The Bologna Process envisioned the idea of the development of transversal skills in the course of higher education. Recent research on education acknowledges the fact that higher education including university studies is already facing the turn towards inclusive transversal skills development. The current research focuses on the development of student transversal skills in university studies. It is aimed at the investigation of the phenomenon of the development of student transversal skills in university studies. The objective of higher education covers more than simply employability of graduates although employment outcomes are important. Higher education is a versatile process, which provides students with the possibilities to develop their knowledge, skills, attitudes in order to enable them to actively participate in the wider society by being involved in active citizenship and successful professional careers. Our research reveals that the development of transversal skills depends on both internal personal characteristics and external social factors including colleague influence, exchanging ideas and also institutional impact. The research participants also reveal their perception that their transversal skills are substantially improved on their university studies; however, they also stress their perceived needs for developing certain transversal skills which are necessary in professional work life, such as communication and foreign languages, ability to apply innovations and creativity, analytical skills and critical thinking, learning to learn and time management.
The paper describes in detail a unique study programme of English for Specific Purposes and the Second Foreign Language created by the teaching staff of the Institute of Humanities, Mykolas Romeris University in Vilnius, Lithuania, to meet the expectations and requirements of the current/future labour market. The need for the programme arose from the requests of both possible applicants and employers. Since its launch in 2012 the programme gathered impetus and received considerable interest from abroad as well: there have been growing numbers of students from China, Japan, Norway, Israel, Ukraine, Belarus, Poland, etc. enrolling into the study programme. Additionally, this BA study programme was tailored to meet the needs of students from other faculties and opened as a minor studies programme for students majoring in law, business and public administration, communication. Within several years of the successful implementation a greater choice of second languages has been offered, namely, Korean, Norwegian, German, Spanish and French. The employment rate and feedback from the alumni of the programme and their employers testify the success of the BA programme in the area of ESP in terms of providing graduates with the indispensable multilingual, cultural and communicative competencies. This enables to maintain and develop the programme further on.
The article addresses the issues of formation of legal terminology in Lithuanian and English. The terminology of Lithuanian law started to be formed at the beginning of the 20th century. Its development has been influenced by several political upheavals and has undergone considerable changes. Since new legal terms are constantly created, it is worthwhile to compare and contrast Lithuanian term formation tendencies with term formation traditions in other languages. Contrastive research not only reveals peculiarities of term formation in different languages, but allows researchers to see native terminology in a new light and assessing it more objectively. In this article, the Lithuanian constitutional law terms are compared with the English constitutional law terminology that has a long history dating back to the 13th century. The article analyses the sources and means of formation that have been used for the creation of Lithuanian and UK constitutional law terms and reveals important differences in legal term formation in these two languages. The authors expect that the findings of the research will provide useful information to the developers of Lithuanian legal terminology, as well as to the users of Lithuanian and English legal terms.
The aim of this study is to analyse the translation strategies of culture-specific items used in the Lithuanian translation of F. Scott Fitzgerald’s novel The Great Gatsby, published in 2013 by seeking to determine strategies chosen by the Lithuanian translator in order to eliminate cultural gaps related to culture-specific items, as well as to determine which of the strategies are predominant and therefore which translation approach prevails. The research is carried out relying on the classification of translation startegies provided by Pedersen (2005) which include strategies such as official equivalent, retention, specification, direct translation, generalization, substitution, and omission. Quantitative analysis is used to determine which strategies are predominant in the translation, while qualitative analysis is employed to discuss the reasonability of translator’s choices. Knowledge and awareness of the translation strategies of culture-specific items provide easily identifiable advice on how culture-specific items could be used and translated.
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