Almost simultaneously with the developments in information technology over the past fifteen to twenty years, literacy has gained new dimensions. To be considered literate in our age demands functional, academic, critical and technological skills. Because language and technology are inseparable in this context, technology as a means for developing literacy skills must be an integral part of the language class.This paper examines some of the ways electronic tools can be of use in developing student language literacy competences, with a special emphasis on the benefits learners of English for Specific Purposes can reap.
Over the past few decades, a fairly large literature examining the effectiveness of computer-assisted language learning (CALL) has been developed. The findings indicate that language learners have generally positive attitudes toward using computers in the classroom. Less is known, however, about the more specific areas of computers in language testing. The purpose of this article is to examine recent developments in language testing that directly involve computer use. After a brief overview of computer-based testing (CBT) in general, web-based testing (WBT) is defined and certain issues reviewed.
Az információs társadalom globális hálójában életünk szinte egyetlen mozzanata sem marad érintetlen. A világháló kéretlenül is befolyásolja tetteinket és gondolkodásunkat, ott hagyja lenyomatait személyes és kollektív életünk mindennapjaiban. A globalizálódó világ egyik sajátos vonása, hogy bár sok kultúrát magában foglal, mégis uniformizált, és elvárja tagjaitól a hasonló gondolkodásmódot, a kultúrákon átívelő kommunikáció képességét. A kommunikáció eszköze az új lingua franca, az angol nyelv, melynek kellő ismerete nélkül a globális környezetben könnyen kudarcot vallunk. A szerző a globális társadalom és a globális angol nyelv általános leírása és a köztük fennálló kölcsönös kapcsolatok jellemzése után ismerteti azokat a nyelvi kompetenciákat, amelyek az egyes szakmákban nélkülözhetetlennek bizonyulhatnak a globális környezetben való érvényesüléshez. Végezetül összefoglalja azokat a pedagógiai célkitűzéseket, amelyeket a szakmai értelmiség nyelvi képzésében a cikkben megvilágított kérdések értelmében követendőnek tart.
Proficiency in a foreign language, especially when combined with knowledge of and skills in another professional area, is highly desirable in the multicultural marketplace. Just as business and media have experienced global changes over the last few decades, so, too, has grown the acceptence of English around the world as the lingua franca for economic and scientific exchange. Second language speakers increasingly turn to English as a requirement of international communication. It is more than understandable that in many European companies, proficiency in English may even be a hiring criterion (Inman, 1983). The spread of English thus privileges certain groups of people and may harm others who have less opportunity to learn it.One can rightly conclude that we are in an age when communicative language skills in English are an indispensible component of literacy. Many claim that this may well entail significant changes in the social and individual values of nations and people.This paper investigates some of those underlying social and economic processes that have over the past few decades brought English language literacy into the focus of the attention of many researchers and educators. In the framework of the paper, certain issues of the conceptual impact that these changes have (or are presumed to have) on English language education are also discussed.
Like many teachers of ESP in Hungarian higher education, I have for several years been spurred to track and investigate those interrelationships that exist between the expectations of the multicultural European job market of the 21st century and the linguistic literacy competencies required of those young graduates that are searching for jobs in such an environment. What specific knowledge or rather, what specific combination of knowledge, skills and cultural competencies do they need in order to succeed? Are we, language teachers aware of the responsibilities we have in preparing our students for such challenges? This paper publishes partial results of a national survey conducted in 2000. The investigations involved 120 teachers of ESP in higher education and 71 young graduates of technical universities or colleges with different profiles. The queries covered a wide range of issues of which we will only be examining one – from two perspectives, though – here: a.) The retrospective satisfaction of recent graduates with the language preparation they received and b.) The teachers’ assessment of the importance of the components of the preparation they provided.
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