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Problemy w nauczaniu języka specjalistycznego Business English (zarys)

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Problems in Teaching Business English (an Outline)
Języki publikacji
Artykuł zawiera problematykę opracowywania i realizacji programów naucznia języka specjalistycznego Business English w szkolnictwie wyższym.
In order to determine the contents of the Business English and choice of materials, it is necessary to analyse school surriculum and define the goals to be achieved within the course and at the end of the studies. Major objectives should be consequently specified and verified during the whole educational process. While preparing classes, the teacher should bear in mind general and specific objectives of the syllabus and should create set of goals to be achieved at the end of the lesson. This kind of preparation helps define the specific contents necessary to enhance the educational process, to acquire targeted skills, and supply sufficient linguistic knowledge. Problems that arise within the teaching process are due to lack of definite choices and decisions concerning the final results. A large variety of manuals and supplementary materials sometomes creates confusion or misconception as to what should be taught. Time allocation of classes, if not carefully prepared, results in unsatisfactory achievements, disappointment for both sides of the educational process, demotivation for further studies, and poor evaluation of indispensable elements of syllabus contents. Testing should follow every stage of the teaching process but should not necessarily take the form of written tests or exams. It can be presented as different activities likely to reflect real-life contexts. The evaluaton level of students' achievements should be relevant to the objectives and contents of the programme and intelectual capabilities of the students. Explicit information about the evaluation methods should be provided to students at the beginning of the course. It is advisable to adapt the syllabus to the needs and capabilities of the students but only to such an extent as not to damage the core of the general school curriculum and the specific programme of the course. Routine work is essential in any educational process although adaptation to changes is of critical
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