The Importance of Learning Environment for Effective Language Education

Author(s):

Vitalija Butleriene(presenting / submitting)Egle Kelmeliene(presenting)

Conference:

ECER 2015

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Poster

Session Information

20 SES 05.5 PS, General Poster Session

General Poster Session

Time:

2015-09-09

12:30-14:00

Room:

Poster Area

Chair:

Contribution

In today’s globally connected world English is the most commonly used language, especially in science and technology. Thus, effective English language education is essential. Recognizing the importance of learners achieving spoken and written competence in foreign languages, Lithuanian University of Health Sciences (LSMU) delivers a compulsory course of English for specific purposes (ESP).

This poster presents the study conducted at LSMU in 2014 which aimed at identifying the LSMU students’ needs and expectations for Medical English acquisition and compares the findings with the ones obtained from the previuos study (2013). As it has been acknowledged by several scholars and authors (Munby, 1978; Richterich & Chancerel, 1987; Hutchinson & Waters, 1987; Berwick, 1989; Brindley, 1989; Robinson, 1991; Johns, 1991; West, 1994; Seedhouse, 1995; Jordan, 1997; Dudley-Evans & St. John, 1998; Hamp-Lyons, 2001; Finney, 2002) needs assessment has a vital role in the process of designing innovative teaching/learning programmes and carrying out any language course. Markee, 1993, sees innovation as "proposals for qualitative change in pedagogical materials, approaches, and values that are perceived as new by individuals who comprise a formal education system".

The objectives of the study were: (1) to investigate the extent of the need for the students to develop their English Language communicative skills; (2) to project what competences of the English language the respondents expect to acquire; (3) to improve the teaching/learning programme and create the learning environment reflecting real life situations, in which students will have to apply their professional knowledge; (4) to determine the preferred methods of teaching.

Method

The research methodology was based on the theory of constructivism in language learning (Perkins, 1991, Brooks, J.G. & Brooks, M.J., 1999) and transfer theory (Patry, 1999). The methods employed were scientific literature analysis (Munby, 1978; Richterich & Chancerel, 1987; Hutchinson & Waters, 1987; Berwick, 1989; Brindley, 1989; Robinson, 1991; Johns, 1991; West, 1994; Seedhouse, 1995; Jordan, 1997; Dudley-Evans & St. John, 1998; Hamp-Lyons, 2001; Finney, 2002) and quantitative research survey; for statistical research data statistical analysis was performed by operating the programmes of SPSS 13.01 and MS Excel (MS operational system).

Expected Outcomes

The findings of the survey revealed certain contradictions in the students’ feedback. Although the respondents perceive the importance of the implementation of the innovative methods into the teaching/learning syllabus, they still tend to view the ESP merely as a course to pass. Therefore it is necessary to create the learning environment where the learners are encouraged to take up full responsibility for their learning, and to choose the teaching/learning strategy which would focus on transferable skills and look beyond the immediate course requirements to other benefits to the students in later employment.

References

1. Commission of the European Communities. (2005). A New Framework Strategy for Multilingualism. COM(2005) 596 final. Brussels. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2005: 0596:FIN:EN:PDF 2. Markee, N. P. P. (1993). The diffusion of innovation in language teaching. Annual Review of Applied Linguistics, 13, 229-243. 3. McLean, Allan. Destroying the Teacher: The Need for Learner-Centered Teaching. English Teaching Forum. Volume 50 No. 1, 2012. 4. Munby, J. (1978). Communicative Syllabus Design. Cambridge:Cambridge University Press. 5. White, R. V. (1987). Managing innovation. ELT Journal, 41(3)

Author Information

Vitalija Butleriene (presenting / submitting)

Lithuanian University of Health Sciences, Lithuania

Egle Kelmeliene (presenting)

Lithuanian University of Health Sciences

Kaunas

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