Language Teaching Tomorrow

Linda Wright Fulda University of Applied Sciences, Germany Termesl@gmail.com Abstract The premise of this short article is that grammar rules become part of an L2 learner’s autonomously applied repertoire when experienced as decisive in comprehending and conveying meaning. An example of such inductive discovery of meaning for a basic grammar rule is followed by an…

Barbora Chovancová and Štepánka Bilová Masaryk University Language Centre, Brno, Czech Republic barbora.chovancova@law.muni.cz, stepanka.bilova@law.muni.cz Abstract The modern trend in language teaching emphasises the need to develop skills that enable students to become self-sufficient in their future life with a foreign language. We describe two different learning situations in which learner autonomy is promoted; the first being…

Andreas Schmidt Marmara University, Turkey andreas.schmidt@marmara.edu.tr Abstract This article investigates the relationship between purpose in learning and its outcomes with regard to education delivered in a second language. Bilingual education poses specific challenges, because language training and academic specialisation need to be integrated. The CLIL method is proposed as a way to bridge this gap…

Minna Metsäportti and Kirsi Saarinen Tampere University of Applied Sciences, Finland minna.metsaportti@tamk.fi, kirsi.saarinen@tamk.fi Abstract A Fast Track to Professional English (3ECTS) is an online course jointly implemented by two vocational English teachers of Tampere University of Applied Sciences. It is intended for students with relatively high competence in English. The objective is to provide Engineering…

Marike Dewina MEM, Desiree Mannens M.A. and Elena Vilanova M.A. The Hague University of Applied Sciences, The Netherlands m.dewina@hhs.nl, d.mannens@hhs.nl, e.vilanovaescrig@hhs.nl Abstract Giving oral corrective feedback to our students’ oral production could sometimes interrupt the oral production and disrupt the student’s focus and their confidence. In our paper we would like to highlight the advantages of…

Eszter Sandor Budapest Business School, Hungary sandor.eszter@uni-bge.hu Abstract This paper presents the results of a small-scale pilot study of 33 students who participated in an experiment with cooperative learning in a Hungarian business school. The participants filled in a questionnaire and were interviewed about their cooperative classroom learning experience. The paper focuses on the students’…

Martin Businger Lucerne University of Applied Sciences and Arts, School of Business, Switzerland martin.businger@hslu.ch Abstract This article suggests classroom activities that aim to develop the presentation skills of foreign language learners at B1 level or higher. Students practise their skills by preparing and delivering very short, but well-structured presentations. Learners in the audience, too, should…

Martina Windisch-Koenig University of Applied Sciences, FH Joanneum Graz, Austria martina.windischkoenig@fh-joanneum.at Abstract John Maeda’s book “The Laws of Simplicity” suggests itself for an English course in Information Design as its author, a graphic designer and computer scientist, proposes ten laws for simplifying complex systems in business, life and product design. Not only is the subject…

Jan Den Haese and Aurélie Welcomme Artevelde University College, Belgium jan.denhaese@arteveldehs.be, aurelie.welcomme@arteveldehs.be Abstract In this paper, we will exemplify how a teachers’ team transformed the course “Business French”, a compulsory course for the first year students of the Bachelor in Business Management at Artevelde University College, from a “classical” language classroom course and setting into a…

Zita Braziuniene and Ruta Kalytiene Vilnius College of Technologies and Design, Lithuania z.braziuniene@vtdko.lt, r.kalytiene@vtdko.lt Abstract The article presents Duolingo which offers personalized free language education, making learning of a new language as a fun game.  Over the past decade the use of mobile devices, such as tablets or smartphones has become an integral part of…

Andrew McDouall and Mario Seidel Furtwangen University of Applied Sciences, Germany mca@hs-furtwangen.de, sema@hs-furtwangen.de Abstract Learning Management Systems are often reduced to deliver text, and traditional vocabulary and grammar drills, not meeting the criteria for blended learning environments. We therefore implemented an action research project designed to break with this simplistic use by combining Project-based Language Teaching…

Hubertus Weyer, M.A. Ostfalia University of Applied Sciences, Germany h.weyer@ostfalia.de Abstract In my lessons of Technical or Business English I regularly encounter groups of mixed abilities, ranging from B1 to C1, and one of the challenges is: how to even this out? This is where the necessity of self-study tasks comes in. Since BA programs…

Katriona Fraser and Rachel Lindner International Business Studies, University of Paderborn, Germany katriona.fraser@upb.de, rachel.lindner@upb.de Abstract In this paper, we outline the rationale, design and practicalities involved in setting up a business model generation course for students of International Business Studies (IBS) at the University of Paderborn (UPB). This learning scenario aims to help students develop…

Henri Annala and Marianna Leikomaa Tampere University of Applied Sciences, Finland henri.annala@tamk.fi, marianna.leikomaa@tamk.fi Abstract The on-line course English Speaking and Listening has now been organised in Eliademy learning environment three times. The aim of the course is to enable already advanced students develop their English speaking skills even further. In addition, the students learn important…

Leikomaa Marianna and Tuohimäki Petri Tampere University of Applied Sciences, Finland marianna.leikomaa@tamk.fi, petri.tuohimaki@tamk.fi Abstract International collaboration between students does not always have to be a long and fully detailed operation. Sometimes ad hoc solutions work well and quickly! Two English teachers from Tampere University of Applied Sciences (TAMK) in Finland and an English teacher from Budapest Business…

Bachelart Alexis, PRCE Aix-Marseille Université, France alexis.bachelart@univ-amu.fr Uotila Suvi, MA and Vuorinen Paula, MA JAMK University of Applied Sciences, Finland suvi.uotila@jamk.fi, paula.vuorinen@jamk.fi Abstract The ability to communicate in English is a necessity in today’s world. A lot of this communication happens between non-native speakers using English as a lingua franca. To offer our students opportunities to…

Karolína Slamová, Ph.D.  and Andrea Wlochová, Ph.D. VSB – Technical University of Ostrava, the Czech Republic karolina.slamova@vsb.cz, andrea.wlochova@vsb.cz Abstract In this contribution we would like to share our experience in using e-learning materials to complement language teaching in technical English. The Department of Foreign Languages at VSB – Technical University of Ostrava offers six languages for students…

Petteri Ruuska MA (Educ.) senior lecturer, Spanish and English JAMK University of Applied Sciences, Finland petteri.ruuska@jamk.fi Urn-address: http://urn.fi/urn:nbn:fi:jamk-issn-2343-0281-19 Abstract The report considers presentation ‘in authentic settings’ as a tool in language learning with FL learners with B1 skills. A project was carried out during a Spanish course in Jyväskylä, Finland; adult learners prepared brief presentations on…

Tarja Haukijärvi Head of Language Centre Tampere University of Applied Sciences, Finland tarja.haukijarvi@tamk.fi Pirkko Pollari Head of Language Centre JAMK University of Applied Sciences, Finland pirkko.pollari@jamk.fi Urn-address: http://urn.fi/urn:nbn:fi:jamk-issn-2343-0281-18 Tampere University of Applied Sciences (TAMK) and JAMK University of Applied Sciences have organized together international weeks for higher education language teachers in Finland since 2013. The…

M.A. Christine Rodewald Fremdsprachenzentrum, Universität Bremen, Germany rodewald@uni-bremen.de Urn-address: http://urn.fi/urn:nbn:fi:jamk-issn-2343-0281-17 Abstract The tutorial program of the Foreign Language Centre of the University of Bremen provides special support for independent learners. The students can choose the language they want to learn autonomously over the course of one semester. Using self-assessment tools, the students check their levels…