Formation des enseignants en langues de spécialité : exemple pour l’anglais médical

Faure, Pascaline

doi:10.4000/apliut.3700

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Even though it is obvious that the teacher will become specialized through all his/her extensive readings when preparing his/her course content, bringing in "English for medical purposes" proper training sessions within teaching English as a second or foreign language coursework would definitely be a tremendous benefit, as teachers would save time and be immediately operational (Faure, 2003). Too many language teachers are being sent to medical schools without proper training and feel out of their depth.…”

Section: What About Teacher Training?mentioning

confidence: 99%

Strategies for Designing and Optimising an English for Medical Purposes for French Medical Students

Faure¹

2018

LSPI

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Due to the considerable volume of medical content knowledge that medical students have to acquire and memorise, very little time can be devoted to medical English learning. Therefore, an English language teacher has to find strategies to both motivate the learners and facilitate language acquisition inside and outside the classroom. Yet, very few teachers can claim to be experts in medical English. Most teachers are sent to university hospitals without prior training and are trained on the job, which is far from being satisfactory. Therefore, after illustrating the specificity of medical English as opposed to general English, this paper discusses the strategies that have been implemented in a medical faculty so as to optimize medical English classes. Finally, this paper will raise the issue of teacher training specifically in English for medical purposes and suggest some solutions to help teachers acquire the medical knowledge sufficient to design relevant and efficient course contents.

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Section: What About Teacher Training?mentioning

confidence: 99%

Strategies for Designing and Optimising an English for Medical Purposes for French Medical Students

Faure¹

2018

LSPI

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“…The third main branch of ESP research, that is didactics, developed with the evolution of TBLT in the 1980's and 1990's (Ellis, 1994(Ellis, , 2013Foster, 1999) where classroom practice became the subject of academic research. TBLT has been widely put into use in the EMP classroom (Faure, 2003;Pavel, 2014) and is still being researched today. Indeed, task-based language teaching is at the root of a communicative approach to EMP in which role-play and simulations of specific medical situations are employed to develop the learner's oral professional autonomy (Hoekje, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

New developments in ESP teaching and learning research

2017

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“…The third main branch of ESP research, that is didactics, developed with the evolution of TBLT in the 1980's and 1990's (Ellis, 1994(Ellis, , 2003(Ellis, , 2013Foster, 1999) where classroom practice became the subject of academic research. TBLT has been widely put into use in the EMP classroom (Faure, 2003;Pavel, 2014) and is still being researched today. Indeed, task-based language teaching is at the root of a communicative approach to EMP in which role-play and simulations of specific medical situations are employed to develop the learner's oral professional autonomy (Hoekje, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying and responding to learner needs at the medical faculty: the use of audio-visual specialised fiction (FASP)

Franklin-Landi¹

2017

New Developments in ESP Teaching and Learning Research

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S ince the development of Task-Based Language Teaching (TBLT) in the 1980's, learner needs have been central to English for Specific Purposes (ESP) teaching and learning, including in the field of English for Medical Purposes (EMP). This paper reports on two studies, conducted at Nice University Medical Faculty between October 2015 and March 2016, designed to analyse and respond to learner needs in EMP. While the first study was a needs analysis of medical students, the second one concentrated on certain needs previously identified and sought to satisfy them using audiovisual specialised fiction or 'Fiction À Substrat Professionnel' (FASP). It focusses on the use of a clip from a medical television series and how it was used in the classroom to reinforce good medical practice through the identification of on-screen procedural problems. Qualitative data were collected using questionnaires and interviews and data analysis showed an evolution in students' critical analysis and in their cultural and medical practice awareness. The study therefore suggests that it is possible to satisfy a demand for quality language education with students who are not language specialists and that audiovisual FASP seems to be an interesting and useful pedagogical tool in ESP to meet the differing needs of specific professions.

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Formation des enseignants en langues de spécialité : exemple pour l’anglais médical

Cited by 3 publications

References 5 publications

Strategies for Designing and Optimising an English for Medical Purposes for French Medical Students

Strategies for Designing and Optimising an English for Medical Purposes for French Medical Students

New developments in ESP teaching and learning research

Identifying and responding to learner needs at the medical faculty: the use of audio-visual specialised fiction (FASP)

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