10th International Language Conference on the “Importance of Learning Professional Foreign Languages for Communication between Cultures”, 20 and 21 September 2018, Celje, Slovenia BOOK OF ABSTRACTS Editors: Polona Vičič, PhD Alenka Plos, MSc 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures« 20 and 21 September 2018, Celje, Slovenia Book of Abstracts Editors: Polona Vičič Alenka Plos September 2018 Title 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«, 20 and 21 September 2018, Celje, Slovenia Subtitle Book of Abstracts Editors lect. Polona Vičič, PhD (University of Maribor, Faculty of Logistics) lect. Alenka Plos, MSc (University of Maribor, Faculty of Logistics) Technical editor Jan Perša, M.E. (University of Maribor Press) Cover designer Manca Zrinski (University of Maribor, Faculty of Logistics) Logo designer Rafko Počivašek Conference 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures« Date and location 20 and 21 September 2018, Celje, Slovenia Programme committee sen. lecturer Vesna Cigan, MSc (University of Zagreb, Faculty of Mechanical Engineering and Naval Architecture, Croatia), Denis Cunnigham (FIPLV Honorary Counsellor, Australia), assist. prof. Slavica Čepon, PhD (University of Ljubljana, Faculty of Economics, Slovenia), sen. lecturer Dragana Gak, PhD (University of Novi Sad, Faculty of Technical Sciences, Serbia), lector Melita Kukovič, PhD (University of Maribor, Faculty of Arts, Department for English and American Studies, Slovenia), lector Saša Podgoršek, PhD (University of Ljubljana, Faculty of Arts, Department of German, Dutch and Swedish, Slovenia). Organizing committee assist. prof. Vesna Bogdanović, PhD (University of Novi Sad, Faculty of Technical Sciences, Serbia), lector Nataša Gajšt, MSc (University of Maribor, Faculty of Economics and Business, Slovenia), lector Alenka Plos, MSc (University of Maribor, Faculty of Economics and Business, Slovenia), lector Polona Vičič, PhD (University of Maribor, Faculty of Logistics, Slovenia), Manca Zrinski (University of Maribor, Faculty of Logistics, Slovenia). Co-published by / Izdajatelj University of Maribor, Faculty of Logistics Mariborska cesta 7, 3000 Celje, Slovenia http://fl.um.si, info.fl@um.si Published by / Založnik University of Maribor Press Slomškov trg 15, 2000 Maribor, Slovenia http://press.um.si, zalozba@um.si Edition 1st Publication type e-publication Available at http://press.um.si/index.php/ump/catalog/book/360 Published Maribor, September 2018 © University of Maribor Press All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publisher. CIP - Kataložni zapis o publikaciji Univerzitetna knjižnica Maribor 81'243:37:091.3(082) 37.091.3:81'243(082) 316.74:81(082) INTERNATIONAL language conference on "Important of learning professional foreign languages for communication between cultures (10 ; 2018 ; Maribor) Book of abstracts [Elektronski vir] / 10th International language conference on the "Importance of learning professional foreign languages for communication between cultures", 20. and 21. September 2018, Celje, Slovenia ; [editors Polona Vičič, Alenka Plos]. - 1st ed. - Maribor : University of Maribor Press, 2018 Način dostopa (URL): http://press.um.si/index.php/ump/catalog/book/360 ISBN 978-961-286-196-4 doi: doi.org/10.18690/978-961-286-196-4 1. Dodat. nasl. 2. Vičič, Polona COBISS.SI-ID 95187201 ISBN 978-961-286-196-4 (PDF) DOI https://doi.org/10.18690/978-961-286-196-4 Price Free copy For publisher prof. Zdravko Kačič, PhD, Rector ( University of Maribor) 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES«, 20 AND 21 SEPTEMBER 2018, CELJE, SLOVENIA BOOK OF ABSTRACTS P. Vičič & A. Plos (Eds.) Pomen učenja tujih strokovnih jezikov za komunikacijo med kulturami Book of Abstracts POLONA VIČIČ & ALENKA PLOS Abstract In today’s highly globalised economy, speakers of different languages and respective cultures meet and communicate on a daily basis. Hence, it is of paramount importance that formal education at all levels fosters foreign language skills informed by intercultural competence that today’s students will need when joining the job market and pursuing their professions. To best cater for the needs of students of different professions, language teaching and learning needs to be adapted to the specific needs of individual professions as well as current and emerging trends in language pedagogy. The exploration and dissemination of relevant expertise and good practice in the field of foreign language pedagogy is the main aim of this book, which presents the abstracts of the10th International Language Conference on “The Importance of Learning Professional Foreign Languages for Communication between Cultures” held on 20 and 21 September 2018 at the University of Maribor, Faculty of Logistics. Keywords: • professional foreign languages • foreign languages skills • intercultural competence • specific needs of individual professions • current trends in language pedagogy • CORRESPONDENCE ADDRESS: Polona Vičič, PhD, Lector, University of Maribor, Faculty of Logistics, Mariborska cesta 7, 3000 Celje, Slovenia, e-mail: polona.vicic@um.si. Alenka Plos, MSc, Lector, University of Maribor, Faculty of Economics and Business, Razlagova ulica 14, 2000 Maribor, Slovenia, e-mail: alenka.plos@um.si. DOI https://doi.org/10.18690/978-961-286-196-4 ISBN 978-961-286-196-4 © 2018 University of Maribor Press Available at: http://press.um.si 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES«, 20 AND 21 SEPTEMBER 2018, CELJE, SLOVENIA BOOK OF ABSTRACTS P. Vičič & A. Plos (Eds.) Table of Contents Plenary: 1 “Publish in English or Perish in German?” Wie Wissenschaftler sich zur Dominanz des Englischen als Wissenschaftssprache verhalten Claus Gnutzmann Plenary: 3 Business English or Survival English? Dragana Gak Interactive Ad Translation on Twitter: Pedagogical Issues 5 Reima Al-jarf The Use of English Collocations among Croatian L1 Polytechnic 6 Students Katica Balenović & Slađana Čuljat Usage of Idioms in Teaching Intercultural Aspects in LSP 7 Courses Petra Barbarić & Ana Matijević Soft Skills im beruflichen Bereich – didaktische und methodische 8 Implikationen für den fremdsprachlichen Fachsprachenunterricht Karmelka Barić, Joanna Kic-Drgas & Vita Kilar The Growing Importance of a New Type of LSP – English as 9 Medium of Instruction: the Example of an EMI Training Course Savka Blagojević Trump Talks Race: White Supremacist Rhetoric in the Oval Office 10 Donathan Brown A Contemporary Take on American Culture 11 Lara Burazer Harnessing the Potential of Poster Presentations in English: New 12 Experiences with an ‘Old’ Genre Annette Casey ii Table of Contents Google Schmoogle: Expect the Unexpected 13 Mirjana Cibulka & Maja Mikulec Rogić Utilisation des médias en classe de langue étrangère 14 Jasna Ćirić & Sandra Gvajec Nursing Case Study in English: Third-Year Written Assignment 15 Lorna Dubac Nemet & Ksenija Benčina Task-based Syllabus in Medical English Courses: 16 A Journey Towards Learning Independence Lorna Dubac Nemet & Ksenija Benčina Using Learner Corpus Evidence in Error Analysis 17 Gorana Duplančić Rogošić Building Croatian Accounting Terminology 18 Matea Filko, Ana Ostroški Anić & Ana Ježovita Die Rolle von Diagnosen im medizinischen 19 Fachsprachenunterricht Eine interdisziplinäre Analyse deutscher, österreichischer und ungarischer klinischer Diagnosen Katalin Fogarasi, Philipp Schneider & Zoltán Patonai Arztbriefe: Die Beschreibung Gegenwärtiger Beschwerden 20 Analyse deutschsprachiger Formulierungsvorschläge in Musterarztbriefen Renáta Halász, Zoltán Patonai & Katalin Fogarasi ESP as an Integral Part of the Vocational Matura Exam 21 Sandra Horvatić InegMOOC – A MOOC on International Negotiations 22 Gerhild Janser-Munro, Tanja Psonder & Dominic Welsh Factors of Successful Language Acquisition in Students of the 23 University of Zagreb - Integrative and Instrumental Motivation Ines Jelovčić, Dubravka Pleše & Tina Miholjančan I Cast My Words upon Thee 24 Luka Jovičić, Nataša Stolić, Danilo Marjanović & Mirjana Savić Obradović Analysis of Student Needs - A Prerequisite in Designing ESP 25 Course Curricula Ksenija Juretić, Kristina Kaštelan & Daniela Kružić Table of Contents iii Online Informal Learning of English among Undergraduate 26 Respondents in Poland and Slovenia Violeta Jurkovič, Halina Sierocka & Mirna Varga Increased International Mobility and Affective Learning Factors: 27 A Comparison of Business Students’ EFL Attitudes and Motivation in 2009 and 2016 Višnja Kabalin Borenić Fehler in schriftlichen Texten von Geschichtsstudenten als 28 Ausgangspunkt für Fehlertherapie im berufsbezogenen Fremdsprachenunterricht Brigita Kacjan & Barbara Žibret Autonomous AND/OR Dependent: Learning for Success 29 Iva Lučev Quest Technologies in Teaching Foreign Languages 30 Yulija Lukinykh The Word Class Noun in English Business Magazines Online 31 Borislav Marušić & Sanda Katavić-Čaušić Self-promotion Rhetoric and Meta(discourse) in Academic 32 Writing – a Contrastive Study Nataša Milivojević Fachdeutsch an der Elektro- und Computerschule: die 33 Vorbereitung von Lernmaterialien und Benotung Jelka Oder Deviation from Established Standards in LSP: Simplification or 34 Complication Olga I. Oparina Sex, Gender and Pronouns: The Past and Future of Gender in 35 English Katja Plemenitaš Fears and Anxieties of University Students in Learning English for 36 Professional Purposes Dubravka Pleše, Tina Miholjančan & Ines Jelovčić The Effects of Project Presentation before Professional Committee 37 on Student Motivation Martina Pokupec, Dijana Njerš & Milan Papić Zur Berufsorientierung hochschulischer Lehrpläne für den 38 Fremdsprachenunterricht Matthias Prikoszovits iv Table of Contents Hedges and Boosters in University Textbooks 39 Stanka Radojičić Perception of the Meaning of the Knowledge of Language for 40 Specific Purposes for Future Employability in the Eyes of Philology and Non-Philology Students in Poland Małgorzata Sikora-Gaca & Joanna Kic-Drgas Authentic Scientific Articles in ESP Master Courses: Incentives or 41 Demotivators Yulia S. Sizova Creating an English-Croatian Maritime Dictionary 42 Tomislav Skračić Preparing Language Learning Materials for Health Care Students 43 Elle Sõrmus, Õie Tähtla & Kateriina Rannula Elements of Formative Assessment in an ESP Classroom 44 Vesna Šušnica Ilc Needs Analysis as the First Step in Developing ESP Courses 45 Nikola Tatar & Marija Nešić Inventive Use of Social Media in LSP Course 46 Neelam Tikkha Unterscheiden sich slowenische und deutsche Geschäftsleute 47 voneinander? Silvija Tintor The Writing Skill Needs Analysis in Professional Context: A case 48 Study of Hotel Employees Dragana Vuković Vojnović & Jelena Jerković Die Anwendung der Elemente des Geschäftsbriefes im 49 berufsbezogenen Deutschunterricht Gaukhar Zhussupova, Gulizat Nurbekova, Zukhra Shakhputova & Jannat Sagimbayeva 1 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts PLENARY “Publish in English or Perish in German?” Wie Wissenschaftler sich zur Dominanz des Englischen als Wissenschaftssprache verhalten CLAUS GNUTZMANN Schlüsselwörter: • Englisch als Lingua franca • englische vs. nicht-englische Muttersprachler • internationale Wissenschaftkommunikation • kommunikative Benachteiligung • wissenschaftliches Schreibe • Eine folgenreiche Begleiterscheinung der Dominanz der englischen Sprache in der internationalen Wissenschaftskommunikation ist, dass deutschsprachige Wissenschaftler und Wissenschaftlerinnen sich zunehmend des Englischen als Kommunikationsmittel bedienen (müssen). Die Publikation von Aufsätzen in englischsprachigen Fachzeitschriften ist in vielen Fächern ein wesentlicher Indikator für die die Beurteilung von Forschungsleistungen und damit eine entscheidende Voraussetzung für einen Karrierefortschritt. Die Beherrschung fach- und wissenschaftssprachlicher Kenntnisse des Englischen ist daher häufig unverzichtbar, und es wird deutlich, dass nicht-muttersprachliche Benutzer des Englischen kommunikativ benachteiligt und dadurch ebenfalls in ihrer Forschung beeinträchtigt sein können. Im Vortrag soll darüber berichtet werden, wie deutsche Wissenschaftler mit ihren Schreibproblemen in der Fremdsprache Englisch umgehen, insbesondere welche Nachteile sie empfinden, aber auch welche Vorteile sie in dieser Form der Kommunikation sehen. Die Untersuchung beruht auf Interviewdaten eines von der VolkswagenStiftung geförderten Forschungsprojektes mit dem Titel „Publish in English or Perish in German? Wissenschaftliches Schreiben und Publizieren in der Fremdsprache Englisch“. Bei diesem Projekt geht es u.a. darum, ob bzw. wie verschiedene Disziplinen, in unserem Fall Biologie, Maschinenbau, Germanistische Linguistik und Geschichte, sich mit fremdsprachlichen Schreibproblemen in unterschiedlicher Weise auseinandersetzen. Ausgehend von einer auf den Projektkontext 2 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« bezogenen Erörterung der Sinnhaftigkeit des Muttersprachlerkonzeptes nimmt der Beitrag die von den Wissenschaftlern – es handelt sich um Doktoranden, Postdocs und Professoren – wahrgenommenen Nach- und Vorteile in den Blick. In diesem Zusammenhang wird weiterhin der Frage nachgegangen, inwieweit in den Disziplinen der Verlust von wissenschaftlicher Mehrsprachigkeit unterschiedlich beurteilt wird und welche Gründe zu dieser Entwicklung geführt haben. Die Ergebnisse des Projektes können zur Formulierung von Handlungsempfehlungen für den Umgang mit der englischen Sprache im Wissenschaftsbetrieb, insbesondere mit Blick auf das wissenschaftliche Schreiben und Publizieren, genutzt werden. Über den Autor PhD, Professor Emeritus, Technische Universität Braunschweig, Institut für Anglistik und Amerikanistik, Bienroder Weg 80, 38106, Deutschland. Kontakt: c.gnutzmann@tu-bs.de. 3 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts PLENARY Business English or Survival English? DRAGANA GAK Keywords: • business English • communication skills • course designing • international communication • In the time of ever-growing globalization, the workforce worldwide is increasingly international and has a frequent need to communicate internationally mainly with non-native English language speakers. Therefore, it is of crucial importance to prepare the learners of business English language for this kind of communication, both in terms of language knowledge and in terms of effective communication skills. People learning English for professional purposes range from pre-experienced students being familiar with only the hints about their future jobs to experienced professionals having difficulties to successfully and effortlessly participate in their daily activities due to lack of language knowledge. In recent years, much research has been carried out on international and intercultural business interactions attempting to give business English language teachers guidelines on how and what to teach to their learners. However, few studies have taken into consideration the fact that particular professional environments and specific industries influence immensely the way the language is used and the way the communication is established and maintained. The research and teaching practice need to be equally important in designing business English courses so that the courses and classes effectively and appropriately meet learners’ specific language needs. The acknowledgement note: The plenary talk is based on the bilateral project titled: Statistical Analysis of Business Correspondence from the Aspect of Students' Country of Origin. The project is supported by the Ministry of Education, Science and Sport of the Republic of Slovenia and the Ministry of Education, Science and Technological Development of the Republic of Serbia. 4 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« About the Author PhD, Senior Lecturer, University of Novi Sad, Faculty of Technical Sciences, Trg Dositeja Obradovica 6, 21000 Novi Sad, Serbia. Contact: gak.dragana@gmail.com. 5 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts INTERACTIVE AD TRANSLATION ON TWITTER: PEDAGOGICAL ISSUES REIMA AL-JARF Professor, King Saud University, College of Languages and Translation, Riyadh, Saudi Arabia. Contact: reima.al.jarf@gmail.com. Abstract I used my Twitter account to tweet images of advertisements (ads) to be translated by my student followers who are translation major. My student followers translated the ads, tweeted and re-tweeted their translations and corrections for feedback. Some asked questions about words and phrases that they have difficulty translating. I did not provide direct corrections. Rather, I gave feedback on the location and types of errors, tweeted prompts, translation tips and resources while followers were thinking and working on their answers. Each translation was subjected to several revisions and re- tweets before it reached an acceptable level. Words of encouragement, likes and smileys were given when a correct answer was reached. Responses to a questionnaire-survey showed that followers benefited from the variety of translation tips, feedback and dictionaries tweeted. They found the hashtags I used helpful in locating the tweets. Although the process was fun, it was also tedious and time consuming. It was difficult to keep up with the speed and amount of tweets and retweets on the part of the followers, Keywords: especially when they were involved in correcting translation Twitter, ad translation, errors. Some students were hesitant and shy to participate. interactive Some asked for help in homework. Followers suggested the pedagogy, integration of other technologies to help make up for the translation limitation in tweet length. Further pedagogical issues, practice, translation reflections and recommendations on interactive translation pedagogy. practice via Twitter will be given. 6 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« THE USE OF ENGLISH COLLOCATIONS AMONG CROATIAN L1 POLYTECHNIC STUDENTS KATICA BALENOVIĆ Assistant Professor, University of Zadar, Department of Teacher Education Studies in Gospić, A. Starčevića 12, 53000 Gospić, Croatia. Contact: kbalenovic@unizd.hr. SLAĐANA ČULJAT Lecturer, Polytechnic »Nikola Tesla«, Bana Ivana Karlovića 16, 53000 Gospić, Cratia. Contact: sculjat2012@gmail.com. Abstract There has been a number of studies on the acquisition of English collocations by EFL learners, but there is still no agreement over the unitary definition of collocation. In every human language, there is a kind of “natural order” in which words are arranged in sentences. In the English language, this is known as collocation. Firstly, the paper explores the notion of collocations and their most common classification. Secondly, the primary objective of this paper is to investigate business English collocation usage by Croatian L1 students. The study was conducted among 40 Polytechnic students as a part of an ESP course. The study aimed to examine the productive and receptive knowledge of grammatical and lexical collocations and to gain insight into Croatian EFL students’ collocational competence. A collocation test at both productive and receptive level was taken. Also, the questionnaire consisted personal information and exposure to the English language in a naturalistic setting to Keywords: collocational question the relationship between participants’ language competence, competence as well as the frequency of exposure to English and collocations, the participants’ collocation knowledge. The research results Croatian showed a low level of collocational competence among students, Polytechnic especially on the productive level. Furthermore, the results also students, showed that there is no relationship between participants’ receptive and productive language competence as well as the exposure to English and the skills. participants’ collocational competence. 7 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts USAGE OF IDIOMS IN TEACHING INTERCULTURAL ASPECTS IN LSP COURSES PETRA BARBARIĆ MA in English Language and Literature, English Language Lecturer, University of Zagreb, Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia. Contat: pbarbari@ffzg.hr. ANA MATIJEVIĆ MA, Lecturer of Spanish Language, University of Zagreb, Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia. Contat: amatijev@ffzg.hr Abstract In teaching foreign languages for academic and specific purposes we often address the importance of close interaction between language and culture and its significance in acquiring more proficient levels of language competences. One of the most noticeable traits in language teaching that reflects the cultural aspect are idiomatic expressions. We are going to explore the role idioms have in conveying concepts and displaying cultural elements in English and Spanish academic language courses respectively. Learning figurative language of idioms offers insight into collective consciousness of a particular culture, and because of their vividness and strong visual component often contained in idiomatic phrases they can enrich one’s linguistic expression. When students become aware of the span and influence that idioms possess in establishing social conventions and norms, they can improve their communication skills and gain better understanding of a target culture, particularly its customs, rituals and history. It is also interesting to observe how there are idioms that overlap in meaning across different languages and cultures in spite of their language-specific nature in general. This indicates intercultural dimension of languages that share similar historical and cultural backgrounds and have cross- cultural relations. There are interesting etymological aspects to be observed in idiomatic expressions; many are of native, folk or pagan Keywords: communicative origins, some come from literature and mythologies while others are competences, coined more recently in reference to different social groups, sports, idioms, music or art movements and literary authors. This insight into how and intercultural when a certain idiom came into existence opens new opportunities and dimension, LSP courses. enhances communicative competences of target language learners. 8 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« SOFT SKILLS IM BERUFLICHEN BEREICH – DIDAKTISCHE UND METHODISCHE IMPLIKATIONEN FÜR DEN FREMDSPRACHLICHEN FACHSPRACHENUNTERRICHT KARMELKA BARIĆ Lektorin für Deutsch, Universität von Novi Sad, Fakultät für Bauingenieurwesen, Kozarčka 2a, 24000 Subotica, Serbien. Kontakt: karmelkabaric@yahoo.de. JOANNA KIC-DRGAS PhD, Dozentin, Adam Mickiewicz Universität, Fakultät für Neuere Sprachen, Angewandte Linguistik, Wydziaƚ Neofilologii, Instytut Lingwistyki Stosowanej UAM, al. Niepodlegƚości 4, 61-874 Poznań, Polen. Kontakt: j.drgas@amu.edu.pl. VITA KILAR MSc, Lektorin für Deutsch, Universität Ljubljana, Fakultät für Wirtschaftswissenschaften, Kardeljeva ploščad 17, 1000 Ljubljana, Slowenien. Kontakt: vita.kilar@ef.uni-lj.si. Zusammenfassung Der heutige Fachsprachenunterricht im Tertiärbereich ist zahlreichen Änderungsprozessen ausgesetzt, die unmittelbar mit dem fortschreitenden gesellschaftlichen und wirtschaftlichen Wandel verbunden sind. Dieser Wandel ist durch intensiven Wettbewerb zwischen Unternehmen und dem Outsourcing von Dienstleistungen gekennzeichnet. Unter diesen Gegebenheiten werden am Arbeitsmarkt von künftigen Mitarbeitern besondere Fähigkeiten wie Teamwork und projektorientiertes Arbeiten verlangt. Diese sollten bereits während des Studiums trainiert werden, unter anderem auch im Unterricht der Fachsprache. Das bedeutet für Lehrende, neue didaktisch- methodische Lösungen zu suchen, die theoretische Überlegungen des Fachsprachenunterrichts mit der praktischen berufsorientierten Dimension des Lernens einer Fachsprache verbinden. Im Rahmen eines trilateralen Kooperationsvorhabens von Dozentinnen aus Polen (Institut für Angewandte Linguistik der Adam-Mickiewicz-Universität Posen), Serbien (Fakultät für Bauwesen der Universität Novi Sad) und Slowenien (Fakultät für Wirtschaftswissenschaften der Universität Ljubljana) ist in einer Anzahl von Unternehmen eine Befragung durchgeführt worden, um festzustellen, welche sprachlichen und außersprachlichen Fähigkeiten und Fertigkeiten von den Mitarbeitern im betrieblichen Bereich erwartet werden. Die Ergebnisse der Umfrage haben bewiesen, dass sowohl die institutionelle Ausbildung als auch die anschließende berufliche Weiterbildung eine wichtige Rolle beim Erwerb Schlüsselwörter: der Soft Skil s spielen, was ein aufschlussreicher Hinweis für die Einbindung berufliche des Soft-Skil s-Trainings in die Tertiärbildung sein kann. Die Umfragen wurden Kompetenzen, in drei Ländern (Polen, Serbien, Slowenien) durchgeführt, was eine gute Fachsprachen, Grundlage für die Beobachtung interkultureller Unterschiede darstellt. In dem Fremdsprachen- vorliegenden Beitrag werden sowohl die Ergebnisse der Befragung als auch die unterricht, didaktischen und methodischen Implikationen für den fremdsprachlichen Soft Skills. Fachsprachenunterricht vorgestellt. 9 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts THE GROWING IMPORTANCE OF A NEW TYPE OF LSP – ENGLISH AS MEDIUM OF INSTRUCTION: THE EXAMPLE OF AN EMI TRAINING COURSE SAVKA BLAGOJEVIĆ PhD, Full-time Professor, University of Niš, Faculty of Philosophy, Ćirila i Metodija 2, 18000 Niš, Serbia. Contact: savka.blagojevic@filfak.ni.ac.rs. Abstract The use of English language to teach academic subjects in countries where English is not the first language, i.e. the use of English as medium of instruction (EMI), has lately become a global practice in a higher education setting. Being an important prerequisite for educational internationalization by empowering international students’ mobility and university staff exchange, EMI training courses are organized all over the world to instruct university teachers (non - English language teachers) how to teach their academic courses in English and effectively deliver their lectures to international students. Such a training course for university teaching staff was organized at the University of Nis, Serbia, for the first time in 2016 and repeated every year, including new participants. The aim of the course is to help university teachers build their language confidence for teaching their academic subjects in English and to instruct them how to use Keywords: various pragmatic strategies to compensate for their language educational proficiency. The content and training method of the course internati- onalization, will be described and explained in this presentation, as well as English as the teaching material selected to cover crucial aspects in medium of teaching academic courses in English. This course also instruction, includes a variety of additional materials for self-studying, training course, university contributing to university teachers’ professional and career teaching staff. development. 10 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« TRUMP TALKS RACE: WHITE SUPREMACIST RHETORIC IN THE OVAL OFFICE DONATHAN BROWN PhD, Associate Professor, Ithaca College, College of Humanities and Sciences, 953 Danby Road, Muller 432, Ithaca, New York 14850, United States of America. Contact: dlbrown@ithaca.edu. Abstract Throughout his ascent to the White House, Donald Trump spoke on many race related issues, though, not in a manner expected by a candidate seeking the White House, nor as a U.S. President. In many instances, Trump took to Twitter and other outlets to offer his commentary on a bevy of issues. In the case of the black NFL quarterback, Colin Kaepernick, and his refusal to stand during the national anthem, Trump offered a profanity-laced criticism of Kaepernick, while refusing to engage in conversation about racial injustice in America; on the topic of Mexican immigrants, Trump affirmed generalizing labels, such as, “animals,” “rapists,” and “drug mules,” in efforts to dehumanize such immigrants, and to garner support for his controversial Southern border wall. Meanwhile, Trump was silent for days following the violent White Supremacist rally in Charlottesville, Virginia, the widely reported rise in hate crimes since Trump took office, along with his racially selective denouncing of mass violence. Add this to an atmosphere where “build the wall” chants have been hurled at Latino students, along with ongoing conversation and legal action over a “Muslim ban,” and you have the perfect recipe for racial unrest. Using Trump’s response to these instances and others, this essay argues that Donald Trump’s approach and response embodies the theory of racial threat. Specifically, as White Americans are projected to become the minority by 2040/ 2050, Trump’s Keywords: rhetoric represents a crusade aimed at preserving, prolonging, Racial threat, and protecting the majority interests of those White Americans Donald Trump, Racism, who fear that their social, political, and economic power Oval Office. structure is coming to an end. 11 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts A CONTEMPORARY TAKE ON AMERICAN CULTURE LARA BURAZER PhD, Lecturer of English, University of Ljubljana, Faculty of Arts, Aškrčeva 2, 100 Ljubljana, Slovenia. Contact: lara.burazer@guest.arnes.si. Abstract English seems to be ubiquitous and however stereotypical the view that ‘everyone learns to speak it’ might appear, it does seem to result in harboring a sense of ownership in the speakers of the English language. By a similar token, the omnipresence of American culture, which can be accounted for by the fact that people all over the world are exposed to it via various media, is perceived as ubiquitous and as such subject to (often emotional) attitude. However, discerning the patterns of any culture on the basis of media content at the mere level of the so called ‘cultural window shopping’ is a process which is bound to result in at least some inaccuracies and impressionistic misconceptions. This paper deals with the phenomenon of American cultural and linguistic omnipresence, which is not only felt in the global media content, but also at various other important aspects and levels, such as political and/or economic. It investigates the link between the historical roots of American culture and the contemporary perception of it by analyzing the phenomenon Keywords: of American cultural omnipresence in the context of the American, general attitudes towards it. The paper also offers an contemporary, culture, awareness raising insight into the attitude towards global expectations. cultural trends. 12 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« HARNESSING THE POTENTIAL OF POSTER PRESENTATIONS IN ENGLISH: NEW EXPERIENCES WITH AN ‘OLD’ GENRE ANNETTE CASEY B.A., Senior Lecturer, FH Joanneum, Automotive Engineering, Alte Poststrasse 149, 8020 Graz, Austria. Contact: annette.casey@fh-joanneum.at. Abstract The ability to deliver an effective presentation features prominently on lists of engineering graduate attributes alongside discipline-specific knowledge, teamwork and problem solving skills (Blicblau & Dini, 2012, p. 11; ABET, 2013). The training of oral presentation skills has thus formed a central part of language and communication courses delivered as part of an automotive engineering programme at an Austrian university of applied sciences for many years. While students have become increasingly proficient in the use of digital media for presentations, the repeated use of such media has resulted in the development of skills in one specific (linear and sequential) presentation genre, as well as in a certain degree of ‘saturation’ amongst students and trainers. In a move to address this, multi-modal poster presentations were introduced a) as part of a two-phase, interdisciplinary research and design project in the first year, and b) following an obligatory industrial placement in the second year of the Master’s programme. In addition to presenting the rationale behind introducing this established genre into the degree programme in more detail, this paper outlines the scaffolding provided to students within the framework of a first-semester English for Specific Purposes (ESP) Keywords: course. Further, the challenges involved in the assessment and assessment, grading of student performance in interdisciplinary, group poster ESP, poster presentations given in English are discussed. Finally, a reflection on presentations, the use of poster presentations in this setting as well as a summary professional of students’ reactions to these presentations as a means of further communication. developing their professional communication skills is provided. 13 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts GOOGLE SCHMOOGLE: EXPECT THE UNEXPECTED MIRJANA CIBULKA mag. educ. philol. angl., Teaching Assistant, University of Karlovac, Trg J.J.Strossmayera 9, 47000 Karlovac, Croatia. Contact: mirjana.cibulka@vuka.hr. MAJA MIKULEC ROGIĆ mag. educ. philol. germ., Lecturer, University of Karlovac, Trg J.J.Strossmayera 9, 47000 Karlovac, Croatia. Contact: mmrogic@vuka.hr. Abstract It is no longer a secret that students use Google Translate when learning foreign languages. Since they want to find the required information as quickly as possible, they will inevitably use this machine translation tool which will make that happen. Classroom experience has shown that students are often quite pleased with the obtained translation and they are not inclined to correct the mistakes, either stylistic or grammatical, even when translations are mismatched and inaccurate. However, recent improvements in Google Translate have resulted in better and more accurate translations, showing it would be useless to deter students from using this tool. Therefore, we as teachers believe it would be more beneficial and useful to raise the students’ awareness on both advantages and disadvantages of Google Translate since present technology imposes interaction with information in a new way, and it is our task to motivate them to take a critical approach when doing so. Contemporary generations are growing up with digital media, and digital Keywords: competency is something which should be mastered during Google translator, education and through working with digital information language for sources. The aim of this paper is to investigate the possibilities specific of using Google Translate in teaching languages for specific purposes, purposes using examples of translations of selected machine translation, professional vocabulary and expressions from/to Croatian, translation. English and German. 14 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« UTILISATION DES MÉDIAS EN CLASSE DE LANGUE ÉTRANGÈRE JASNA ĆIRIĆ Professeur de langue et littérature française et italienne, Université de Zagreb, Faculté des sciences humaines et sociales, Ivana Lučića 3, 10000 Zagreb, Croatie. Contact: jciric@ffzg.hr. SANDRA GVAJEC Professeur de langue et littérature françaises, Université de Zagreb, Faculté des sciences humaines et sociales, Ivana Lučića 3, 10000 Zagreb, Croatie. Contact: sandra.gvajec@gmail.com. Abstract Cet article parle de l'integration des documents issus des médias dans l'enseignement de la langue française. Les médias sont des documents authentiques qui exposent les apprenants à la réalité sonore de la langue cible qui est authentique, vivante, naturelle. Ils mettent les apprenants en contact direct avec la vie socioculturelle dont la langue ils apprennent. La fonction de ces documents est qu'ils facilitent l'entrée dans un thème, expliquent, enseignent, informent, motivent. Du fait que ces documents ne sont pas conçus à des fins didactiques, ils représentent un défi pour l'enseignant qui les rend didactiques par leur exploitation en tenant compte des objectifs d'acquisition des connaissances linguistiques mais aussi interculturelles. L'élément culturel est inévitable dans l'apprentissage de la langue. La contextualisation aide à comprendre un document, mais aussi la réalité sociale, historique, culturelle du pays concerné. Grâce à ces documents l'enseignement devient plus moderne, dynamique et intéractif et les apprenants plus actifs. L'utilisation des médias et de nouvelles technologies est un facteur très motivant pour les apprenants Mots-clés: mais aussi pour les enseignants. La diversité de ces documents et document leur accessibilité est un atout de plus. Le travail sur un document authentique, authentique développe l'esprit critique et un esprit critique et enseignement créatif chez des apprenants, les motive à exprimer leur opinion du FLE, fins didactiques, sur un thème, à prendre position, mais aussi à s'intéresser à l'art, média. la culture, l'histoire de l'Autre. 15 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts NURSING CASE STUDY IN ENGLISH: THIRD- YEAR WRITTEN ASSIGNMENT LORNA DUBAC NEMET MA, Senior Lecturer, Josip Juraj Strossmayer University of Osijek, Faculty of Dental Medicine and Health, Cara Hadrijana 10, 31000 Osijek, Croatia. Contact: ldnemet@fdmz.hr. KSENIJA BENČINA Senior English language instructor, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Cara Hadrijana 10, 31000 Osijek, Croatia. Contact: kbencina@foozos.hr. Abstract Teaching English to the Nursing students involves equipping them with the knowledge and skills that will complement their nursing knowledge and skills in Croatian. Calling upon motivation intensively accelerates both teaching and learning processes, since motivation arises from the fact that the students are able to perceive the practical application of the EMP course they are taking part in. The prospects of the future career strongly emphasize the fact that being a health professional means being a lifelong learner. For that reason, the foundations need to be set within the EMP curriculum, preparing the students to be globally competitive critical thinkers and communicators, competent to link theory to practice, organize and categorize pieces of information, supported by best practice. Nursing case study in English, a third-year written assignment, therefore presents the opportunity for the students to provide an account of the surgical experience of a particular surgical Keywords: patient they have been assigned to monitor and provide with nursing, a patient-focused nursing healthcare using medical case study, terminology in English. By doing that, they are able to English for demonstrate the nursing focus which incorporates assessment medical purposes, skills, clinical reasoning, evidence-based research and best lifelong learning. practice. 16 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« TASK-BASED SYLLABUS IN MEDICAL ENGLISH COURSES: A JOURNEY TOWARDS LEARNING INDEPENDENCE LORNA DUBAC NEMET MA, Senior Lecturer, Josip Juraj Strossmayer University of Osijek, Faculty of Dental Medicine and Health, Cara Hadrijana 10, 31000 Osijek, Croatia. Contact: ldnemet@fdmz.hr. KSENIJA BENČINA Senior English language instructor, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Cara Hadrijana 10, 31000 Osijek, Croatia. Contact: kbencina@foozos.hr. Abstract Students of medicine, just like all other future academic citizens, need to step up when it comes to shifting from general English to specific professional language. Nowadays, maybe more than ever in history, there is a pronounced need for students to master their medical English skills in order to develop both vertically and horizontally within their profession. Being a University graduate implies being prepared to commit to core values of diversity and equality, engaging with peers in one's own discipline both nationally and internationally adhering to relevant professional standards. The foundations for the successful communication and interaction, as well as research and training are supposed to be laid within the formal Medical English curriculum, comprised of six 20-hour modules equally distributed within each year of the medical study programme. Since 20-hour module is not exactly much of the time framework for diversifying students’ knowledge and skills within the scope of professional Medical English, the decision was made to make the most of the 20-hour instruction by implementing task-based syllabi. The expected outcomes were directed towards the development of the research skills (recherché), compilation/designing and presentation of medical topics from the courses completed in each year of the medical study programme, respectively, with Keywords: the exception of the first year. task-based syllabus, This multi-level activity provides the opportunity for the students to medical English, broaden their vocabulary registers, to link the data they come across while MS PowerPoint researching to the pieces of information they have received from their presentation, medical course instructors in Croatian, at the same time engaging in active medical topics. learning through self-development. 17 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts USING LEARNER CORPUS EVIDENCE IN ERROR ANALYSIS GORANA DUPLANČIĆ ROGOŠIĆ MA in Linguistics, Senior lecturer, University of Split, Faculty of Business, Economics and Tourism, Cvite Fiskovića 5, 21000 Split, Croatia. Contact: gduplanc@efst.hr. Abstract Research in applied linguistics has emphasized the importance of learner errors in foreign language acquisition. Within the pedagogical framework, analyzing learner error is indispensable as it provides information on what the learners (should) have acquired by a certain stage. It is a valuable source of information for teachers, material designers, lexicographers, grammarians, etc. because it enables them to highlight typical problems and to provide the most useful language input to learners. A learner corpus which collects the language of second language (L2) learners was compiled. The data used for this corpus were the assignments which were submitted by the first-year students at the University of Split. The students were required to write two short emails, i.e. one of placing an order and the other of replying to an order and upload them on Moodle. The purpose of the corpus was to investigate the problem areas and patterns of errors which are common to specific non-native speakers of English with the aim of developing data-based teaching and designing learning materials which would be more effective than the ones currently used. Keywords: non-native speakers, The analysis of the corpus revealed that learners made Business interlingual and intralingual errors and provided the teachers English, and material writers with useful information on the typical learner corpora, error, errors that need to be corrected and language areas that need error analysis. to be studied more. 18 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« BUILDING CROATIAN ACCOUNTING TERMINOLOGY MATEA FILKO MA in Linguistics and Croatian Language and Literature, Research Assistant, University of Zagreb, Faculty Faculty of Economics and Business, Faculty of Humanities and Social Sciences, Trg J. F. Kennedyja 6, 10000 Zagreb, Ivana Lučića 3, 10000 Zagreb, Croatia. Contact: matea.filko@ffzg.hr. ANA OSTROŠKI ANIĆ Dr., Postdoctoral Researcher, University of Zagreb, Faculty of Economics and Business, Institute of Croatian Language and Linguistics, Trg J. F. Kennedyja 6, 10000 Zagreb, Republike Austrije 16, 10000 Zagreb, Croatia. Contact: aostrosk@ihjj.hr. ANA JEŽOVITA PhD, Assistant Professor, University of Zagreb, Faculty of Economics and Business, Trg J. F. Kennedy 6, 10000 Zagreb, Croatia. Contact: ajezovita@efzg.hr. Abstract Struna, the freely available Croatian national termbank (struna.ihjj.hr), has been built at the Institute of Croatian Language and Linguistics since 2007 using a unique model of terminology work which brings together subject field experts on the one hand and language experts on the other. Experts from more than 30 specialized domains have so far joined the program the Development of Croatian Special Field Terminology, the aim of which is to standardize the terminology of various special fields. In this paper, we will present basic features of the Struna database, as well as give an outline of the terminology workflow and theoretical framework on which Struna is based, with the special emphasis on the ongoing project of building Croatian accounting terminology. Croatian accounting terminology has undergone numerous changes since the early 1990s, the International Financial Reporting Standards and the EU acqui communitare having the greatest impact on it. In this project, the most frequent concepts from the Croatian accounting profession wil be analysed according to the methodology developed within Struna – the recommended Croatian term for a particular concept will be given, followed by its definition, hyponyms, English equivalent, usage examples, Keywords: other acceptable (synonymic) terms, and even non recommended and accounting archaic terms when available for the concept in question. Since each terminology, Croatian term is accompanied by its English equivalent, but often also by Croatian, LSP, equivalents in other languages that are important for the respective field STRUNA, (e.g. French, German, Italian), Struna can be an especially valuable termbank. resource for translators, field experts, and LSP teachers / learners. 19 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts DIE ROLLE VON DIAGNOSEN IM MEDIZINISCHEN FACHSPRACHENUNTERRICHT EINE INTERDISZIPLINÄRE ANALYSE DEUTSCHER, ÖSTERREICHISCHER UND UNGARISCHER KLINISCHER DIAGNOSEN KATALIN FOGARASI Dr., Direktor, Semmelweis Universität Budapest, Direktion für Sprachen und Kommunikation, 1094 Budapest, Ferenc tér 15, Ungarn, Kontakt: fogarkat@gmail.com. PHILIPP SCHNEIDER PhD, Risk, Payments & Fraud Analyst, Ungarn. Kontakt: pmschneider@gmx.de. ZOLTÁN PATONAI MD, Senior resident, Universität Pécs, Abteilung für Traumatologie und Handchirurgie, 7624, Pécs Ifjúság u. 13., Ungarn. Kontakt: zoltan.patonai@gmail.com. Zusammenfassung Die Anfertigung medizinischer Dokumentationen gehört zu den wichtigsten Fertigkeiten, über die MedizinerInnen bei der Ausübung der ärztlichen Tätigkeit verfügen müssen – sowohl in der Muttersprache als auch in der Fremdsprache. Innerhalb der Dokumentation spielen wiederum Diagnosen eine zentrale Rolle, da auf ihrer Grundlage die Finanzierung der Therapie sowie Überweisungen an weiterbehandelnde Ärzte erfolgen. Sie dienen darüber hinaus zivilrechtlich den Informationsansprüchen des Patienten und bilden die Entscheidungsgrundlage, auf welcher der Patient in die Behandlung einwil igt. Während in den ehemaligen K.u.K. Ländern die Verwendung traditioneller griechisch-lateinischer Diagnosen überwiegt, werden in anderen Ländern nationale Termini und/oder Klassifikationen bevorzugt. In manchen Ländern (so auch in Ungarn) müssen für die finanzielle Abrechnung medizinischer Behandlungen bzw. für versicherungsmedizinische Zwecke neben (oder sogar anstatt) griechisch-lateinischer Terminologie auch Diagnosekategorien der ICD-Klassifikation verwendet werden. In unserem Vortrag wird die Diagnosestellung in 50 deutschen, 37 österreichischen und 50 ungarischen Originalbefunden verglichen und analysiert, welche Unterschiede sich aus den verschiedenen kulturellen Traditionen ergeben und welchen Einfluss diese auf die Praxis haben. Die Befunde stammen von unfal chirurgischen Stationen, da die Terminologie in dieser Disziplin die wenigsten griechisch-lateinischen Elemente enthält, die sich morphologisch an Nationalsprachen anpassen lassen (d.h. die Termini werden entweder komplett auf Lateinisch belassen oder in die Nationalsprache Schlüsselwörter: übersetzt). Die kontrastive terminologische Untersuchung erfolgt aufgrund Diagnosen, Medizinischer einer Konkordanzanalyse sowie einer statistischen Analyse, im Anschluss Fachsprachen- werden die Ergebnisse aus juristischer und medizinischer Sicht fachlich unterricht interpretiert. Zur Vorbereitung auf eine entsprechende berufliche Deutsch, Sozialisierung angehender MedizinerInnen in der Fremdsprache sollten diese Terminologie, Unterschiede im Rahmen des Fachsprachenunterrichtes unbedingt thematisiert Unfallchirurgie. werden. 20 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« ARZTBRIEFE: DIE BESCHREIBUNG GEGENWÄRTIGER BESCHWERDEN ANALYSE DEUTSCHSPRACHIGER FORMULIERUNGSVORSCHLÄGE IN MUSTERARZTBRIEFEN RENÁTA HALÁSZ MA, PhD Kandidat, LSP Ausbilder, Universität Pécs, Medizinische Fakultät, Abteilung für Sprachen für spezifische Zwecke, Szigeti Street 12, H-7624 Pécs, Ungarn. Kontakt: rhpostalada@gmail.com. ZOLTÁN PATONAI MD, Senior resident, Universität Pécs, Abteilung für Traumatologie und Handchirurgie, 7624, Pécs Ifjúság u. 13., Ungarn. Kontakt: zoltan.patonai@gmail.com.Kontakt: pmschneider@gmx.de. KATALIN FOGARASI Dr., Direktor, Semmelweis Universität Budapest, Direktion für Sprachen und Kommunikation, 1094 Budapest, Ferenc tér 15, Ungarn, Kontakt: fogarkat@gmail.com. Zusammenfassung Studierende werden im Medizinischen Fachsprachenunterricht Deutsch an der Medizinischen Fakultät der Universität Pécs auf die kommunikativen Situationen im späteren Beruf vorbereitet. Dies geschieht durch die Vermittlung al er wichtigen Fachtextsorten. Hierbei wird der Schwerpunkt unter anderem auch auf eine ausreichende Beherrschung der Textsortenregeln und des Wortschatzes in medizinischen Dokumentationen gelegt. Nach der Patientenbefragung, die der Erstellung der thematischen Einheit „Gegenwärtige Beschwerden“ in den Arztbriefen vorausgeht, müssen die erhobenen Informationen in deutschsprachigen Befunden mit Hilfe unterschiedlicher Formulierungsmuster erläutert werden. Selbst in der Muttersprache gehört die Kenntnis der in der schriftlichen Dokumentation gebräuchlichen Formulierungsweise zu den fachsprachlichen Kompetenzen praktizierender MedizinerInnen, obwohl diese keinen festgeschriebenen Regeln folgt, sondern tradiert wird. Viel erheblichere Unterschiede ergeben sich jedoch zur Fremdsprache, deren Formulierungsmuster aus anderen kulturellen Traditionen entspringen und dadurch auch unterschiedliche sprachliche Erscheinungsformen aufweisen. Eine entsprechende Beherrschung dieser Formulierungsmuster erleichtert für angehende Mediziner sowohl in der Muttersprache als auch in der Fremdsprache die fachliche Sozialisierung. In unserem Vortrag möchten wir die typischen Formulierungsmuster in Schlüsselwörter: Beschreibungen der Gegenwärtigen Beschwerden deutschsprachiger Arztbriefe, Musterarztbriefe vorstellen. Die analysierten Musterarztbriefe stammen von Fachphraseo- logie, Internetseiten unterschiedlicher Krankenhäuser und Kliniken Deutschlands. Formulierungs- Unsere Untersuchung wird mit Hilfe einer Konkordanzanalyse durchgeführt, muster, anschließend werden die Ergebnisse aus dem Gesichtspunkt der medizinischer Fachphraseologie interpretiert. Im Anschluss an die linguistische Analyse Fachsprachen- werden die Möglichkeiten zur direkten Verwendung der Ergebnisse im unterricht. Medizinischen Fachsprachenunterricht Deutsch diskutiert. 21 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts ESP AS AN INTEGRAL PART OF THE VOCATIONAL MATURA EXAM SANDRA HORVATIĆ English Teacher, Biotechnical education center Ljubljana, Food school, Ižanska cesta 10, 1000 Ljubljana, Slovenia. Contact: sandra.horvatic@bic-lj.si. Abstract In Slovenia, the Vocational Matura exam plays the role of a school-leaving exam giving candidates technical education and enables them to continue their studies in vocational colleges. Candidates are tested in four subjects, English being the third one. The written exam respects CEFR guidelines of B1 level and is prepared externally whereas oral exam tasks are prepared by school examination boards. While ESP is not specifically tested in the written part of the exam, the oral exam consists of two of altogether three tasks which test the candidates' knowledge of ESP. ESP has become an integral part of the lessons, not only because of the curricula but, more importantly, because learning professional foreign languages has become essential for ensuring possibilities for either studying, mobility or working abroad. If we want today's generations to become and remain competitive on the labour market and to be able to function globally, the focus of teaching professional foreign languages needs to be directed at making the students active participants in their education, combining theory with practice, connecting ESP with cross-curricular learning and promoting intercultural dialogue. The article presents our journey in teaching, Keywords: assessing and learning ESP by using different methods and B1 - CEFR, activities which are not only based on student's books and ESP, workbooks but encourage the students to explore their Testing and creativity, lose the fear of using the language and experience Assessing, Vocational all the positive effects of implementing fun in the learning Matura Exam. process. 22 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« INEGMOOC – A MOOC ON INTERNATIONAL NEGOTIATIONS GERHILD JANSER-MUNRO Mag. MBA, Lecturer, FH JOANNEUM UAS, Institute of Information Management, Eckertstraße 30i, 8020 Graz, Austria. Contact: gerhild.janser-munro@fh-joanneum.at. TANJA PSONDER Mag. Dr., Lecturer, FH JOANNEUM UAS, Institute of Architecture & Management, Alte Poststraße 154, 8020 Graz, Austra. Contact: tanja.psonder@fh-joanneum.at. DOMINIC WELSH Mag., Lecturer, FH JOANNEUM GmbH, Werk-VI-Strasse 46, 8605 Kapfenberg, Austria. Contact: dominic.welsh@fh-joanneum.at. Abstract The New York Times declared the year of 2012 as ‘the year of the MOOC’ (Pappano, 2012). Since then, Massive Open Online Courses (MOOCs) have made their impact on tertiary education as they are seen as tools to democratise education in so far that they provide open access to education and unlimited participation for everyone. Furthermore, these courses are not only open in access and number of participants but also in the wide range of materials provided which allows the participant an individual selection. In brief, this workshop looks into the development of a MOOC on international negotiations with the focus on negotiation strategies, cultural factors and legal issues. The chosen MOOC format is a four-week online course and addresses an approximate number of 50 bachelor’s and master’s degree students from different career fields as a group of pre-defined participants among other users (cf. Jordan, 2017). In the workshop, the issues of course design that correspond to the demands of an online course, the preparation of Keywords: the material, the scope and the approach how to deal with the core Cultural factors, and additional material are addressed. In a second step, aspects such legal issues, MOOC as the successful implementation and the introduction of practice development, activities are discussed in detail. Finally, the workshop offers the negotiation possibility to experience the MOOC, to learn about and discuss the strategies. findings. 23 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts FACTORS OF SUCCESSFUL LANGUAGE ACQUISITION IN STUDENTS OF THE UNIVERSITY OF ZAGREB - INTEGRATIVE AND INSTRUMENTAL MOTIVATION INES JELOVČIĆ Senior Lecturer, University of Zagreb, Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia. Contact: ijelovci@ffzg.hr. DUBRAVKA PLEŠE PhD, Senior Lecturer, University of Zagreb, Faculty of Mining, Geology and Petroleum Engineering, Piorettijeva 6, 10 000 Zagreb, Croatia. Contact: dubravka.plese@gmail.com. TINA MIHOLJANČAN Senior Lecturer, University of Zagreb, Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia. Contact: tina.miholjancan@ffzg.hr. Abstract It has long been known that there are many different factors that play a significant part in the process of language acquisition. Motivation is, by far, the most significant among them. Faced with a large number of students each year, many of whom have been studying English for the better part of their lives, we are always surprised to come across great differences that exist between learners of similar backgrounds, levels of education, similar histories. In our effort to discern the origins of such dissimilarities in the success of language acquisition, we decided to focus our research on the issue of motivation, specifically integrative and instrumental motivation and see how they affect the success of Keywords: language learning. We conducted our research on several groups of integrative first year students, from the Faculty of Mining, Geology and motivation, Petroleum Engineering and the Faculty of Humanities and Social instrumental Sciences, University of Zagreb. The students were presented with a motivation, questionnaire and asked to rate their level of language acquisition, agreement/disagreement with a set of utterances connected with professional integrative and instrumental motivations for learning professional language foreign language. The results of the survey are presented in this learning. paper. 24 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« I CAST MY WORDS UPON THEE LUKA JOVIČIĆ Student, Mathematical Grammar School, 37 Kraljice Natalije Street, 11000 Belgrade, Serbia. Contact: luka.jovicic16@gmail.com. NATAŠA STOLIĆ Student, Mathematical Grammar School, 37 Kraljice Natalije Street, 11000 Belgrade, Serbia. Contact: natasa.stolic01@gmail.com. DANILO MARJANOVIĆ Student, Mathematical Grammar School, 37 Kraljice Natalije Street, 11000 Belgrade, Serbia. Contact: danilo.marjanovic001@gmail.com. MIRJANA SAVIĆ OBRADOVIĆ BA, English Teacher, Mathematical Grammar School, 37 Kraljice Natalije Street, 11000 Belgrade, Serbia. Contact: savic.obradovic@gmail.com. Abstract "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." (Nelson Mandela) The eternal necessity to establish effective communication has been our weft. Sitting at our team loom, we have weaved our language threads into a tapestry via music, ecology, computer science, applied science and language. Aware of the fact that modern times advancements bring into focus a new way of interacting, our intention has been to connect the pieces which keep the traditional values tackling the latest trends. In that sense, we have generated some practical ideas that can be implemented in the class. As a students-teacher quartet, we believe we can offer unique ideas from both angles of the classroom. After all, we share the goal of communicating our intents effectively. Our common interest in the English language and diverse passions towards multiple scientific disciplines allow us to meaningfully discuss ways to convey information in/to different subject areas, offer ideas for improving it and suggest a new approach to learning Keywords: interaction, and teaching. ecology, technology, So, I cast my words upon thee, and thou… do not toss behind thee music. any of these words, neither mine nor thine! 25 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts ANALYSIS OF STUDENT NEEDS - A PREREQUISITE IN DESIGNING ESP COURSE CURRICULA KSENIJA JURETIĆ PhD, Senior Lecturer, University of Rijeka, Faculty of Economics and Business, Ivana Filipovića 4, 51000 Rijeka, Croatia. Contact: ksenija.juretic@efri.hr. KRISTINA KAŠTELAN mr. spec., Senior Lecturer, University of Rijeka, Faculty of Economics and Business, Ivana Filipovića 4, 51000 Rijeka, Croatia. Contact: kristina.kastelan@efri.hr. DANIELA KRUŽIĆ univ. spec. transl., Lecturer, University of Rijeka, Faculty of Economics and Business, Ivana Filipovića 4, 51000 Rijeka, Croatia. Contact: daniela.kruzic@efri.hr. Abstract English, the lingua franca of today’s world, especially when it comes to conducting business, is of essence in the education of future economics and business graduates. In order to design a suitable ESP course curriculum offered at higher education institutions, or modify an existing course(s), one has to determine the language needs, or should we say gaps, of the target audience. Namely, in our experience as language teachers, the student population enrolled in such courses is rather diversified, both in terms of general language competence and in terms of their knowledge and understanding of business concepts. The authors analyze student needs based on diagnostic (initial) testing covering business terminology and language contents. The sample used in the analysis includes 80 students enrolled in the first year of undergraduate studies taking LSP courses in Business English. Moreover, by applying multivariate statistical techniques, the authors want to investigate the effect of individual respondent characteristics on the initial test results, such as field of previous Keywords: education (grammar schools, secondary schools of economic background knowledge, orientation), the final grade achieved at the English Matura exam course design, (secondary school exit exams), the knowledge of another foreign LSP, language, the number of years one has spent learning the respective needs analysis. language(s), gender and/or regional affiliation. 26 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« ONLINE INFORMAL LEARNING OF ENGLISH AMONG UNDERGRADUATE RESPONDENTS IN POLAND AND SLOVENIA VIOLETA JURKOVIČ Dr., Associate Professor, University of Ljubljana, Faculty of Maritime Studies and Transport, Pot pomorščakov 4, 6320 Portorož, Slovenia. Contact: violeta.jurkovic@fpp.uni-lj.si. HALINA SIEROCKA PhD, Assistant Professor, Faculty: University of Białystok, Faculty of Law, ul. Mickiewicza 1, 15-213 Białystok, Poland. Contact: soll@poczta.onet.pl. MIRNA VARGA PhD, EAP Instructor, University of Osijek, Faculty of Humanities and Social Sciences, Ul. Lorenza Jagera 9, 31000, Osijek, Croatia. Contact: mvarga@ffos.hr. Abstract In the last decade the frequency of use of smartphones for accessing online content has grown exponentially. This means that the availability of online resources in the English language that users can access on an anytime- and-anywhere basis provides unprecedented general and professional language development opportunities through online informal learning of English for non- native speakers all around the world. This paper concerns the use of smartphones among 226 students of law from the University of Bialystok in Poland, and 504 students from the field of social sciences from the universities of Ljubljana, Maribor, and Primorska in Slovenia. Firstly, it aims to identify the most frequent smartphone use activities involving language use among the Polish respondents compared to smartphone use activities performed by their Slovene counterparts. Secondly, it attempts to establish the prevalent language for online use through smartphones among the respondents from Poland and Slovenia. Finally, it aims to explore the association Keywords: between the prevalent language for online use and perceived level of communicative competence. Online Informal Learning of A comparison between the two groups in terms of general distribution of English, receptive, productive, and interaction activities yielded no significant prevalent differences. The activities that are mostly done in English refer to popular language use, culture production. The productive and interaction activities, on the other hand, communicative are mostly done in the mother language of the respondents in both groups. competence, Smartphones are only rarely used for intentional language learning activities. Poland, Finally, the results indicate associations between the use of English online and Slovenia. perceived level of communicative competence. 27 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts INCREASED INTERNATIONAL MOBILITY AND AFFECTIVE LEARNING FACTORS: A COMPARISON OF BUSINESS STUDENTS’ EFL ATTITUDES AND MOTIVATION IN 2009 AND 2016 VIŠNJA KABALIN BORENIĆ Dr. sc., Senior Lecturer, University of Zagreb, Faculty of Economics and Business, 6 F. J. Kennedy Square, 10000 Zagreb, Croatia. Contact: vkabalinb@efzg.hr. Abstract Our research study into attitudes towards English and EFL motivation conducted before Croatia joined Erasmus in 2009 suggested that the experience of internationalization might affect the attitudes, learning priorities and EFL motivation of Croatian business students. Since 2010, increasing numbers of students have taken the opportunity provided by the Erasmus programme and spent a semester or two abroad. The paper aims to establish if there are significant differences in EFL attitudes and motivation between generations who had little experience of academic mobility and members of later generations who both participated in international exchange programmes and experienced internationalization at home. Both in 2009 and 2016, participants’ attitudes, motivation and invested effort were measured using the same instrument, a four-part questionnaire based on sociolinguistic and L2 motivation research rooted in social psychology. To ensure comparability, the data from the two studies were submitted to Coarsened Exact Matching, which resulted in two subsets (n=98 each) matched for the year of study, Business English grades and overall success in the programme. T- test was used to compare attitudes towards English, motivation types and invested effort. Finally, correlation analysis was used to establish relationships among variables and with invested effort. As expected, statistical analyses revealed significant differences between the two Keywords: groups, but the findings from 2016 failed to reinforce all conclusions attitudes, from the earlier research. A further fine-tuning of the instrument mobility, and/or use of qualitative research methods might contribute to our motivation, better understanding of EFL attitudes and motivation in the context internationalization. of university internationalization. 28 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« FEHLER IN SCHRIFTLICHEN TEXTEN VON GESCHICHTSSTUDENTEN ALS AUSGANGSPUNKT FÜR FEHLERTHERAPIE IM BERUFSBEZOGENEN FREMDSPRACHENUNTERRICHT BRIGITA KACJAN PhD, Dozentin, Universität Maribor, Fakultät für Philosophie, Koroška cesta 160, 2000 Maribor, Slowenien. Kontakt: brigita.kacjan@um.si. BARBARA ŽIBRET Studentin, Universität Maribor, Fakultät für Philosophie, Koroška cesta 160, 2000 Maribor, Slowenien. Kontakt: zibret.barbara@gmail.com. Zusammenfassung Beim Erlernen einer Fremdsprache, insbesondere auch beim Erlernen einer berufsbezogenen Fremdsprache, kommt es oft zu Fehlern. Fehler können sehr unterschiedliche Ursprünge haben. Interferenzen als eine spezielle Form der Fehler entstehen bei der Übertragung einer bestimmten Eigenschaft einer bekannten Sprache auf die Zielsprache, wobei es zu einer Abweichung von der Norm kommt. Im Beitrag wird eine Untersuchung von Fehlern präsentiert, in der bestimmte Fehlertypen in schriftlichen Texten von Geschichtsstudenten (Anfänger im Bereich DaF) untersucht wurden. Dabei wurden unterschiedliche Fehler, darunter vor allem Interferenzen aus dem Slowenischen, der Muttersprache der Studierenden, und dem Englischen, der ersten Fremdsprache der Studierenden, analysiert. Solche Interferenzen sind meistens in der Ortographie, der Kasuszuordnung, der Verb- und Präpositionenverwendung, der Verwendung des Artikels und folglich der Generazuordnung bemerkbar. In der Untersuchung wurden kurze schriftliche Texte von Geschichtsstudenten zunächst bezüglich der sieben Interferenzbereiche untersucht: slowenische Rechtschreibung, slowenische Lexik oder Semantik, slowenische Grammatik, englische Rechtschreibung, englische Lexik oder Semantik, englische Grammatik und Kleinschreibung der Substantive. Außerdem wurde in den schriftlichen Texten auch die korrekte Verwendung der Fachsprache untersucht (Lexik, Semantik, Schlüsselwörter: Orthographie, Pragmatik). Im Beitrag werden weiter die Quellen der Interferenzen, identifizierten Fehler in den Aufsätzen näher bestimmt und die Fehler, Möglichkeiten die Entstehung solcher Fehler zu verhindern aufgezeigt. Das Deutsch als Identifizieren dieser Möglichkeiten ist eine wichtige Kompetenz für jede Fremdsprache, (Fa-)DaF-Lehrkraft, da man bei einer Berücksichtigung dieser Fehler eine berufsbezogene bessere bzw. korrektere Sprachproduktion und demzufolge einen Fremdsprache. schnelleren Spracherwerb bei den Lernenden erreichen kann. 29 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts AUTONOMOUS AND/OR DEPENDENT: LEARNING FOR SUCCESS IVA LUČEV MA in English and Croatian Language and Literature, Lecturer, Dag Hammarskjöld University College of International Relations and Diplomacy, Filipa Vukasovića 1, 10000 Zagreb, Croatia. Contact: ivalucev@gmail.com. Abstract The importance of proficiency in English is paramount, inside and beyond the academia. The role of the language teacher is thus to prepare her students for the demands of the globalized world, where it is almost redundant to emphasize the vital role of fluency in English as lingua franca. Consequently, teachers ought to re-examine their roles as sole purveyors of linguistic content and position themselves relative to their students’ language learning histories and preferences, in both curricular and extracurricular settings. The aim of this paper is to demonstrate the importance of autonomous learning, outside (but also inside) the language classroom, and in the lifelong run. Within reach of the study, this important field will be approached by employing a questionnaire to correlate the students’ own perception of autonomy on the one hand and the so-called teacher dependence (formal context for learning) on the other. Furthermore, it will attempt to interact and possibly connect the two concepts with the students’ measurable academic achievement (final grades in four compulsory English courses) in an effort to shed light on how the students’ learning habits and backgrounds, as well as formality preferences come together to form academic success or failure. The study will further pursue to show whether the students’ perceptions of Keywords: autonomy and dependence are necessarily opposed or if there is academic a relevant meeting point of the two traditionally antonymous success, learner concepts. Finally, it will look for potential wider implications of autonomy, the general effectiveness of formal instruction combined with out-of-class out-of-class immersion through the students’ self-perceived learning, teacher (in)dependence to provide a more appropriate scaffolding dependence. toward fluency and proficiency in English. 30 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« QUEST TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES YULIJA LUKINYKH Candidate of Pedagogics, Assistant Professor, St.Petersburg University of Management Technologies and Economics, Krasnoyarsk Institute of Economics, 70A, Kirenskogo street, Krasnoyarsk, 660100, Russia. Contact: yulla@bk.ru. Abstract Tendency to use quest technologies in teaching humanitarian disciplines, in particular, in teaching foreign languages, is due to the fact that they develop critical thinking, ability to compare, analyze, classify information. This is an interactive form that allows teachers to involve all the students, to realize their creative abilities, to embody their available knowledge and skills in practical activities. Educational quest is a pedagogical technology which includes a set of problem tasks with role-playing elements; their performance requires any resources, first and foremost, the resources of Internet. Quests are developed for maximum integration of Internet into various subjects at different levels of learning in the educational process. A special feature of web quests is that some information or the whole one presented on the website for self-study or group work, is actually on different websites. Thanks to the existing hyperlinks, students do not feel it, but work in a single information space. Quest technologies have a number of similarities with computer games, on the basis of which they are built, in fact. Firstly, it is Keywords: achievement of the ultimate goal through the search for Foreign intermediate solutions. Secondly, it is a system of tips (however, they languages, are not always found, which complicates the search for the right interactive solution). teaching methods, quest, The article discusses the concept of quests, their types and structure; quest- as well as the advantages and disadvantages of using quest technologies. technologies in foreign language lessons. 31 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts THE WORD CLASS NOUN IN ENGLISH BUSINESS MAGAZINES ONLINE BORISLAV MARUŠIĆ PhD, Senior Lecturer, University of Applied Sciences Lavoslav Ružička in Vukovar, Županijska 50, 32000 Vukovar, Croatia. SANDA KATAVIĆ-ČAUŠIĆ MSc, Lecturer, Josip Juraj Strossmayer University of Osijek, Faculty of Economics, Trg Ljudevita Gaja 7, Croatia. Contact: katavic.sanda@gmail.com. Abstract The paper considers the research of the word class noun in English business magazines online, an area of interest pertaining to Business English. It presents the results of an empirical study on the corpus taken from selected business magazines online. The empirical analysis enables a valuable insight into the word class noun in this variety of Business English and makes its contribution to English syntax, semantics and morphology. The syntactic part analyses the position of the noun (phrase) in the sentence. The semantic part of the study identifies the most common nouns that appear in this part of Business English and underlines its semantic distinctiveness. The morphological part of the analysis is devoted to the word formation of the nouns found in the corpus. The analysis takes into consideration word Keywords: formation terms such as: compounds, derivatives, word class noun, conversions, acronyms and blendings. The results obtained in business this way will give an overall picture of the word class noun in magazines this variety of Business English. They can act as an impetus online, for further research of the word class noun in Business syntax, semantics, English and enable contrastive analysis with the results from morphology. research in other segments of English for Specific Purposes. 32 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« SELF-PROMOTION RHETORIC AND META(DISCOURSE) IN ACADEMIC WRITING – A CONTRASTIVE STUDY NATAŠA MILIVOJEVIĆ PhD, Associate Professor, University of Novi Sad, Faculty of Philosophy, Dr Zorana Đinđića 2, 21000 Novi Sad, Serbia. Contact: natasa.milivojevic@ff.uns.ac.rs. Abstract The paper aims to contribute to a more profound understanding of academic writing and publishing techniques in the humanities, focusing on the area of language studies. We take academic discourse as a special case of LSP with the frameset of genre characteristics in line with Milivojević and Radojičić (2015). The present work identifies, compares and contrasts the relevant rhetorical strategies associated with promotional (meta)discourse in articles and textbooks addressing the area of English and Serbian language and linguistics. In particular, the present work deals with various lexicogrammatical and discourse devices employed in academic discourse with the aim of establishing a common frame of self-referencing and self- promotion. The phenomenon of self-promotion significantly affects academic discourse which becomes permeated with ' boosterism'' and ' self-advocacy' (Swales, 2004; Afros & Schryer, 2009). The paper takes into account a survey conducted with the group of first year students of English language and literature at the Faculty of Philosophy, University of Novi Sad. The survey evaluates published works in English and Serbian regarding various self-promoting strategies in both languages. The inquiry demonstrates that in both areas (languages) of Keywords: academic discourse, researches and scholars utilize similar academic rhetorical strategies to promote their work: (1) positive discourse, evaluation of their own study on one hand and (2) negative (meta)discourse evaluation of contrasting and/or dissenting views. This study devices, reconfirms the advantage of specificity in teaching academic rhetorical strategies, literacies advocated by many applied linguists and identifies self-promotion. actual strategies that can be incorporated into writing curricula. 33 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts FACHDEUTSCH AN DER ELEKTRO UND COMPUTERSCHULE: DIE VORBEREITUNG VON LERNMATERIALIEN UND BENOTUNG JELKA ODER Deutschlehrerin, Schulzentrum Velenje, Trg mladosti 3, 3320 Velenje, Slowenien. Kontakt: jelka.oder@gmail.com. Zusammenfassung Im Rahmen des offenen Curriculums wird Fachdeutsch an der Elektro- und Computerschule im ersten und zweiten Jahrgang für alle Schüler als Pflichtfach unterrichtet, in dem dritten und vierten als Pflichtwahlfach, eine Stunde pro Woche. Es gibt keine zugelassenen Lehrwerke, deshalb muss der Lehrer alle Lernmaterialien für den Unterricht selbst vorbereiten. Dabei werden zahlreiche Lernmaterialien gestaltet: die Lehrstofferklärungen und die Übungen zur Lehrstofffestigung auf PPT-Präsentationen, auf Word- Dokumenten oder auf den Webseiten mit interaktiven Übungen. Alles ist besonders an die Fertigkeiten des Hörens, Schreibens und Lesens orientiert; weniger des Sprechens oder Gesprächs und des gezielten Hörverstehens. Die Schüler müssen auch die Grundstrukturen der Sprache kennen lernen, in die Fachwortschatz sinnvoll eingeschlossen werden soll. Das Sprachniveau für den ersten und zweiten Jahrgang ist nach dem GER A1, später das Niveau A2. Die Betonung beim Fachdeutschlernen besteht auf dem Wortschatzerwerb. Zu diesem Zweck werden verschiedene Methoden benutzt: die Germanismen (als Einführung in den Deutschunterricht), die Kombination vom Wort und Bild, englische Fremdwörter, das Verstehen von neuen Wörtern im Kontext und die Arbeit mit dem Wörterbuch. Die Aufgaben zur Wortschatzfestigung: mit Hilfe von Bildern das passende Wort erraten, die Teile der Wörter sinnvoll miteinander verbinden, die Schlüsselwörter: fehlenden Buchstaben im Wort ergänzen, bestimmte Wörter im Wortsalat Benoten, finden, Kreuzworträtsel lösen, Wörter übersetzen, aus dem Sprachmaterial Lernmaterialien, sinnvolle Sätze bilden, Aufgaben zum Leseverstehen, Wörter in richtiger offenes Form im Kontext ergänzen. Die meisten von diesen Aufgaben kommen Curriculum, dann bei dem Testen vor. Das Benoten erscheint auch mündlich: Dialoge Wortschatzer- auswendig vorspielen und Referate halten. Beim Benoten bestehen werb. bestimmte Kriterien, die die Schüler im Voraus kennen. 34 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« DEVIATION FROM ESTABLISHED STANDARDS IN LSP: SIMPLIFICATION OR COMPLICATION OLGA I. OPARINA PhD, Senior Lecturer, Lomonosov Moscow State University, CMC Faculty, h.1, building 52, Leninskiy Hills, Moscow, Russia. Contact: oloparina@yandex.ru. Abstract English as the language of international communication in science and humanities is often considered as “lingua franca” uniting people with various native languages into one pool. The basic goal of academic discourse is to share information and knowledge. Hence, the task is to facilitate the process of knowledge acquisition and to make this process more effective. Academic discourse in all the native languages is highly standardized and formalized. The reason for such unification is to work out universal rules aimed at simplifying the information exchange (i.e. perception, comprehension and feedback) and presentation. This issue was in the focus of some scientists (not only scholars) when the necessity of knowledge expansion and elimination of educational differences occurred. The world faces the same problem today. Some aspects of effective knowledge delivery (according to H. Spencer) are the focus of the report. Several techniques concerning different spheres of the language (vocabulary, syntax) suggested by H. Spencer in his essay “The Philosophy of Style” will be viewed taking Keywords: Academic into account cultural and didactical aspects. Some of the discourse, means are used nowadays, mostly in oral presentations. comprehension, Although these ideas can be applied to any language and not effective only to professional texts, their implementation is highly information exchange, discussible. The question is – whether they simplify standards. professional communication or make it more complicated. 35 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts SEX, GENDER AND PRONOUNS: THE PAST AND FUTURE OF GENDER IN ENGLISH KATJA PLEMENITAŠ PhD, Assistant Professor, University of Maribor, Faculty of Arts, Koroška cesta 160, 2000 Maribor, Slovenia. Contact: katja.plemenitas@um.si. Abstract Linguistic gender is a layered phenomenon and can be expressed through grammar, semantics and pragmatics. The paper focuses on the expression of gender in English and gives insight into the current debates about sex and gender expressed through English discourse which predict tendencies for the linguistic expression of gender in the future. In English, the expression of gender is primarily based on meaning and not on grammatical form. The grammatical expression of gender in English is restricted to personal pronouns in the third person singular and their related forms. The paper examines the discussions about the gendered use of English pronouns and the lack of gender-neutral personal pronouns in the third person singular as part of the discourse on gender-inclusive and trans-friendly language. Different strategies to avoid the use of gender-specific pronouns, including the search for new pronouns, are presented and evaluated. These strategies are used to replace the generic he, but also when the gender of the referent is unknown, when information about gender is superfluous or unwanted, or when the individual identifies as neither male or female. Keywords: Special attention is given to the generic use of she and the discourse, search for new gender-neutral pronouns. For this purpose, a English, gender, survey is presented which shows the attitudes of young people pronouns. toward these new expressions of gender. 36 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« FEARS AND ANXIETIES OF UNIVERSITY STUDENTS IN LEARNING ENGLISH FOR PROFESSIONAL PURPOSES DUBRAVKA PLEŠE PhD, Senior Lecturer, University of Zagreb, Faculty of Mining, Geology and Petroleum Engineering, Piorettijeva 6, 10 000 Zagreb, Croatia. Contact: dubravka.plese@gmail.com. TINA MIHOLJANČAN Senior Lecturer, University of Zagreb, Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia. Contact: tina.miholjancan@ffzg.hr. INES JELOVČIĆ Senior Lecturer, University of Zagreb, Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia. Contact: ijelovci@ffzg.hr. Abstract Learning a new language is difficult even for the most talented among us and is usually connected with a great amount of anxiety and fear. These emotions usually stem from feelings of inadequacy, lack of competence and, among first-year students, fear of “losing face” and “making a fool of one’s self” in the presence of their classmates. The situation among those less inclined towards languages tends to be even worse, although, thanks to the current system of education in Croatia, most children start learning a foreign language very early, in their first grade of elementary school (aged 6 or 7). Those children who learn English as a second language, begin their instruction no later than fourth grade of elementary school (aged 10 or 11) and they are all constantly surrounded by English through music, TV shows, books, magazines and newspapers. In this article, the researchers conducted a survey among students of the University of Zagreb, Faculty of Mining, Geology and Petroleum Engineering who are usually more technically than linguistically inclined, to try and find out more about their fears and Keywords: discomforts connected to learning professional foreign language (in communication, grammar, our case English) and to see if there is any way to alleviate their fears language and help them. The survey focused on 128 first-year students of all acquisition, three fields and was limited to questions connected to speaking, speaking. grammar acquisition and writing. 37 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts THE EFFECTS OF PROJECT PRESENTATION BEFORE PROFESSIONAL COMMITTEE ON STUDENT MOTIVATION MARTINA POKUPEC mag. educ. philol. angl., Lecturer, Libertas International University, Trg J. F. Kennedyja 6b, 10000 Zagreb, Croatia. Contact: martinapokupec@gmail.com. DIJANA NJERŠ Senior Lecturer, Professor of English for Specific Purposes, University of Zagreb, Faculty of Food Technology and Biotechnology, Pierottijeva 6, 10000 Zagreb, Croatia. Contact: dnjers@pbf.hr. MILAN PAPIĆ MSc, Higher Lecturer, Libertas International University, Trg J. F. Kennedyja 6b, 10000 Zagreb, Croatia. Contact: mpapic@libertas.hr Abstract Project-based learning has been widely accepted and implemented by teachers in higher education institutions, but also at secondary educational level, as one of the highly effective teaching and learning methods. This method aims at developing deep content knowledge, high level of communication skills, creativity and critical thinking, responsibility and independence in learning and prepares students to face real-life professional challenges. In teaching and learning languages for specific purposes, PBL provides grounds for integrating language skills development with specific content knowledge, whereby students engage in vocabulary skills development, comprehension development, written and oral communication skills development alongside exploring in depth the Keywords: specific area of study they have chosen as their professional careers. One of learning English the final elements of project-based learning is the presentation of the project for specific not only before a teacher, but before a team of professionals within the purposes, specific area of study. The goal of this paper is to test to what extent this project-based aspect affects student motivation and anxiety levels during project learning, development and presentation. For this purpose, we are conducting PBL student with 2nd and 3rd year students of Tourism and Hospitality Management, motivation, half of whom have been selected to present before a professional committee teaching and and half will present before their teacher only, with the hypothesis that learning students who have been selected to present before a committee will methodology. demonstrate higher levels of motivation/anxiety, than those who have not. 38 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« ZUR BERUFSORIENTIERUNG HOCHSCHULISCHER LEHRPLÄNE FÜR DEN FREMDSPRACHENUNTERRICHT MATTHIAS PRIKOSZOVITS Mag., Wissenschaftlicher Mitarbeiter, Universität Wien, Institut für Germanistik, Fachbereich Deutsch als Fremd- und Zweitsprache, Porzellangasse 4/2/4, RAum 403, A-1090 Wien, Österreich. Kontakt: matthias.prikoszovits@univie.ac.at. Zusammenfassung Seit der Jahrtausendwende haben hochschulpolitische Entwicklungen sowie wirtschaftliche Ereignisse zu einem Umdenken bei der Gestaltung universitärer Lehrpläne geführt. Der Trend in aktuellen Hochschullehrplänen für den Fremdsprachenunterricht geht von traditionell literarisch bzw. linguistisch orientierten Unterrichtszielen und Inhalten hin zu berufsrelevanter Anwendungsbezogenheit. Im Vortrag wird in einem ersten Schritt dargelegt, worin die Besonderheiten berufsbezogenen Fremdsprachenlehrens und -lernens hinsichtlich Lehr- /Lernziele, Methodik, Inhalte und Leistungsmessung bestehen. Dabei ist auch die Abgrenzung zu allgemeinem bzw. fachbezogenem Fremdsprachenunterricht wesentlich (vgl. Efing, 2014, S. 420). In einem zweiten Schritt wird erläutert, wie die Besonderheiten berufsbezogenen Fremdsprachenunterrichts in Hochschullehrplänen der vergangenen Jahre berücksichtigt wurden und wie sie künftig noch effizienter in derartigen Lehrplänen umgesetzt werden können, damit die Integration Studierender in einen global ausgerichteten Arbeitsmarkt unmittelbarer funktionieren kann. Der Vortrag basiert auf wissenschaftlichen Erkenntnissen zum berufsbezogenen Fremdsprachenlehren und -lernen sowie zu den Möglichkeiten und Potenzialen der Festschreibung dieser Form des Lehrens und Lernens in universitären Lehrplänen für den Fremdsprachenunterricht. Die Erkenntnisse lieferte das Dissertationsprojekt des Vortragenden, für welches sowohl Fachartikel Schlüsselwörter: zum berufsbezogenen Sprachunterricht als auch Lehrpläne für den Berufsorientie- hochschulischen Deutsch-als-Fremdsprache-Unterricht unter rung, Zuhilfenahme von QDA-Software qualitativ ausgewertet wurden. Im Fremdsprachen- Dissertationsprojekt standen Hochschullehrpläne für Deutsch als unterricht, Fremdsprache aus Italien und Spanien im Fokus, wo der Vortragende an Hoch- Hochschulen auch Leitfadeninterviews geführt hat. Beim Vortrag wird es schullehrpläne, demnach sowohl um regional-/kulturspezifische als auch generelle Lehrplan- Möglichkeiten und Potenziale berufsbezogener hochschulischer gestaltung. Lehrplangestaltung gehen. 39 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts HEDGES AND BOOSTERS IN UNIVERSITY TEXTBOOKS STANKA RADOJIČIĆ MA, Senior English Language Instructor, University of Novi Sad, Faculty of Sciences, Trg Dositeja Obradovića 3, 21000 Novi Sad, Serbia. Contact: stanka.radojicic@dgt.uns.ac.rs. Abstract This paper explores hedging and boosting strategies in university textbooks for three disciplines: geography, physics and linguistics in English and Serbian languages. Hedges and boosters are communicative strategies which draw attention to the fact that statements do not just communicate ideas, but also the writer’s attitude to them and to readers (Halliday, 1978). Adapted Hyland’s taxonomy (2004) was used to analyse the types of hedges and boosters used across disciplines. A comparative analysis of three textbooks in English and three textbooks in Serbian was therefore conducted to establish the frequency of hedges and boosters in various disciplines and in two languages. The analysis reveals a vast repertoire of hedging and boosting strategies used to realize the different commitment and detachment orientations employed in the corpus. Furthermore, it shows considerable differences in the overall distribution of hedges and boosters throughout three disciplines as well as in two languages. The use of hedging and boosting devices in the corpus is mainly related to different rhetorical and educational traditions. Also, the variations are regulated both by general rules of communication and the norms and practices of particular disciplines. The unequal distribution also suggests discipline specific hedging and Keywords: boosting strategies. The results of the research may further boosters, facilitate the teaching of English for Academic Purposes at EAP, tertiary level and contribute to a better understanding and use hedges, university of English as the international language of academic textbooks. communication. 40 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« PERCEPTION OF THE MEANING OF THE KNOWLEDGE OF LANGUAGE FOR SPECIFIC PURPOSES FOR FUTURE EMPLOYABILITY IN THE EYES OF PHILOLOGY AND NON-PHILOLOGY STUDENTS IN POLAND MAŁGORZATA SIKORA-GAC PhD, Assistant Professor, Kazimierz Wielki University in Bydgoszcz, Institute of Political Science, Department of International Relations, ul. ks. J. Poniatowskiego 12, 85-671 Bydgoszcz, Poland. Contact: msikoragaca@ukw.edu.pl. JOANNA KIC-DRGAS PhD, Assistant Professor, Adam Mickiewicz University, Faculty of Modern Languages, Applied Linguistics, Wydziaƚ Neofilologii, Instytut Lingwistyki Stosowanej UAM al. Niepodlegƚości 4, 61-874 Poznań, Poland. Contact: j.drgas@amu.edu.pl. Abstract The meaning of the knowledge of foreign language for specific purposes is constantly growing in almost every field of professional and private environment as the result of the internationalisation and globalisation processes. This leads to intensification of mobility and creating multinational project teams. The following contribution presents the results of an interdisciplinary research study initiated by representatives of two different fields of science: linguistics and political science, among the generation of young people aged between 18-24, who belong to the so-called Generation Z (White, 2017, p. 224) and were brought up in the reality of the EU. The study explores the perception of meaning of foreign language skills and opportunities to develop them using EU funds. The survey was based on the latest Keywords: employability reports, and recent subject literature was distributed employability, to the students to collect their opinions on the topic. The research foreign language aims to analyse awareness of the EU language policy in Poland, for specific combining questions related to people’s foreign language portfolio purposes, and knowledge about existing possibilities to learn foreign language, mobility, non-philology as well as the ability to obtain external financing for it. The survey students, was conducted among 100 students of linguistic and non-linguistic philology studies and enabled the formulation of initial conclusions that are students. the basis for further research. 41 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts AUTHENTIC SCIENTIFIC ARTICLES IN ESP MASTER COURSES: INCENTIVES OR DEMOTIVATORS YULIA S. SIZOVA Senior Lecturer, Plekhanov Russian University of Economics, The Department of Foreign Languages №1, Stremyanny lane 36, Moscow, 117997, Russia. Contact: ju-si@mail.ru. Abstract Teaching English for Specific Purposes is aimed at the foreign-language communicative competence formation in professional sphere. Currently the boarders of traditional content areas change and English language teaching instructions are changing under the stimulus of professional context. The author concentrates on the ESP master course that actually combines English for Academic Purposes, English for Occupational Purposes and English for Individual Purposes. Such understanding of ESP essence means that such a course can focus students on continuing education in the foreign-language environment, mastering a profession and implementation of professional activity in multicultural environment, achievement of other personally significant prospects. In terms of the course structure and content the priorities shift to such trends as ‘personality in language’ and individual ‘knowledge mining’ in the process of collaboration with the university lecturer. Within this approach the course may be tailored in such a way that it will meet the demands of cross-cultural communicative activity in the conditions of the developing academic mobility of students and internationalization of educational programs in general. It is important to emphasize that the aforementioned anthropocentric approach, in the centre of Keywords: which there is a linguistic persona, adverts primarily the sphere of anthropocentric mastering reading. Therefore authentic scientific articles use as approach, learning materials in an ESP master course seems to be relevant and knowledge mining, justified. The author defines advantages and disadvantages of ESP master tailoring master courses with such articles and puts a great deal of course, thought into the matter of their being incentives or demotivators in scientific article. an ESP classroom. 42 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« CREATING AN ENGLISH-CROATIAN MARITIME DICTIONARY TOMISLAV SKRAČIĆ MA, Senior Lecturer of English Language, University of Split, Faculty of Maritime Studies, Ruđera Boškovića 37, 21000 Split, Croatia. Contact: tomislav@pfst.hr. Abstract Maritime English has become a very important part of a future seafarer’s training after English was recognised as the common language for international maritime communications and its teaching aspects elaborated by the International Maritime Organization. Dedicated textbooks, manuals and dictionaries represent unavoidable tools in teaching and acquiring competence in Maritime English. Responding to the gap in the Croatian market and to the needs of the seafaring and student population, Bisera Plančić and Tomislav Skračić created an English-Croatian Maritime Dictionary, published by Faculty of Maritime Studies in Split in July 2017. Although ESP teachers engage in creating dictionaries typically out of sheer need and love, it is vital to carefully consider a) the concept of the dictionary; b) market needs and competition; c) target users; d) scope and size of the book; e) selection of co-author(s); f) co-workers (reviewers, proof-readers, graphic designers…); g) editorial support (if any); h) publishing possibilities; i) maintenance / transfer of copyright to the publisher; and last but not least, j) personal benefits and satisfaction. The paper discusses the concept, dilemmas, compromises, editorial conflicts and other Keywords: challenges that arise when attempting to write a Croatian, comprehensive but user-friendly dictionary of maritime Dictionary, terminology. Hopefully this first-hand experience will be Maritime English, useful to others when undertaking similar lexicographic Terminology. ventures. 43 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts PREPARING LANGUAGE LEARNING MATERIALS FOR HEALTH CARE STUDENTS ELLE SÕRMUS MA, Lecturer, Tallinn Health Care College, Lifelong-Learning Centre, Kännu 67, 13418 Tallinn, Estonia. Contact: ellesormus@gmail.com. ÕIE TÄHTLA Master of Humanities, Lecturer, Tallinn Health Care College, Lifelong- Learning Centre, Kännu 67, 13418 Tallinn, Estonia. Contact: oie.tahtla@gmail.com. KATERIINA RANNULA BA, Lecturer, Tallinn Health Care College, Lifelong-Learning Centre, Kännu 67, 13418 Tallinn, Estonia. Contact: kateriina.rannula@ ttk.ee. Abstract The language learning materials must lead to automatic habits of language production and response rather than to mere knowledge about the language. Students with different linguistic background and language level require learning materials compiled especially for them. English, for example, has its own special set of language signals, but these particular language signals present very different problems for those whose native language is Estonian and those whose native language is Russian. Although the linguistic background is not the same, they need generic competences in order to function successfully in the working environment. However, language learning materials in the Estonian language are lacking regarding the field of health care. Several English learning materials for health care students have been published but these materials might be too complicated for the first year students and do not consider the learners socio-linguistic characteristics. Since the native Estonian-speakers and native Russian-speakers study in Estonian in common classrooms, they use same materials and they need to use the same language during their study process. In the presentation Keywords: two language acquisition materials in the field of health care will be dictionary, introduced: Estonian Language Grammar Course for Non-native grammar course, health care Health Care Students and Estonian-English-Russian Online Health students, Care Dictionary. While preparing the materials the level of studentsĺanguage language skills and the most necessary grammar and vocabulary in learning. the field of health care must be taken into account. 44 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« ELEMENTS OF FORMATIVE ASSESSMENT IN AN ESP CLASSROOM VESNA ŠUŠNICA ILC mag., English Teacher, High medical school Ljubljana, Poljanska cesta 61, 1000 Ljubljana, Slovenia. Contact: vesna.susnica@guest.arnes.si. Abstract Developing ESP vocabulary skills in technical secondary schools frequently represents a daunting task for teachers and students alike. As an ESP language teacher you are constantly engaged with different professional fields that often prove to be challenging. Building on my positive experience with Formative Assessment, I decided to overcome these challenges by incorporating the elements of the Formative Assessment into my teaching practice. One of the areas my students find very difficult is to improve their vocabulary for specific purposes either in the written or spoken form. Having shouldered most of the responsibility for the tasks, the students became more creative, self- reflective, and critical towards their own and their peers' vocabulary production, and they eventually gained a better insight into their vocabulary learning and improved their vocabulary knowledge. The feedback that I received from the students involved in the process was so favourable that I decided to use the same elements and procedures in other classes as well. The prime aim of my talk is to present some Keywords: formative of my mostly used vocabulary tasks in the frame of Formative assessment, Assessment and talk about their adaptations in various LSP, classroom situations. These include Text Rendering, secondary Summarising, Photos to Assess Learning, Talk a Mile Minute, technical schools, 3-2-1, My Favourite No, Twitter Board, Peer Quizzes/ nursing care. Explanations, Exit Slips and Wrap Ups. 45 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts NEEDS ANALYSIS AS THE FIRST STEP IN DEVELOPING ESP COURSES NIKOLA TATAR MA, ESP Professor, University of Niš, Faculty of Philosophy, Cirila i Metodija 2, 18000 Niš, Serbia. Contact: nikola.tatar@filfak.ni.ac.rs. MARIJA NEŠIĆ MA, ESP Professor, Singidunum University, Centre Niš, Nikole Pašića 28, 18000 Niš, Serbia. Contact: mnesic@singidunum.ac.rs. Abstract The initial thing to be carried out when an ESP course is developed is needs analysis. This step is of course later followed by curriculum design, materials selection, methodology, assessment and evaluation. Even though each of the afore-mentioned stages are equally significant, in this paper we will primarily focus on needs analysis. As stated by Hyland (2006), whose definition of needs analysis is generally taken because of the numerous aspects it embraces, needs analysis “refers to the techniques for collecting and assessing information relevant to course design: it is the means of establishing the how and what of a course.” The next question that should be addressed is what sources and methods are to be applied in order to collect data in needs analyses for ESP courses. According to Long (2005), the following sources of information should be included: published and unpublished literature, learners, teachers, applied linguists, domain experts and comparison of an array of data sources. As far as methods are concerned, the same author states that not only inductive but also deductive procedures should be employed. However, we will pay special attention to what Basturkmen proposes in her book on needs analysis and ESP curriculum development (Basturkmen, 2010). It is our firm belief that it can be used as a basis for creating an ESP course and therefore, we will make Keywords: use of it when explaining how the ESP courses for the ESP courses, students at the Faculty of Tourism and Hospitality needs analysis, methods, Management and the students of journalism at the Faculty of sources. Philosophy in Niš are created. 46 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« INVENTIVE USE OF SOCIAL MEDIA IN LSP COURSE NEELAM TIKKHA Dr., Professor, MMV, RTM Nagpur University Nagpur, 152 , Ganesh Peth Nagpur, India. Contact: neelam.tikkha@gmail.com. Abstract The boundaries of the world have been shrinking day by day. People from various countries work and communicate with each other for professional reasons. There is a need to develop language which is understood between cultures. People from Science, Technology, Engineering, Mathematics, Marketing, Economics, Business Management, Travel and Tourist and Hotel industry specially find the need to connect. Hence it is essential for them to learn specific language acceptable between cultures. Specific language will help furthering their profession. Learners of Language for Specific Purpose are specially adult and working class learners. Furthermore, people are connecting with professionals from the same field through the social media. Life is so competitive that people do not have enough time. Smart phone applications, Google translator and various social media sites have developed a strong platform to learn anytime anywhere. This workshop would deal with the inventive use of social media to learn language for specific purpose on the go in Keywords: inventive ways. The use of Whatsap messenger, Instagram, Language learning on the Cell phone Camera applications, Google translator and go, Google maps would be discussed to learn language for LSP between specific purpose. The learning would be engaging and have cultures, high retention value as it would be done by forming social smart applications, media groups of learners desirous to learn specific language social media. related to their profession. 47 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts UNTERSCHEIDEN SICH SLOWENISCHE UND DEUTSCHE GESCHÄFTSLEUTE VONEINANDER? SILVIJA TINTOR Lehrerin für Englische Sprache und Literatur und Deutsche Sprache und Literatur, Lektorin in Englisch und Deutsch, Celje Wirtschaftsschule, Höhere Berufsschule, Mariborska 2, 3000 Celje, Slowenien. Kontakt: silvija.tintor@gmail.com. Zusammenfassung Wir sind uns der Bedeutung von Fremdsprachenkenntnissen sehr bewusst, wenn wir ausländische Investoren für slowenische Unternehmen gewinnen wollen oder wenn wir erfolgreich mit ausländischen Märkten zusammenarbeiten wollen. Unternehmen und Geschäftsleute, die sich dieser Tatsache bewusst sind, sind bereit, in sich selbst und ihre Kollegen zu investieren und organisieren daher verschiedene Formen von zusätzlicher Bildung im Bereich des Fremdsprachenlernens. Obwohl die Situation in Slowenien schon eine lange Zeit Deutsch und das Erlernen dieser Sprache nicht begünstigt, es gibt eine wachsende Zahl von Unternehmen, die mit den deutschsprachigen Ländern zusammenarbeiten und wissen, dass trotz der Tatsache, dass Englisch die Sprache Nummer eins in der Geschäftswelt ist, die Kenntnis der deutschen Sprache eröffnet noch mehr Möglichkeiten zur Zusammenarbeit mit diesen Märkten. Neben den Sprachkenntnissen dürfen wir nicht vergessen, dass das Wissen über interkulturelle Unterschiede oft der Schlüssel zum Abschluss von Geschäften ist. Es sind Situationen, in denen wir trotz der ausgezeichneten Sprachkenntnisse nicht den gewünschten Vertrag bekommen, weil wir Fehler im Bereich der nonverbalen Kommunikation gemacht haben und die Geschäftspartner falsch bewertet oder verstanden haben. In dem Beitrag werde ich betonen, wie wichtig es ist, Deutsch als Fremdsprachenberuf für slowenische Schlüsselwörter: Auslandsmärkte, Unternehmen zu lernen. Ein besonderer Schwerpunkt liegt auf der interkulturelle Vermittlung von interkulturellen Unterschieden, der Anerkennung von Unterschiede, Stereotypen und dem Umgang mit ihnen, sowie der Bedeutung der nonverbale nonverbalen Kommunikation. Ob, und wenn ja, in welchem Ausmaß Kommunika- unterscheiden sich die slowenischen und die deutschsprachigen tion, Geschäftsleute? . . Dies sind nur einige der Fragen, die ich in meinem Stereotype. Beitrag beantworten werde. 48 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« THE WRITING SKILL NEEDS ANALYSIS IN PROFESSIONAL CONTEXT: A CASE STUDY OF HOTEL EMPLOYEES DRAGANA VUKOVIĆ VOJNOVIĆ MA Philology, Senior English Lecturer, University of Novi Sad, Faculty of Sciences, Trg Dositeja Obradovića 3, 21000 Novi Sad, Serbia. Contact: vukovic.vojnovic@gmail.com. JELENA JERKOVIĆ PhD, Senior Lecturer, University of Novi Sad, Faculty of Technology, Bul. cara Lazara 1, 21000 Novi Sad, Serbia. Contact: jemit@uns.ac.rs. Abstract Needs analysis is a useful tool in LSP context helping us investigate the target needs of the learner, i.e. to see what level of competence and which language skills are required in their workplace. In this paper, we have been interested in the writing skill needs in the hospitality context. In particular, the study has focused on obtaining information on specific tasks and activities within the writing skill that hotel employees are expected to use in professional context in different hotel departments. Twenty hotel employees have been asked to complete a standardized questionnaire on the frequency of particular writing tasks they perform in English as part of their daily duties in a hotel in Serbia. The hotel where the research has been conducted is an educational centre for the high school students of hospitality and tourism in Belgrade, so most of the employees in the restaurant and reception area are also high school specialist subject teachers. Keywords: It is expected that some hotel departments do not have any ESP course needs regarding writing in English, whereas others have, design, depending on the job requirements. Finally, the paper will hospitality, needs analysis, show how the research results and collected information can writing skill. be implemented in developing tailor-made ESP course design. 49 20 and 21 September 2018, Celje, Slovenia, Book of Abstracts DIE ANWENDUNG DER ELEMENTE DES GESCHÄFTSBRIEFES IM BERUFSBEZOGENEN DEUTSCHUNTERRICHT GAUKHAR ZHUSSUPOVA Master of Pedagogical Sciences, Senior Lecturer, L.N. Gumilyov Eurasian National University, Faculty of Philology, Munaitpasov street,11, Astana, Kazakhstan. Contact: shussupowa@mail.ru. GULIZAT NURBEKOVA Master of Pedagogical Sciences, Senior Lecturer, L.N. Gumilyov Eurasian National University, Faculty of Philology, Munaitpasov street,11, Astana, Kazakhstan. Contact: guleken169@bk.ru. ZUKHRA SHAKHPUTOVA Master of Pedagogical Sciences, Senior Lecturer, L.N. Gumilyov Eurasian National University, Faculty of Philology, Munaitpasov street,11, Astana, Kazakhstan. Contact: zukhrakhad@mail.ru. JANNAT SAGIMBAYEVA Candidate of Pedagogical Sciences, Associate Professor, L.N. Gumilyov Eurasian National University, Faculty of Philology, Munaitpasov street,11, Astana, Kazakhstan. Contact: jsagimbayeva@mail.ru. Zusammenfassung Der vorliegende Vortrag ist den Fragen der Vermittlung von Grundlagen des Geschäftsbriefes gewidmet. Die richtige Erstellung eines Geschäftsbriefes hat eine große Bedeutung für den Aufbau von Geschäftskontakten und für eine erfolgreiche Geschäftsführung. Der Erfolg der Geschäftskontakte, der Geschäftsverhandlungen hängt in vieler Hinsicht davon ab, inwiefern der Experte die Sprache beherrscht, um den Partnern mit Hilfe der Verständigungsmittel die Geschäftsvorschläge zu erklären und als Folge der gegenseitigen Vereinbarungen gemeinsame Lösungen zu finden. In dieser Arbeit werden die praktischen Aufgaben der Entwicklung der Fertigkeiten zur Führung des Geschäftsbriefes vorgestellt. Diese Aufgaben Keywords: tragen zur Entwicklung der kommunikativen Kompetenz bei den Studenten Experte, nicht philologischer Fachrichtungen auf dem Gebiet des schriftlichen und mündlichen Geschäftsverkehrs, sowie zur Vertiefung des Sprachwissens bei. Geschäftsbrief, Die besondere Aufmerksamkeit wird der Vermittlung der Stilbesonderheiten der offiziell- des Geschäftsbriefes, der Zusammenfassung, des Lebenslaufes, der geschäftliche sprachlichen Standardklischees und der Regeln für die äußere Form der Stil der Rede, Dokumente geschenkt. professionelle Ausbildung, Die praktischen Aufgaben wurden im berufsbezogenen Deutschunterricht mit sprachliche den Studenten des 2. Studienjahres der Fachrichtung "Tourismus" der Standard- Eurasischen Nationalen Gumilyov-Universität verwendet, die Ergebnisse waren klischees. positiv. 50 10TH INTERNATIONAL LANGUAGE CONFERENCE ON »THE IMPORTANCE OF LEARNING PROFESSIONAL FOREIGN LANGUAGES FOR COMMUNICATION BETWEEN CULTURES« In today’s highly globalised economy, speakers of different languages and respective cultures meet and communicate on a daily basis. Hence, it is of paramount importance that formal education at all levels fosters foreign language skills informed by intercultural competence that today’s students will need when joining the job market and pursuing their professions. The exploration and dissemination of relevant expertise and good practice is the main aim of this book, which presents the abstracts of the10th International Language Conference on “The Importance of Learning Professional Foreign Languages for Communication between Cultures”. Conference Partner Conference Sponsor