Page 40 - LanGuide Project: Research and Professional Insights
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reea Nechifor and Cristina Dimulescu
of professional skills and to perform particular job-related functions. An
e s p program is therefore built on an assessment of purposes and
needs and the functions for which English is required.
In regard to content focus, Fiorito (2005, emphasis added) says:
e sp concentrates more on language in context than on teaching gram-
mar and language structures. It covers subjects varying from ac-
counting or computer science to tourism and business management.
The e sp focal point is that English is not taught as a subject separated
from the students’ real world (or wishes); instead, it is integrated into a
subject matter area important to the learners.
This not only clearly places English in the context it addresses, but also
opens the discussion regarding other possible interpretations of context,
which represent the special case of the LanGuide project, as a facilitator
of a multi-cultural approach to English for Specific Purposes (e sp), Roma-
nian for Specific Purposes (r s p), Slovene/Slovenian for Specific Purpose
(s l s p), Italian for Specific Purposes (i s p), Croatian for Specific Purposes
(c sp) and Spanish for Specific Purposes (spsp).
Referring to the skills taught under e sp, Fiorito (2005, emphasis added)
is of the opinion that:
As a general rule, while in e sl all four language skills, listening, read-
ing, speaking, and writing, are stressed equally, in e s p it is a needs
analysis that determines which language skills are most needed by the stu-
dents, and the syllabus is designed accordingly. An e sp program, might,
for example, emphasize the development of reading skills in students
who are preparing for graduate work in business administration; or
it might promote the development of spoken skills in students who
are studying English in order to become tourist guides.
That is exactly why, in the LanGuide project and application, only certain
skills are predominantly addressed, based on the fields aimed at and the
target users considered, in this way their direct needs being primordially
catered for.
Considering users’ motivation, Fiorito (2005, emphasis added) places
e sp under Content and Language Integrated Learning (c li l), as:
e s p combines subject matter and English language teaching. Such
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of professional skills and to perform particular job-related functions. An
e s p program is therefore built on an assessment of purposes and
needs and the functions for which English is required.
In regard to content focus, Fiorito (2005, emphasis added) says:
e sp concentrates more on language in context than on teaching gram-
mar and language structures. It covers subjects varying from ac-
counting or computer science to tourism and business management.
The e sp focal point is that English is not taught as a subject separated
from the students’ real world (or wishes); instead, it is integrated into a
subject matter area important to the learners.
This not only clearly places English in the context it addresses, but also
opens the discussion regarding other possible interpretations of context,
which represent the special case of the LanGuide project, as a facilitator
of a multi-cultural approach to English for Specific Purposes (e sp), Roma-
nian for Specific Purposes (r s p), Slovene/Slovenian for Specific Purpose
(s l s p), Italian for Specific Purposes (i s p), Croatian for Specific Purposes
(c sp) and Spanish for Specific Purposes (spsp).
Referring to the skills taught under e sp, Fiorito (2005, emphasis added)
is of the opinion that:
As a general rule, while in e sl all four language skills, listening, read-
ing, speaking, and writing, are stressed equally, in e s p it is a needs
analysis that determines which language skills are most needed by the stu-
dents, and the syllabus is designed accordingly. An e sp program, might,
for example, emphasize the development of reading skills in students
who are preparing for graduate work in business administration; or
it might promote the development of spoken skills in students who
are studying English in order to become tourist guides.
That is exactly why, in the LanGuide project and application, only certain
skills are predominantly addressed, based on the fields aimed at and the
target users considered, in this way their direct needs being primordially
catered for.
Considering users’ motivation, Fiorito (2005, emphasis added) places
e sp under Content and Language Integrated Learning (c li l), as:
e s p combines subject matter and English language teaching. Such
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