Aspects Influencing ESP Syllabus Design in Lifelong Military Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60162694%3AG38__%2F23%3A00557992" target="_blank" >RIV/60162694:G38__/23:00557992 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.ijlter.org/index.php/ijlter/article/view/4486" target="_blank" >https://www.ijlter.org/index.php/ijlter/article/view/4486</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26803/ijlter.21.4.4" target="_blank" >10.26803/ijlter.21.4.4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Aspects Influencing ESP Syllabus Design in Lifelong Military Education

Popis výsledku v původním jazyce

This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners' entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.

Název v anglickém jazyce

Aspects Influencing ESP Syllabus Design in Lifelong Military Education

Popis výsledku anglicky

This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners' entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

International Journal of Learning, Teaching and Educational Research

ISSN

1694-2493

e-ISSN

1694-2116

Svazek periodika

21

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

MU - Mauricijská republika

Počet stran výsledku

17

Strana od-do

63-79

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85129925764