Languages for Specific Purposes in Theory and Practice is a collection of essays which will appeal to teachers of modern languages no matter the level of instruction. The essays highlight the latest developments of Foreign Language Teaching in the Balkan countries, Eastern and Western Europe and the Middle East. The field of Language for Specific Purposes (LSP) is one of the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. Languages for Specific Purposes in Theory and Practice compasses this burgeoning field by presenting new research and commentary from some of the field's leading practitioners.This book surveys the approaches and methods in foreign language teaching, such as grammar translation, language evaluation, communication competence, critical thinking skills, communicative language teaching, and the natural approach. Teachers and teachers-in-training will discover in this book a comprehensive survey and analysis of the major and minor teaching methods used around the world. It is addressed to a wide audience that includes Language for Specific Purposes teachers and researchers, although the contents will also be relevant to applied linguists working in other fields. This book contains research studies as well as educational experiences and proposals, presented from different perspectives and backgrounds (both geographical and cultural), all of which are theoretically grounded and with a clear and sound rationale. Readers will find a variety of educational projects and research studies situated in specific educational contexts and in particular geographical locations.
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Chapter One Descriptive Linguistics |
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Women Soldiers and Male Nurses: Adjustment of Gender Identity |
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4 | (16) |
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A Postmodern Study of Doris Lessing's The Golden Notebook in the Light of Jean-Francois Lyotard's Ideas |
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20 | (12) |
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Perceived Lexical Similarities between L2 Italian and L3 English in the Reading Comprehension of Croatian-Italian Bilingual EFL Learners |
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32 | (18) |
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Chapter Two Applied Linguistics |
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The Role of Language in the Process of Social Integration: From the Ancient Cena Trimalchionis to the Contemporary World |
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50 | (13) |
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Fostering the Development of Analytical and Critical Thinking Skills in an Undergraduate Reading Course |
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63 | (11) |
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Building a Community of Shared Practice through Educational Cultural Convergence |
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74 | (18) |
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Mentor Feedback for the Professionalism of the Teacher Candidate |
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92 | (11) |
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Revision Books in ESP: Myths and Reality |
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103 | (11) |
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Using Literature in EFL Classes: The Short Story |
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114 | (16) |
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Ambiguity in Foreign Language Acquisition and Role of Language Aptitude |
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130 | (8) |
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Have Them Move, See and Speak! |
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138 | (9) |
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An Overview of Case Studies about the Influence of Multiple Intelligences on Teaching Language |
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147 | (12) |
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Nastava Leksike Stranog Jezika Na Akademskim Studijama |
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159 | (10) |
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Cognitive Process of Writing For Second Language Young Learners |
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169 | (7) |
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Teaching Tourism Terminology: English "Adjectival Tourisms" of the "Adjective + Tourism" Type |
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176 | (11) |
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Film Making and Language Learning |
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187 | (7) |
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Second Language Acquisition in the Context of Informal Education |
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194 | (20) |
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The Effects of the Syllabus, Methods and Teaching Styles of Foreign Language Courses on the Achievements and Attitudes of Students |
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214 | (7) |
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The Challenge of Intercultural Communicative Competence for Polish Learners |
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221 | (10) |
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The Role of Using Current Issues of Interest on Vocabulary Learning |
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231 | (15) |
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Teachers; Professional Development Tools: Importance and Usage |
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246 | (13) |
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Being an English Teacher in Turkey: Future Teachers' Perspectives |
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259 | (9) |
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Cultural Diversity as a Key Factor in Planning Foreign Language Teaching Policy in Bosnia and Herzegovina |
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268 | (12) |
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Foreign Language Teaching Methodology in the Context of Sociocultural Distance |
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280 | (12) |
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Student "Resistance" to Reflection: Pre-service Teacher Training at the Mostar University, Bosnia and Herzegovina |
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292 | (7) |
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French Foreign Language Teacher Candidates' Evaluation of the Computer Assisted Language Teaching Course |
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299 | (8) |
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Adult Education: Using Motivating Strategies and Techniques |
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307 | (6) |
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Do We Need a Specific Grammar for Non-canonical Expressions? A Description and Analysis of Definitions of some NC Constituents |
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313 | |
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Azamat Akbarov holds a PhD in Linguistics. He has a BA in English Philology and an MA in English Language and Literature. His extensive experience includes both general English and several areas of Applied Linguistics, and he has published widely in these areas. He also has cross-linguistic expertise, having worked in Turkish, Russian, Korean, Bosnian and Uzbek as well as English, and understands the practical issues involved in teaching and learning different languages and transferring research ideas from one language to another. He is currently working as an Assistant Professor at the International Burch University in Sarajevo, Bosnia and Herzegovina. His teaching and teacher-training experience of over 12 years spans Uzbekistan, Turkey, South Korea and Bosnia and Herzegovina. Dr Akbarov has presented at numerous international conferences and his research interests include linguistics, cognitive grammar, cross-linguistic features of SLA, TESL, discourse analysis, and bilingualism. He is the Chairman and Editor-in-Chief of the Foreign Language Teaching and Applied Linguistics Conference Proceedings, and regularly organises international events in the field of language education. He is the author of Let's Talk in Uzbek, Teamwork: Activities for Communication in English, and Foreign Languages Teaching: Beyond Language Proficiency.
