Page 38 - LanGuide Project: Research and Professional Insights
P. 38
reea Nechifor and Cristina Dimulescu
plication into the greater field of e sp. The second attempt that the chapter
makes is to consider the place the cultural element has among the already
classicised language skills, especially in the field of e s p, but more promi-
nently, within the particular case of the exercises created for the LanGuide
mobile application. The third attempt that the current chapter makes is to-
wards c a l l, and its sub-branch m a l l, and its connection to e s p. Last,
but not least, what this chapter aims at is to bring all of the three above
mentioned approaches together and to offer a complete and complex pro-
file of the specificities encountered and required by the LanGuide mobile
application production and design.
Delivering specialized content to pupils, students and candidates to
learning new content alike, in various fields, is always supported by a
methodology that specifies and ensures its professional implementation
framework. Teaching foreign languages is a unique case in point because,
in accordance with the procedures, strategies, tasks, tools, and equipment
used, issues that may arise and possible solutions provided, goals pursued,
and interactions between and among actors, the approach has always been
a critical factor. As reviewed in the following section, language skills be-
gan with little relevance, evolved to be more important, and eventually
became the key focus in the communicative era, alongside culture, a pro-
jected prospective 5th skill that must be properly placed among the lan-
guage knowledge a learner should be equipped with when acquiring a new
foreign language.
Regardless of the language under consideration, all modern techniques
nowadays agree that the cultural element must be present alongside the
two receptive and the other two productive skills as a basic part in the prac-
tice of attaining fluency in that respective language. But, as it will be seen
below, the very nature of the culture to be included in the discourse can be
a subject of controversy.
Literature Review
Profiling e sp
Being well-established as a particular sub-branch of English as a Second
Language (e s l) or of English as a Foreign Language (e f l), English for
Specific Purposes (e s p) had been developing on its own, putting forth
many different other sub-branches, such as English for Academic Purposes
(e ap), or English for Occupational Purposes (eop), thus establishing itself
as an important limb of the main body of ef/sl, catering for special needs
in the professional areas of work, but also in teaching.
38
plication into the greater field of e sp. The second attempt that the chapter
makes is to consider the place the cultural element has among the already
classicised language skills, especially in the field of e s p, but more promi-
nently, within the particular case of the exercises created for the LanGuide
mobile application. The third attempt that the current chapter makes is to-
wards c a l l, and its sub-branch m a l l, and its connection to e s p. Last,
but not least, what this chapter aims at is to bring all of the three above
mentioned approaches together and to offer a complete and complex pro-
file of the specificities encountered and required by the LanGuide mobile
application production and design.
Delivering specialized content to pupils, students and candidates to
learning new content alike, in various fields, is always supported by a
methodology that specifies and ensures its professional implementation
framework. Teaching foreign languages is a unique case in point because,
in accordance with the procedures, strategies, tasks, tools, and equipment
used, issues that may arise and possible solutions provided, goals pursued,
and interactions between and among actors, the approach has always been
a critical factor. As reviewed in the following section, language skills be-
gan with little relevance, evolved to be more important, and eventually
became the key focus in the communicative era, alongside culture, a pro-
jected prospective 5th skill that must be properly placed among the lan-
guage knowledge a learner should be equipped with when acquiring a new
foreign language.
Regardless of the language under consideration, all modern techniques
nowadays agree that the cultural element must be present alongside the
two receptive and the other two productive skills as a basic part in the prac-
tice of attaining fluency in that respective language. But, as it will be seen
below, the very nature of the culture to be included in the discourse can be
a subject of controversy.
Literature Review
Profiling e sp
Being well-established as a particular sub-branch of English as a Second
Language (e s l) or of English as a Foreign Language (e f l), English for
Specific Purposes (e s p) had been developing on its own, putting forth
many different other sub-branches, such as English for Academic Purposes
(e ap), or English for Occupational Purposes (eop), thus establishing itself
as an important limb of the main body of ef/sl, catering for special needs
in the professional areas of work, but also in teaching.
38
