conducted a survey on the current use of virtual patients across the EU and the wider global community. A total of 216 respondents have given feedback on the current and potential future use of virtual patients, including different educational settings and scenarios within which virtual patients have been used. Data has been gathered on different business models for access to a repository of virtual patients. The broad demographic profile of respondents has been gathered to help analyse these data in context. This report will be of use to those considering a virtual patient approach in their curricula, as well as providing a snap-shot of the current good practice in this area. It is planned to release an updated version of this survey in 2010 towards the end of the eViP Programme so that changes in opinion and implementation of a VP approach can be reviewed.

4

A comparative ESP study: The case of Poland and Romania

100%

Kic-Drgas J. , MUREŞAN O.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2017

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nr 22

46-64

EN

The paper presents a study performed in two universities in Poland and Romania. It aimed to identify learners’ needs and difficulties when learning ESP, and also what common needs students in the two universities have, in spite of the fact that they study different branches of ESP–English for Economics and Medical English, respectively. For this purpose, we designed a questionnaire containing 14 open and closed questions. The participants in the study were 100 students at the Koszalin University of Technology in Poland and 100 students from the “Iuliu Hatieganu” University of Medicine and Pharmacy in Cluj-Napoca, Romania. The results of the study showed that, in spite of their different fields of training, there were many similarities between the responses of the students, but also certain differences that derived mostly from the different background and specific language needs of learners. Therefore, we may conclude that university students who study sciences, in particular Business and Medicine, might have certain similar needs when learning Professional English. Moreover, being aware of the students’ needs and difficulties, as revealed in the present study, might help their teachers to adjust the sy

5

A Needs Analysis for Embedding Sustainable Finance Competences into Vocational Business Education in the Baltic Region

100%

Siirilä J. , Surikova S. , Margeviča-Grinberga I. , Pigozne T.

Journal of Education Culture and Society

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2022

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tom 13

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nr 2

185-204

EN

Aim. The aim of this article was to analyse relevant literature as well as financial services sector professionals’ expectations on future sustainability competence needs among vocational business graduates as part of an ideation process to design an open online course within the project “Sustainability in Finance – SuFi” (2020-2022). Methods. The online mixed-method survey was elaborated using Google Forms and Webropol and distributed via email among finance services industry professionals in Finland, Latvia, Estonia, and Aland Islands. In total, 221 responses were obtained. The qualitative and quantitative data analysis was performed using NVivo and SPSS. Results. Qualitative data analysis revealed that the conceptual knowledge of business graduates was the most frequently mentioned category, followed by procedural knowledge. Among the key competencies in sustainability, the most necessary was intra-personal competence, followed by inter-personal competence. Quantitative data analysis revealed that the top three sustainable finance competencies in demand within respondents’ organisations were: to understand relevant driving sustainable forces, to think and operate with a long-term perspective, and to communicate sustainable financial information in a meaningful way. Conclusion. In the Baltic Region’s finance sector, there is a need for a more holistic view for understanding the market as part of society as a whole and also the meaning of understanding long-term horizons. The competencies that financial services sector professionals found important for vocational business graduates in future work were used as an input for elaborating vocational business education study courses.

6

English for International Trade Law

100%

Bilová Š.

Studies in Logic, Grammar and Rhetoric

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2014

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tom 38

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nr 1

27-41

EN

The Faculty of Law at Masaryk University in Brno, the Czech Re- public, offers several fields of studies, one of them being the three-year Bachelor’s degree programme of International Trade Law. This programme includes two semesters of English for specific purposes which the students take in their first year of studies. However, as the programme is offered as a part time study, there are only 10 lessons of English taught within two days per semester. Preparing a course which would develop the students’ language abilities and skills in the international trade law environment appears to be rather challenging under such conditions. In the paper I would like to share the ideas and experience from re- designing the syllabus for this course of English for international trade law. I describe the process from the original syllabus to a new one in which the teaching situation and students’ needs are taken into account. The course in- tends to include both product and process oriented goals and helps to improve general professional needs. In order to cover the field specific vocabulary, language practice and soft skills development within the above mentioned limited time frame, the students need to work both before and after the classes. The course is going to be piloted this year and we expect further modifications after its evaluation.

7

Business English in the Eyes of Economics and Management Students at the University of Białystok

100%

Dzięcioł-Pędich A.

Studies in Logic, Grammar and Rhetoric

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2014

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tom 38

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nr 1

83-102

EN

According to the regulations of the Polish Ministry of Science and Higher Education, university graduates should have to know a foreign language at B2 level, as described in The Common European Framework of Reference, and they should know its specialized variety. These are the only recommendations concerning general language courses and their specialized varieties. It is up to schools of foreign languages or other institutions providing language courses for institutions of higher education to determine requirements concerning language for specific purposes. However, students are rarely asked to contribute to the development of curricula and syllabi. This article presents the results of a survey conducted among students of Economics and Management at the University of Białystok. The survey was devoted to students’ perceptions of Business English in English courses conducted by the School of Foreign Languages at the University of Białystok. The aim of the survey was to answer the following questions: - what do students of Economics and Management at the University of Białystok believe to be the appropriate proportion of general English to Business English? - when would they like to start learning Business English? - what Business English topics do students find interesting? - how do Economics and Management students use the knowledge and skills gained in Business English classes? The article also presents possible implications of the survey for ESP course designers, and stresses the importance of needs analysis for developing ESP syllabi in the context of Polish tertiary education

8

Action Research in Designing and Implementing Courses of English for Legal Purposes

88%

Sierocka H.

Studies in Logic, Grammar and Rhetoric

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2016

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tom 45

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nr 1

225-251

EN

English for Legal Purposes (ELP) appears to be gaining popularity and acquiring a new dimension in many countries. An increasing number of legal professionals (i.e. law students and legal practitioners) consider their General English satisfactory but desire to learn the language of their professional domain, as they believe it will bring them improved job prospects in the future. There are some aspects of ELP teaching that can be both a hindrance and a challenge for ELP teachers. These include the lack of curricula for teaching Legal English at tertiary level institutions and the restricted number of teaching resources and guidelines with reference to teaching Legal English available on the market. This article draws on the outcomes of a three-year research project, which was undertaken to design, implement, and evaluate an ELP programme for adult professionals. The research project was conducted among 293 legal professionals in Poland and took the form of an action research model - a research tool that is not often exploited by scholars despite its unquestionable value

9

Specialized Training Workshops for Algerian EFL Teachers. A Transformative Pathway for ESP Instruction.

88%

Ouarniki O. , Turqui B.

Academicus. International Scientific Journal

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2024

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tom 15

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nr 29

134-156

EN

This article presents a comprehensive exploration of a pioneering initiative aimed at equipping Algerian English as a Foreign Language (EFL) teachers with the skills and strategies to become proficient practitioners in the realm of English for Specific Purposes (ESP) instruction. The study delves into the outcomes of two international online workshops, each comprising five interactive sessions, conducted via Zoom. These workshops were meticulously designed to empower educators in conducting needs analysis and crafting ESP courses that cater to learners' specific needs. The article sheds light on the structure, content, and outcomes of the workshops, highlighting the transformative impact on teaching practices. The study not only emphasizes the collaborative nature of the workshops but also underscores the significance of tailored teacher training in shaping the trajectory of ESP instruction.

10

Exploring Learner Needs: Needs Analysisin the Global Workplace

88%

Kossakowska-Pisarek S.

Kwartalnik Neofilologiczny

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2017

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nr 2

167-180

EN

The increasingly diversified global workplace poses challenges to communication between different culture representatives. Thus the needs of workers should include intercultural skills, and this should be taken into consideration by teachers. The article looks at the evolution of the concept of needs and their assessment. It advocates for broadening the scope of needs analysis to include the needs related to intercultural communication. It reviews various approaches and practice of needs assessment and discusses needs in the global workplace.

11

DEVELOPMENTS IN ESP TEACHING

88%

Jendrych E.

Studies in Logic, Grammar and Rhetoric

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2013

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tom 34

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nr 1

43-58

EN

The fast changing business environment and the ever-growing de- mand facing professional communicators in the 21st century pose new challenges to language learners and teachers alike. Competitive business organizations at- tempt to recruit employees who have excellent linguistic competence coupled with nonlinguistic competences and skills. It is not easy to acquire these addi- tional competences and skills. However, most of them are transferable and can be greatly improved if students are provided with adequate teaching materials and appropriate input from the teacher. The aim of the paper is to address the complexity of ESP teaching today. Firstly, it presents an overview of the changes that have occurred in the practice of teaching ESP in the last few decades. It also sheds some light on the increasing importance of needs analysis. Then it presents new developments in teaching English for professional communication at the ter- tiary level of education. These developments include (1) content-and-language integrated learning, (2) use of didactic case studies, (3) corpus studies con- ducted for teaching purposes and aimed at identifying high-frequency language elements: terms, specialized lexis items, collocations, formulae, acronyms, etc., that need to be prioritized in language courses, (4) more effective course-books with higher terminology indexes, (5) extended use of online materials, (6) teach- ing writing for specialized purposes, and (7) teaching cross-cultural and social skills. The new approach is more challenging for ESP teachers and requires much higher qualifications, such as content knowledge and transferable skills. In order to increase students’ employability and promotion opportunities, we need teaching materials and approaches that help streamline students’ efforts, economize on time, and increase the effectiveness of language courses.

12

Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students

75%

Chovancová B.

Studies in Logic, Grammar and Rhetoric

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2014

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tom 38

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nr 1

43-57

EN

In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.

13

Proposing a comprehensive framework for needs analysis in ESP – on the integrality of needs analysis in Business English course design

75%

Romanowski P.

Glottodidactica

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2017

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tom 44

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nr 2

147-159

EN

The present paper discusses the importance of needs analysis in ESP. By delving into different theories, the author’s overall objective is to scrutinize a wide spectrum of existing frameworks that would lead to a single, comprehensive model for needs assessment. The impact of the said approaches on course design is underlined with the particular example of Business English. Ultimately, the author unveils a framework which could serve as a basis for syllabus design in all types of ESP courses.

14

More than linguistic needs and more than one perspective: Reconstructing perspectives of pupils with linguistically and spatially discontinuous school biographies and drawing implications for all school stakeholders

75%

Daase A. , Rozum N. , Rubinets V.

Glottodidactica

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2023

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tom 50

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nr 1

55-75

EN

In the article we argue for a reconstructive and subject-oriented approach to data collection and analysis in order to reconstruct perspectives of pupils with linguistically and spatially discontinuous school biographies as a basis for needs analysis. The paper takes an in-depth look at a narrative interview with such a pupil using the Documentary Method. Based on the analysed interview passage and with recourse to the praxeologically extended sociocultural theories of SLA, we derive initial implications for schools with pupils with migratory experiences. One crucial assumption is that, in order to create better educational opportunities for children with migratory experiences, school staff need to systematically develop contingency competence. By contingency competence we mean the sensitivity and awareness of the principal openness of human life forms and their diverse possibilities for linguistic, material, and practical expression. Conclusions are drawn on what the required competencies contain and how an inclusive school can be created.

15

REFLEKSYJNA PRAKTYKA W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO

71%

Gajewska E. , Sowa M.

Neofilolog

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2014

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nr 42/2

155-165

EN

Compared to colleagues teaching foreign languages for general purposes, who can use ready-made syllabuses or programs, the LSP teacher has to reflect on methodology at the level of course planning. The scope and nature of the proposed course content is tailored to the specific needs of a student. The analysis of these needs is based on interviews and questionnaires. There are many examples of such tools, but none of them are universal or exhaustive, nor can they be. The purpose of this article is to propose a set of parameters to facilitate investigation of the educational context, which could be a starting point for the development of question-naires tailored to specific education needs.

PL

Compared to colleagues teaching foreign languages for general purposes, who can use ready-made syllabuses or programs, the LSP teacher has to reflect on methodology at the level of course planning. The scope and nature of the proposed course content is tailored to the specific needs of a student. The analysis of these needs is based on interviews and questionnaires. There are many examples of such tools, but none of them are universal or exhaustive, nor can they be. The purpose of this article is to propose a set of parameters to facilitate investigation of the educational context, which could be a starting point for the development of questionnaires tailored to specific education needs.

16

ROLA ANALIZY POTRZEB I EWALUACJI KURSU W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO

71%

Lesiak-Bielawska E. D.

Neofilolog

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2013

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nr 41/2

99-112

EN

The objective of the present paper is to discuss pre-course needs analysis and post-course evaluation, and their role in teaching Language for Specific Purposes. Though these two key stages have different aims and perspectives, they should not be treated as separate, linearly-related activities but rather as overlapping and interdependent phases of LSP course design. The repeated needs analysis that is built into the formative evaluation process contributes to making the resultant LSP course more responsive to the needs of the learner group.

17

Analiza wymagań i potrzeb klienta w procesie dystrybucji ubezpieczeń

63%

Tarasiuk A. , Wojno B.

Prawo Asekuracyjne

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2018

|

tom 3(96)

3-18

PL

Przepisy ustawy o dystrybucji ubezpieczeń, implementując do prawa polskiego wymagania wynikające z dyrektywy w sprawie dystrybucji ubezpieczeń, wprowadzają kompleksowy obowiązek ustalania przez dystrybutorów ubezpieczeń wymagań i potrzeb klientów w zakresie ochrony ubezpieczeniowej. Obowiązek ten został wprowadzony w sposób generalny, bez dookreślenia szczegółowych mechanizmów jego realizacji. W ten sposób prawodawca obciążył dystrybutorów ubezpieczeń odpowiedzialnością nie tylko za wykonanie obowiązku przeprowadzenia analizy wymagań i potrzeb klienta, ale także za uprzednie określenie sposobu przeprowadzania tej analizy. Taki stan prawny powoduje zwiększony stan niepewności i liczne wątpliwości co do interpretacji i stosowania przepisów prawa. Celem niniejszego artykułu jest zidentyfikowanie podstawowych wątpliwości w tym zakresie. Przedmiotem artykułu są w szczególności zagadnienia: zakresu informacji, jakie dystrybutor ubezpieczeń powinien gromadzić na potrzeby analizy wymagań i potrzeb klienta oraz rezultatu, do jakiego powinna prowadzić ta analiza.

EN

The provisions of Act on insurance distribution, implementing the requirements resulting from the Directive on insurance distribution into the Polish law, introduce the complex obligation to determine by insurance distributors the client’s demands and needs in respect of the insurance cover. This obligation has been introduced in a general way, without referring to precise mechanisms of meeting such a requirement. As a result, the lawmaker made insurance distributors liable for not only performing their duty to perform analysis of the demands and needs of the client but also for the prior establishment of mechanism to perform such analysis. This increases legal uncertainty and many doubts as to the interpretation and execution of the legal provisions regarding insurance distribution. The aim of the article is to identify main doubts in the above respect. The article discusses in particular the issues of the scope of information that shall be collected by an insurance distributor for the purposes of the analysis of the demands and needs of the client and the result to which the said analysis should lead.

18

Badanie potrzeb językowych studentów zza wschodniej granicy. Implikacje dydaktyczne dla praktycznej nauki języka na kierunku Studia polskie dla cudzoziemców

63%

Wawrzeń M.

Neofilolog

|

2024

|

nr 63/1

178-194

EN

In the academic year 2022/2023, the Faculty of Polish Studies of the Jagiellonian University opened Polish studies for foreigners, which enables learning the Polish language as part of university education. Due to the growing number of students from Ukraine, the goals, effects and content of teaching in this field should be transformed to meet the specific linguistic needs of students from beyond the eastern border. The aim of the article is to present the teaching goals and priorities of students from Ukraine. The results of the study will be compared with the teaching rules of the contemporary methodology of teaching Polish as a foreign language to Eastern Slavs.

19

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

63%

Sarré C.

Neofilolog

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2023

|

nr 61/2

89-108

EN

In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.

20

Miejsce sprawności językowych na zajęciach języka specjalistycznego (na przykładzie polskiego języka medycznego)

63%

Oczko P.

Neofilolog

|

2021

|

nr 57/1

135-150

EN

The aim of this paper is to present the results of two questionnaires conducted among thirty-eight participants of a language course in medical Polish for people from Belarus, Russia and Ukraine. The first survey (conducted before the course started) covered the following issues: (1) the participants’ self-assessment of their knowledge of general as well as specialised (medical) Polish, (2) their expectations of the twenty-hour course they were to attend, (3) their linguistic awareness of the need to develop the four linguistic skills in specialised language classes. The second questionnaire focused on the evaluation of the effectiveness of the classes and participants’ own progress in learning Polish for professional purposes. The research was of a diagnostic and descriptive nature, and the findings signalled in this paper have given rise to broader reflections on the current state of research on the description of receptive and productive skills in teaching Polish as a foreign language for specific purposes.