Page 71 - LanGuide Project: Research and Professional Insights
P. 71
Mobile Learning of Language for Specific Purposes: From Course Design to User Testing
ical aural communicative situations in academic and/or i t contexts
and facilitate both general understanding and understanding of finer
points and arguments, enabling them to (re)act accordingly.
4. Facilitate learner’s writing skills by focusing on formal aspects of a
variety of written texts found regularly in the academic and/or i t
contexts.
5. Facilitate learner’s speaking skills by focusing on interactive situa-
tions that require the participants to understand utterances and take
turns when appropriate.
6. Empower learners to use a range of specific vocabulary characteristic
of e ap and/or i t in written and oral forms, including both produc-
tive and receptive modalities.
7. Enable learners to become proficient in using the English language
for the purposes of research, study, teaching, and work within the
academic and/or i t contexts.
Taking these outcomes as the basis, together with the profile of needs
developed earlier, a general course syllabus was outlined.
e s p Course Syllabus
Within the LanGuide project approach, the e sp course syllabi are defined
in terms of can-do statements for each of the three proficiency levels (ba-
sic, intermediate, and advanced) and for each of the four language skills
(reading, listening, writing, and speaking). Furthermore, a separate syl-
labus is designed for students, teachers, and administrative staff, as they
differ, to a degree, depending on the (type of) work they do, language activ-
ities they participate in or are expected to participate in, as well as in their
other identified needs. For example, the syllabus intended for teachers fo-
cuses on the activities teachers perform during their classroom interaction
with students, but also on the activities related to their research activi-
ties (including e.g. writing of scientific papers and project proposals). On
the other hand, the syllabus for administrative staff revolves around their
communicative activities with teachers, students, and other members of
the university staff (e.g. writing emails, memos, and official documents re-
lated to the formal aspects of university day-to-day organisation).
The can-do statements reveal the target behaviour of language learners
using the English language, situations, and contexts in which they do so,
and additional conditions and constraints related to the actions they per-
form. The added value is that the statements give examples of target texts
71
ical aural communicative situations in academic and/or i t contexts
and facilitate both general understanding and understanding of finer
points and arguments, enabling them to (re)act accordingly.
4. Facilitate learner’s writing skills by focusing on formal aspects of a
variety of written texts found regularly in the academic and/or i t
contexts.
5. Facilitate learner’s speaking skills by focusing on interactive situa-
tions that require the participants to understand utterances and take
turns when appropriate.
6. Empower learners to use a range of specific vocabulary characteristic
of e ap and/or i t in written and oral forms, including both produc-
tive and receptive modalities.
7. Enable learners to become proficient in using the English language
for the purposes of research, study, teaching, and work within the
academic and/or i t contexts.
Taking these outcomes as the basis, together with the profile of needs
developed earlier, a general course syllabus was outlined.
e s p Course Syllabus
Within the LanGuide project approach, the e sp course syllabi are defined
in terms of can-do statements for each of the three proficiency levels (ba-
sic, intermediate, and advanced) and for each of the four language skills
(reading, listening, writing, and speaking). Furthermore, a separate syl-
labus is designed for students, teachers, and administrative staff, as they
differ, to a degree, depending on the (type of) work they do, language activ-
ities they participate in or are expected to participate in, as well as in their
other identified needs. For example, the syllabus intended for teachers fo-
cuses on the activities teachers perform during their classroom interaction
with students, but also on the activities related to their research activi-
ties (including e.g. writing of scientific papers and project proposals). On
the other hand, the syllabus for administrative staff revolves around their
communicative activities with teachers, students, and other members of
the university staff (e.g. writing emails, memos, and official documents re-
lated to the formal aspects of university day-to-day organisation).
The can-do statements reveal the target behaviour of language learners
using the English language, situations, and contexts in which they do so,
and additional conditions and constraints related to the actions they per-
form. The added value is that the statements give examples of target texts
71
