Considering that the study of language use can be carried out from different perspectives such as pragmatics, speech act theory, functional linguistics, despite the fact that any utterance mayhave a multiplicity of functions/meanings and that the local context can strongly influenceinterpretation, we agree with Swales’ words “thinking of given stretches of discourse in terms of theactions they are intended to perform brings a useful ‘directedness’ to our perceptions of genericexemplars”. It is widely acknowledged that teaching and learning language involves far more thanhighlighting lexico-grammar patterns. Pragmatic aspects of language are the most difficult to teach,given their subtlety and complexity. The aim of this paper is to show a case study carried out at theUniversity of Rome “Foro Italico” on a task-based course to teach English for Specific Purposes (ESP)in the field of sports for students mastering in Sports Sciences and Adapted Physical Activity (MasterMA in Adapted Physical Activity AMPA academic year 2014 and 2015). The course was based on theprinciple of specific knowledge acquisition through the use of key-features and key-words in the specificprofessional setting of sports science in English with the aid of e-tools (blended learning). To thispurpose the course was based on project development based on an assigned task. The project wasintended as a “simulation” of a professional situation that could have been re-negotiated with theteacher. Project realization based on collaborative work of small groups of students has been carriedout as the final outcome for students’ assessment. Examples of students’ realizations and data collectedcan provide the basis of a teaching resource, specifically designed for an intermediate/advancedpostgraduate English class in Italy or Spain.
Task-based approach in english for specific purposes (esp) teaching: a case study in the field of sports sciences
Fazio A.;Isidori E;
2017-01-01
Abstract
Considering that the study of language use can be carried out from different perspectives such as pragmatics, speech act theory, functional linguistics, despite the fact that any utterance mayhave a multiplicity of functions/meanings and that the local context can strongly influenceinterpretation, we agree with Swales’ words “thinking of given stretches of discourse in terms of theactions they are intended to perform brings a useful ‘directedness’ to our perceptions of genericexemplars”. It is widely acknowledged that teaching and learning language involves far more thanhighlighting lexico-grammar patterns. Pragmatic aspects of language are the most difficult to teach,given their subtlety and complexity. The aim of this paper is to show a case study carried out at theUniversity of Rome “Foro Italico” on a task-based course to teach English for Specific Purposes (ESP)in the field of sports for students mastering in Sports Sciences and Adapted Physical Activity (MasterMA in Adapted Physical Activity AMPA academic year 2014 and 2015). The course was based on theprinciple of specific knowledge acquisition through the use of key-features and key-words in the specificprofessional setting of sports science in English with the aid of e-tools (blended learning). To thispurpose the course was based on project development based on an assigned task. The project wasintended as a “simulation” of a professional situation that could have been re-negotiated with theteacher. Project realization based on collaborative work of small groups of students has been carriedout as the final outcome for students’ assessment. Examples of students’ realizations and data collectedcan provide the basis of a teaching resource, specifically designed for an intermediate/advancedpostgraduate English class in Italy or Spain.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
