English for Specific Purposes: A Literary Approach

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F24%3A00139151" target="_blank" >RIV/00216224:14640/24:00139151 - isvavai.cz</a>

Výsledek na webu

<a href="https://pdf.uhk.cz/hkjas/past_issues.php" target="_blank" >https://pdf.uhk.cz/hkjas/past_issues.php</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

English for Specific Purposes: A Literary Approach

Popis výsledku v původním jazyce

The relationship between literature and second language teaching is longer and more complex than it might look at first sight. Literature had a pervasive presence in the teaching of foreign languages over the last century, serving multiple purposes, and enjoying a position largely conditioned by geopolitical situations and power shifts in academic disciplines. Though literature seems to be virtually absent from the language classroom today, the current interest in creativity and critical thinking, defined as “21st century skills,” calls for a reconsideration and reevaluation of the role of literature in foreign language teaching. This article wants to answer the question if literary texts can be included into an English for Specific Purposes (ESP) course. Given the long-lasting animosity between the sciences and the humanities, ESP, with its emphasis on specialized vocabulary and the students’ interests in science and technology, indeed seems to be predisposed against incorporating literary texts into course materials. Yet, this article will argue that the use of literature in ESP can be beneficial for the ESP teacher as well as for the students. Literature can have the potential to redirect students’ perspective, encouraging them to be more creative and playful, resulting in their making new connections across disciplines.

Název v anglickém jazyce

English for Specific Purposes: A Literary Approach

Popis výsledku anglicky

The relationship between literature and second language teaching is longer and more complex than it might look at first sight. Literature had a pervasive presence in the teaching of foreign languages over the last century, serving multiple purposes, and enjoying a position largely conditioned by geopolitical situations and power shifts in academic disciplines. Though literature seems to be virtually absent from the language classroom today, the current interest in creativity and critical thinking, defined as “21st century skills,” calls for a reconsideration and reevaluation of the role of literature in foreign language teaching. This article wants to answer the question if literary texts can be included into an English for Specific Purposes (ESP) course. Given the long-lasting animosity between the sciences and the humanities, ESP, with its emphasis on specialized vocabulary and the students’ interests in science and technology, indeed seems to be predisposed against incorporating literary texts into course materials. Yet, this article will argue that the use of literature in ESP can be beneficial for the ESP teacher as well as for the students. Literature can have the potential to redirect students’ perspective, encouraging them to be more creative and playful, resulting in their making new connections across disciplines.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Hradec Králové Journal of Anglophone Studies

ISSN

2336-3347

e-ISSN

2571-032X

Svazek periodika

11

Číslo periodika v rámci svazku

1-2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

6

Strana od-do

71-76

Kód UT WoS článku

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EID výsledku v databázi Scopus

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