DIŠTANČNÁ VÝUČBA SLOVENSKÉHO JAZYKA AKO CUDZIEHO JAZYKA
(VÝSLEDKY ANONYMNÉHO DOTAZNÍKA ŠTUDENTOV)
PaedDr. Lívia Barnišinová, PhD.
The paper presents the results of an anonymous questionnaire concerning distance learning of the Slovak language as a foreign language at the Pavol Jozef Šafárik University in Košice, whose respondents were foreign students of general and dental medicine. It briefly presents definitions of basic terms, maps the positivity and negativity of distance education and pays attention to changes in the role of teachers and students in the distance form of teaching. Finally, the paper confronts the results of the questionnaire with general views on distance education.
ŠPECIFIKÁ VÝUČBY LATINSKEJ LEKÁRSKEJ TERMINOLÓGIE NA LEKÁRSKEJ FAKULTE UNIVERZITY KOMENSKÉHO V BRATISLAVE
Tomáš Hamar – Mária Šibalová
The language preparation of future health professionals has one specific feature, which is the terminological training in Latin-Greek medical terminology. The study underlines the importance of this training as a stable part of the education of future doctors, characterizes the teaching of terminology at Medical Faculty of Comenius University. The two-semester courses of Latin medical terminology have the aim to introduce the Latin and Greek medical terms that are commonly used in Medicine to students. Since two semesters are not sufficient to cover the Latin grammar in its complexity nor the entire medical terminological corpus, the instructors have to focus on teaching medical students to self-sufficient terminological thinking. A specific part of the study describes new approaches in didactics of classical languages for specific purposes: the use of e-learning and modern technologies. The authors emphasize the need for modernization in the teaching of professional terminology.
SKÚSENOSTI S CERTIFIKÁCIOU UNICERT® NA FARMACEUTICKEJ FAKULTE UNIVERZITY KOMENSKÉHO V BRATISLAVE
Erika Jurišová, Darina Kližanová
Abstract: The UNIcert® certification system evaluates the results of studying a foreign language at non-philological universities and allows to obtain an internationally recognized certificate at the appropriate language level. The accredited language training at the Faculty of Pharmacy of Comenius University in Bratislava (FPHARM CU) is provided in two language programmes – English for Pharmacists and German for Pharmacists. The article aims to present briefly language programmes in the UNIcert® system at FPHARM CU, to publish experience and results from the first testing in the UNIcert® system at FPHARM CU and to evaluate teaching in the language programmes from the point of view of exam preparation and results obtained. Due to the high number of students interested in studying a professional language at FPHARM CU during five semesters, we also expected increased interest in the UNIcert® exam and the demonstration of the required knowledge to obtain a certificate. In January 2020, 12 students in both programmes took part in the exam. During the written and oral exam, the candidates demonstrated the required knowledge of the professional language and successfully obtained the UNIcert® certificate.
BENEFITS OF TEACHING ABBREVIATIONS IN ENGLISH FOR SPECIFIC PURPOSES
Abstract: The importance of abbreviations as significant part of ESP materials is demonstrated in the article. At the university level, in particular, many of textbooks for ESP tend to use topics from multiple disciplines, making much of the material redundant and perhaps even confusing the learner as to what is appropriate in the target field. Many ESP lecturers are therefore left with no alternative than to develop original materials. Taking into consideration such challenge, the ESP practitioner’s role as “researcher” is especially important, with results leading directly to appropriate materials for the classroom. The use of specialised corpora provides a means to identify specific linguistic and discourse characteristics of relevant disciplines, registers and genres. Thus, benefits of corpus analysis are presented as well. Moreover, a few tips how to teach specific category of abbreviations are introduced.
Komparatívna kvantitatívna analýza výsledkov hodnotenia v prezenčnej a dištančnej forme výučby cudzích jazykov na LF UK
Stanislav Kováč – Tomáš Hamar
Abstract: The article presents the results of the study of assessment of teachers of Institute of Foreign Languages of Faculty of Medicine of Comenius University in Bratislava based on the analysis of 12,215 grades retrieved from the University’s online system. The study examines how the individual teachers grade their students, the differences in grading among the teachers and whether the grades were influenced by switching to distance learning during the COVID-19 pandemic. We found out that the teachers of Institute of Foreign Languages usually grade their students with above-average grades (the most frequent one being “A” and the average one being “B”) and that as many as 61 % of the teachers graded their students during the COVID-19 pandemic with a better grade they usually do.
JE ČÍTANIE S POROZUMENÍM PROBLÉMOM AJ NA VYSOKÝCH ŠKOLÁCH? ANALÝZA VÝSLEDKOV UNICERT® II NA SLOVENSKEJ POĽNOHOSPODÁRSKEJ UNIVERZITE V NITRE
Ľubomíra Moravcová, Ľudmila Maďarová
Abstract: There is a growing need for bilingual and multilingual knowledge of foreign languages in the world, but it is especially the urgent case in the European Union Region. High competitiveness on the domestic and foreign markets also requires language-skilled professionals. The role of colleges and universities is to prepare not only highly qualified experts for practice, but also excellent language-skilled professionals. The purpose of our study is not to present various teaching methods and practices for developing language skills, but to point out to the current state of knowledge and the test results obtained by our survey of students of the Slovak University of Agriculture in Nitra, who participated in the UNIcert® II exam in the years 2015-2019. The aim of our study was, in addition to monitoring students´ listening, writing and speaking skills, to find out the knowledge level of the reading comprehension skill of the students of our university. Our next goal was to motivate students to better master the reading skill in a particular foreign language and to better use it in practice.
THE PARAPHRASING DILEMMA – TO TEACH OR NOT TO TEACH?
Abstract: Paraphrasing has long been considered an important academic skill. It is one of those skills that are usually taught in English for Specific Purposes classes, especially more advanced ones. This paper examines the success of our teaching strategies in ESP classes at the Faculty of Arts, Comenius University. First, it discusses paraphrasing as a skill in the context of ESP classes, then it draws attention to some available teaching materials. In the next part it introduces five paraphrasing strategies taught to our students. Finally, it addresses the issue of success that students achieve in their paraphrases.
IMPACT OF MOBILE READING APP ON WRITING SKILLS OF BUSINESS ENGLISH STUDENTS
Abstract: Business English classes call for innovative approaches to meet the needs of digital native students. One of them is using mobile learning apps due to their ubiquity and 24/7 accessibility. Educators have an option to incorporate mobile apps into the class for purposeful learning and to develop students’ autonomy. The goal of this article is to assess a book analysis assignment using Blinkist, a reading app, and look at changes in the error patterns among the Business English students who continued with the research project the following semester.