University of Pannonia PhD School of Linguistics
Theses of Doctoral (PhD) Dissertation
AGNES G. HAVRIL
THE SPREAD OF ESP IN HIGHER EDUCATION The investigation of improving and testing of communicative ESP competence among university students and professionals in the foreign language demanding fields of social sciences
Supervisor: Dr. Jenő Bárdos, DSc, full professor
Veszprém 2009
Theses 1 The topic of dissertation The worldwide expansion and use of English for Specific Purposes (ESP) have been caused by the information boom in the fields of economic, social, technological and scientific changes. ESP has been functioning as Lingua Franca in our days. This practice has appeared in the theoretical investigation of linguistics and foreign language pedagogy, and gradually has become an independent research area. There had been two scenes for teaching and testing of General foreign Languages (GL) and Languages for Special Purposes (LSP) in Hungary from the late fifties up to the language examination reform in 2000: the countrywide authority of ELTE ITK (Eötvös Loránd University Centre for Foreign Languages) which was controlled and operated by governmental and ministerial decrees, and the higher educational institutions built on traditions. In the 1970s the results of the initiative ESP researches were not followed by their practical applications. Most of the foreign language departments (lektorátusok) in higher education followed the pedagogical targets and practice of Eastern European ESP teaching. (Kurtán, 2003:71) The dynamic development of ESP teaching, testing and research have started since the late 80s due to the social, economic and technological changes in Hungary. That time ESP already appeared as the interaction between specific purpose background knowledge and language ability. The topic of the dissertation is the investigation of improving and testing of communicative ESP competence – English as a Foreign Language in a complex foreign language pedagogical process – among university students and professionals in the foreign language demanding fields of social sciences.
2 Research aims and hypotheses The research problem emerged from the difference between the everyday teaching practice and the theory of ESP. The research belongs to the type of applied researches where the aim is to investigate how theoretical approaches can be applied in practice.
On the basis of the interconnectedness of teaching, learning and testing in the foreign language pedagogical process (Bárdos, 2002), with the claim to a systematization and consensus, the long-term aim of the present research is a theoretical synthesis: based on the theoretical scientific results the dissertation presents the components of communicative ESP competence system, describes the interactive constituents of ESP construct model, and the model of the component-system of ESP use. Direct aim of the research is to draw up the needs of communicate ESP usage in the daily practice of teaching and professions in the fields of social sciences, according to the interactive constituents of ESP construct model. The needs analyses were conducted in the forms of surveys on two big samples. Further aims are the following: •
to reinterpret some foreign ESP terminologies in Hungarian used in ESP research;
•
to present the history of ESP testing in ELTE ITK language examination centre;
•
to provide a comparative analysis between Hungary’s nationwide needs analysis of vocationally-oriented foreign language learning (Teemant-Varga- Heltai, 1993) and the present needs analyses.
Hypotheses: (1)
As a practical realization of the theoretical background the author suggests the taxonomic model of the component-system of ESP use, based on the interactive constituents of ESP construct model. This model can be applied in ESP teaching in the Hungarian higher education.
(2)
The components of communicative ESP competence, the characteristics of communicative authentic ESP situational contexts, and their permanent interactions – ESP construct as one of the components of the component-system of ESP use – can be explored only by the empirical data of needs analyses.
(3)
The author states that in ESP teaching of Hungarian higher education there is a new, latent trend which mixes the demands of the improvement and testing of ESP competence in the training processes and in the market. This ESP movement is based on traditions but has a different foreign language pedagogical aim, and operates with new terminologies.
(4)
Due to the comparative analysis between Hungary’s nationwide representative needs analysis of vocationally-oriented foreign language learning (1993) and the present needs analyses, there must be significant changes in ESP teaching in Hungary.
3 Research methods The research includes different methods which are the following: •
the synchronic and diachronic investigation of international and Hungarian ESP teaching and testing in the last century and nowadays;
•
the review and critical analysis of foreign and Hungarian relevant literature to explore the theoretical background of the research topic;
•
to provide the historical summary of ESP testing/teaching in ELTE ITK language examination centre and higher education, the author used the method of documentary analysis of governmental and ministerial decrees; documents and empirical data (Ministry of Education, Educational Authority Accreditation Centre for Foreign Language Examinations) were used to analyse the European and Hungarian decisions of foreign language policy and the role of Common European Framework of Reference;
•
in the lack of empirical data other qualitative methods were used: interviews were made with Jenő Bárdos, the deputy director of the English section in ELTE ITK from 1979 to 1990, and with one of the former ESP examiners, István Görgényi;
•
to present the historical and current changes in the Hungarian higher education the author applied documentary analysis and made an interview with Zoltán Sturcz, the outstanding teacher-researcher in foreign languages and LSP teaching;
•
to present and systematize knowledge the author used the component-system theory which is the means and method of modelling to become acquainted with complex taxonomic systems;
•
the focal point of the inductive research strategy was the two empirical surveys carried out among university students and professionals in the foreign language demanding fields of social sciences; the quantitative research aimed to collect data and information about ESP language use.
The samples and the target groups of the research: (1) In the field of education needs analysis was conducted in 15 prestigious universities among the students. In the disciplines of social sciences economics, legal sciences, sociology, international studies and other multidisciplinary subjects were investigated. From 1600 questionnaires 1106 surveys were sent back and analysed. The participant universities and the frequency of the respondents you can see in Figure 8. Appendix 1 presents the student questionnaire. (2) To reveal the dominant tasks, situations of the authentic ESP context and the objective/subjective demands of profession-oriented preferences, we sent out 250 questionnaires among professionals in the above mentioned disciplines, and 127 surveys were analysed. The participant professions, organizations and the frequency of the respondents you can see in Figure 2. Appendix 2 presents the profession questionnaire. The empirical research (piloting, data collection, analyses) lasted from February 2006 to December 2008.
4 The content of dissertation The dissertation contains the following chapters. Chapter 1 examines the complex social changes of globalization tendencies which resulted in the evolution of global English use and led to the widespread use of ESP as well. It also presents the historical background of ESP development and summarises the impact of the European Union’s educational and language policy. Then it describes the paradigm change of communicative approach in linguistics and language pedagogy which heavily influenced the trends and directions of ESP research. This theoretical investigation became the basis of the Hungarian reinterpretation of certain ESP terminologies, of the taxonomic description of communicative ESP competence components, and of our three year empirical research. The chapter reveals the historical and ideological changes of ESP testing, introduces one of the prototypes of ESP testing and the model of English Language Teaching (ELT) categories. (Figure 3) In our model the interconnectedness and interdependence of the ELT categories – due to the language use domains – are indicated by the two-directional arrows. In our explanation ESP category can be divided into two types: English for Occupational Purposes (EOP)
learned and practised in the everyday ESP use of professional lives, and English for Academic Purposes (EAP) learnt and improved in our universities which is a relatively new trend in ESP teaching. We coined this term as university professional-knowledge-based EAP training. (1.3.2., 1.4.1. and 2.3. Chapters) In the context of the dissertation we emphasize that … in the professional fields and in higher education the content is deeper, and the basic disciple- or professional-knowledge is inevitable in ESP trainings. (BorgulyaSomogyvári- Sümeginé, 2006: 28).
Figure 3 Categories of English Language Teaching (ELT)
Chapter 2 goes through the different periods of ESP teaching and testing in Hungary from the 1950s up today. On the basis of documentary research and the interviews the chapter deals with the history of ELTE ITK ESP examination system and ESP teaching in the higher education. Due to the research findings and recent data collections (Ministry of Education, Educational Authority Accreditation Centre for Foreign Language Examinations) the investigation reveals the contradictory characteristics of latent tendencies in higher education EAP/LSP teaching. Chapter 3 gives a brief summary of relevant foreign and Hungarian literature in ESP research then introduces the concepts of specific purpose language ability/competence and ESP testing (Douglas, 2000). The chapter analyses the interactionist view of ESP construct
definition (Chapelle, 1998) and the theory of authenticity (Widdowson, 1979) related to ESP ability. It gives a critical comparative analysis of GE and ESP testing, and presents the theoretical (Kurtán, 2003) and methodological (Munby, 1978; Hutchinson-Waters, 1987) views of needs analysis. Chapter 4 investigates the multidisciplinary aspects of communicative ESP competence, and sets up the system of ESP construct (Figure 6) on the basis of the interactive constituents. As one of the research results the author suggests the model of the componentsystem of ESP usage. (Figure 7) ESP use contains personal and cognitive ESP competence/component-systems among individuals and groups, and the functional component-systems of professions. The function of ESP use is transmitting information and background knowledge. If we accept that ESP use is a component-system, then this complex component-system must include different components, component-systems or competence systems. The two components/componentsystems of ESP use component-system are: the component-system of ESP construct and the component-system of ESP performances. The component-system of ESP construct is based on the interaction of the component-system of communicative ESP competence and the component system of communicative authentic ESP situational context- and task systems. According to Douglas (2000) (3.2.3. Chapter, Table 8) the component-system of communicative ESP competence comprises different elements or components: language knowledge competences, non-verbal or cognitive strategic competences and the background knowledge competences. These are personal competence- or component-systems which are characteristic for the individual. The components of language knowledge competences as personal component-systems are: grammatical knowledge cognitive competence/component-systems; textual knowledge cognitive competence/component-systems; functional knowledge cognitive or strategic competence/component-systems; sociolinguistic competence/component-systems. The background knowledge competences also comprise personal and cognitive competence/component-systems. These are the discourse domains, or the frames of references based on the past experience of personal and professional life, or the frames of references based on the past experiences of general knowledge which we use to make sense of current input. Communicative ESP competence results from the interaction of language knowledge and of the ability to use language knowledge, and of background knowledge and of the ability to use background knowledge, by means of strategic competence component-systems. The
components of non-verbal, cognitive strategic competence/component-systems are the following: assessment competences, goal setting competences, planning competences and control of execution competences. In the component system of communicative authentic ESP situational context- and task systems the competences will function if the communicative situation contains enough authentic ESP problems, tasks and authentic context. Communicative ESP language situation can never be defined without ESP context. In this ESP context the result is the action-based interaction between the communicative ESP competence of the speaker, and the task(s) defined by the context. Decoding the meaning of ESP messages happens during the activation of the control of execution competences, and results in the appearance of ESP performances in the forms of basic language skills or integrated skills. The component system of ESP performances can be verbal or non-verbal performances, and build up new complex component-systems. The ESP performances appear in the forms of language skills/competences such as understanding, interaction, production and mediation. Their categorisation can be different but we use the terminologies of Common European Framework (2002), based on consensus. In the university professional-knowledge-based EAP trainings we can provide authentic situations with the simulation of ESP tasks and context. The characteristic components of communicative authentic ESP situational context can be explored by the objective-oriented needs analysis of the target-language-use situation (Munby, 1978). To reveal the characteristics of the component-system of communicative ESP competence, before its improvement or testing, it is advised to use the objective/subjective-oriented needs analysis of language learning situation (Hutchinson and Waters, 1987) (4.3.Chapter). In our suggested model of ESP use component-system both characteristic components of ESP construct, the component system of communicative authentic ESP situational contextand task systems, and the component-system of communicative ESP competence can be described by the needs analysis. Since ESP is a historical, permanently changing phenomenon from time to time new needs analyses have to be made to collect the most typical tasks and texts of the given professions. These finely selected characteristics can be transformed into class activities and testing items. As the communicative ESP competence is also a permanently changing personal or group phenomenon in an ESP language use community, the characteristics of this component-system are also advised to be explored by needs analyses from time to time. Figure 7 illustrates the above mentioned explanation.
Figure 7 The component-system of ESP use
Chapter 5 involves the data analysis of empirical surveys conducted among the students and professionals in the fields of social sciences. The needs analyses were carried out according to the aspects of the components suggested in the models of ESP construct and of the component-system of ESP use: collection of the objective characteristics in ESP life-like situations, and its comparison with the collection of the objective/subjective needs characteristics of students in the university professional-knowledge-based trainings. The results and findings you can see in Chapter 5.5. This chapter also presents the partial comparative analysis between Hungary’s nationwide needs analysis of vocationally-oriented foreign language learning (1993) and the present needs analyses. (Chapter 5.5.) Chapter 6 summarises the results of the research, goes through the hypotheses set up in the first chapter, proves them and outlines the results. Finally, it gives recommendations, points out the directions of further research, and presents the contribution of the dissertation.
5 Summary of findings in relation to the hypotheses and call for further research On the bases of the research findings and in relation to the hypotheses the statements are the following. Further research directions are summarised in relation to the research results. (1)
Concerning that ESP teaching, learning and testing is a complex foreign language pedagogical process, the author made a theoretical synthesis: the taxonomy of ESP construct involving the component-system of ESP communicative competence. (Figure 6) As one of the research results, which verifies our hypothesis and the dichotomy of theory and practice, the author recommends the model of the component-system of ESP use (Figure 7). This model can be applied in the Hungarian ESP higher education. It is proven that the model is in line with the guidelines of the Common European Framework (2002), so it can become part of the consistent European foreign language examination systems, and can become a basic tool in Hungarian ESP
teaching and testing in higher education. The possible applicability of the model is proven by the empirical research. Further research is needed to verify whether the model of the component-system of ESP use can be applied in other scientific fields and in other foreign languages. (2)
Due to the concepts of needs analyses the present research strengthens the previous research findings, and verifies our hypothesis: the empirical data analysis of the needs analyses is one of the basic conditions of ESP trainings. It establishes the conscious target-system of foreign language teaching, ensures a high level ESP education, moreover, it can explore the latent tendencies. The findings of needs analyses – characteristics of authentic ESP situational context- and task systems, and the demands of the improvement of communicative ESP competence – are the constituents of the ESP construct which is the component-system of the component-system of ESP use. The two big sampled surveys verify the inevitability of needs-analyses. As a result the Educational Authority Accreditation Centre for Foreign Language Examinations should claim data analyses of needs analyses from the language examination centres from time to time. Due to the results of the needs analyses further research investigations are possible. Such as, these results could be compared to the survey results of the employers.
(3)
On the basis of data collection, interviews, documentary and research findings the dissertation reveals the characteristics of the new tendencies in Hungarian higher education, and verifies our hypothesis: in Hungary in the post-communicative ESP teaching and testing the higher education has a dominant area in practice (Table 6). This ESP practice is based on traditions but has resulted in a new, university professional-knowledge-based EAP training. As the profit oriented EOP training is missing in Hungary this university professional-knowledge-based EAP training involves the demands of the improvement of learning competences, and the market supply-demand as well. Our research findings show that this EAP training is in harmony with the requirements of Common European Framework and Reference, and the American
researches, creates new terminologies, has a central position in Hungary, thus in a long term it will definitely determine the market demands. The investigation of this EAP training is one of the possible directions of our further research. (4)
In relation to the comparative analysis of the representative Hungary’s nationwide needs analysis (Teemant-Varga-Heltai, 1993), and of our present findings we can state the following. The investigation proves the research hypothesis, and shows that significant changes happened in Hungary in English for Specific Purposes use and teaching in the last 16 years. The changes positively influenced the social acceptance of ESP education in the universities, and prove that the terminology of ESP, similarly to the western explanations, means the interaction of general English knowledge and profession/discipline specific knowledge. Research findings show that the demands of ESP use has been increasing in the field of education and the labour market, so it is advised to improve ESP competence on the bases of the profession/discipline specific skills demands. As a further investigation direction it seems to be exciting to compare ESP teaching and testing tasks and professional activities based on needs analyses between the language institutes of Corvinus University of Budapest (CUB) and Budapest Business School (BBS).
6 New scientific results The dissertation’s new scientific results are: 1
The reinterpretation of certain foreign terminologies in Hungarian, and the new theoretical foreign language pedagogical explanation of communicative ESP competence which is one of the basic means in the transmission of information and knowledge in the 21st century.
2
In the dissertation the author has applied the component-system theory and its method, the modelling. This procedure and the model(s) widen the multidisciplinary
aspect of foreign language pedagogy. The author has been the first to develop the component-system of ESP use in Hungary which includes the interactive constituents of ESP construct, and for its pedagogical and real life realisation it builds in the component-system of needs analysis. 3
Due to data, documents, interviews and analyses the dissertation describes the systematic characteristics of the new university professional-knowledge-based trends, and presents the guidelines of this tendency’s complex target-oriented, taskand disciple-based ESP teaching. The English for Academic Purposes teaching and testing movement satisfies the occupational purposes and demands (EOP); includes the traditional preparation courses for ESP exams; aims to fulfil the new forms of academic learning and the improvement of language competences (strategic competences of presentations, publications; skills-based, competence-based lectures in English; Erasmus and specialised courses in English), and gradually becomes part of the university education in English. These statements have been published first in the dissertation in Hungary.
4
The empirical research was conducted on two big samples in the fields of social sciences among university students and professionals. The author has been the first to carry out research on such a big sample among the social science university students and professions in the Hungarian ESP research.
5
The author has been the first to analyse the similarities and differences between the representative Hungary’s nationwide needs analysis (Teemant-Varga-Heltai, 1993), and the present research results.
6
As novelty the author presents the short history of ELTE ITK English for Specific Purposes examination system and centre, and of the Hungarian ESP education.
7 Contribution of the dissertation The pedagogical implications of the research findings mainly concern issues of ESP teaching and testing in higher education. First and foremost, the model of the component-
system of ESP use can increase the high standard of ESP teaching and testing in the fields of multidisciplinary social sciences in Hungarian higher education. On the basis of the dichotomy of theory and practice the dissertation provides the chance of consensus among ESP teachers and test makers which can also lead to a more effective and conscious foreign language pedagogical processes. In addition, the research findings can be the basis of other scientific investigations and methodological discussions of ESP teaching. Plus, it can provide useful and factual information to foreign language pedagogy decision-makers.
8 References BÁRDOS, J. (2002): Az idegen nyelvi mérés és értékelés elmélete és gyakorlata. Nemzeti Tankönyvkiadó. Budapest. BORGULYA, I.-SOMOGYVÁRI, M.-SÜMEGINÉ, D. K. (2006): Tartalom- és szakismeretalapú nyelvoktatás a felsőfokú gazdasági képzésben. Modern Nyelvoktatás. XII. 1. 28. CHAPALLE, C. (1998): Constuct definition and validity inquiry in SLA research. In: Bachman, L. F.-Cohen. A. (eds.) Interfaces between second language acquisition and language testing research: Cambridge University Press.Cambridge. 32- 70. DOUGLAS, D. (2000): Assessing Languages for Specific Purposes. Cambridge: Cambridge University Press HUTCHINSON, T.-WATERS, A. (1987): English for Specific Purposes: A Learningcentered approach. Cambridge University Press. Cambridge. KÖZÖS EURÓPAI REFERENCIAKERET (2002): Nyelvtanulás, nyelvtanítás, értékelés. Európa Tanács Közoktatási Bizottsága, Közoktatási Bizottság Élő Nyelvek Osztálya, Strasbourg: OM megbízásából: PMIK Kht. KURTÁN, Zs. (2003): Szakmai nyelvhasználat. Nemzeti Tankönyvkiadó. Budapest. MUNBY, J. (1978): Communicative Syllabus Design. Cambridge University Press, Cambridge. NAGY, J. (2000): XXI. század és nevelés. Osiris Kiadó, Budapest. TEEMANT, A. -VARGA, Zs. – HELTAI, P.1993. Hungary’s Nationwide Needs Analysis of Vocationally-Oriented Foreign Language Learning: Student, Teacher and Business Community Perspectives. Ministry of Culture and Education, Hungarian Ministry of Labour, United States Information Agency, Council of Europe Modern Languages Project Group. Budapest. WIDDOWSON, H. (1979): Explorations in Applied Linguistics. Oxford University Press, Oxford.
9 Publications and conference presentations related to the topic of the dissertation Publications G. Havril Á. (2009): The past and present periods of English for Special Purposes teaching and testing in Hungary. In: Acta Beregsasiensis 2009/2, ISBN
978-966-
7966-78-2. G. Havril Á. (2009): The history of ESP education in Hungary. In: Győri Nyelvi Mozaik III. ISBN 978-963-7175-52-7. 120-130. Széchényi István Egyetem, Győr. G. Havril Á.(2008): Az angol szakmai nyelvvizsgák az állami nyelvvizsgák időszakában: az ELTE ITK szakmai vizsgarendszer. In: Czakó K. (főszerk.) Scientia Pannonica. 2. évf. 2. szám 51. o. G. Havril, Á. (2008): The Challenges of Testing ESP in Hungarian Higher Education. In: Theory for Practice in the Education of Contemporary Society. Part 1 – Scientific Articles. Riga Teacher Training and Educational Management Academy. Riga, Latvija. 116-121. G. Havril, Á. (2008): Betekintés a felsőoktatási angol szak/nyelvi képzésbe – egy hallgatói szükségletelemzés részeredményeinek általános tanulságai. In: Szépe György (főszerk.) Modern nyelvoktatás. XIV. 3. Alkalmazott nyelvészeti szakfolyóirat Magyar Alkalmazott Nyelvészek és Nyelvtanárok Egyesületének lapja. 29-45.
G. Havril, Á. (2007): Teaching and Assessing ESP at Corvinus University of Budapest. In: Annals of the „Dunarea de Jos” University of Galati, Romania. Fascicle XIII – Language and Literature Volume 18, Issue 18. Ministry of Education, Research and Youth. Galati University Press, Romania. 54-68.
G. Havril, Á. (2007): Elmélet és gyakorlat – avagy a szaknyelvi vizsgákról másképp. In: Deli István, Fehér Katalin (főszerk.): Képzés és Gyakorlat. Kaposvári Egyetem Pedagógiai Főiskolai Kar és a Nyugat-Magyarországi Egyetem Benedek Elek Pedagógiai Kar neveléstudományi folyóirata. 5. évfolyam. 2007. 4. 14-31.
G. Havril, Á. (2007): Szükségletelemzés a szaknyelvi vizsgákon. In: Silye Magdolna (szerk.): Porta Lingua – 2007. Szaknyelvkutatásunk – határokon átívelő híd. Debreceni Egyetem, Agrártudományi Centrum, Debrecen: Center Print Nyomda. ISSN 1785-2420. 361-367. G. Havril, Á. (2007): Az angol szaknyelvi vizsgáztatás elméleti megközelítése. In: Heltai Pál (szerk.): Nyelvi modernizáció. Szaknyelv, fordítás, terminológia. XVI: Magyar Alkalmazott Nyelvészeti Kongresszus. MANYE- Szent István Egyetem Pécs – Gödöllő. ISSN 1786-545X, ISBN 978-936-9483-78-1. 933-938.
G. Havril, Á. (2006): Aspects of Testing English for Specific Purposes. Dr. Gabriela Iuliana Colipca (szerk.): Translation Studies: Retrospective and
prospective
views.
Editura Fundatei Unuversitare „Dunarea de Jos”- Galati. ISBN (10) 973-627-349-0, ISBN (13) 978-973-627-349-0. 47-60. G. Havril, Á. (2006): A „szaknyelvi képesség” mérése és értékelése a szaknyelvi vizsgákon. In: Gecső Tamás (szerk.): Nyelvi kompetencia-kommunikatív kompetencia. Segédkönyvek a nyelvészet tanulmányozásához 58. Kodolányi János Főiskola, Székesfehérvár. Budapest: Tinta Kiadó. ISSN 1419-6603, ISBN 963 7094 58 X. 140147. G. Havril, Á. (2006): Miért kell a szaknyelvet tesztelni? In: Silye Magdolna (szerk.): PORTA LINGUA-2006. Utak és perspektívák a hazai szaknyelvoktatásban és – kutatásban. Debreceni Egyetem, Agrártudományi Centrum, Debrecen: Center Print Nyomda. ISSN 1785-2420. 161-167.
G. Havril, Á. (2005): Egy szaknyelvi vizsga kidolgozása előtt végzett szükségletelemzés értékelése.
In:
Golubeva
Irina
(szerk.):
TEE
Szemle.
A
pedagógusok
többnyelvűségének és többkulturájúságának szerepe az európai mobilitásban. II. évfolyam, 2. szám. Veszprém: MTA-VEAB. ISSN 1785-6213. 37-45. G. Havril, Á. (2005): Összehasonlító tanulmány: egy általános és szaknyelvi hallás utáni értést mérő
vizsgarész
In:
Alkalmazott
nyelvészeti
konferencia
füzetei.
Dunaújváros: Dunaújvárosi Főiskola. ISBN 963-004800-0, ISSN 1586-6785 On-line: http:// www.duf.hu 65-72. G. Havril, Á. (2005): Gondolatok a szaknyelvi vizsgákról In: Silye Magdolna (szerk.): Porta Lingua-2005
Szakmai
nyelvtudás
–
szaknyelvi
kommunikáció.
Debrecen:
Debreceni Egyetem Agrártudományi Centrum. ISSN 1785-2420. 305-313.
G. Havril, Á. (2004):
How to Assess Listening Skills in the Language Examination in
English for Specific Purposes. In: Vargáné Kiss Katalin (szerk.): ESP in Higher Education, Tudományos Füzetek VII: kötet. Győr: Széchenyi István Egyetem Gazdaság- és Társadalomtudományi Intézet. ISBN 963
86485 1 1, ISSN 1589-
26697. 67-73. G. Havril, Á. (2004): A szaknyelvi vizsgaközpontok kialakulása-rövid kitekintés a hallásértés vizsgálatára. In: Ablonczyné Mihályka Lívia és Bakonyi István (szerk.): Győri Nyelvi Mozaik II. Győr, Széchenyi István Egyetem. HU ISSN
1786-
7193. 79-88.
Fekete, É. – G. Havril, Á. (2002): Listen to This, English Listening Comprehension Practice Tests. Budapest: Aula Kiadó. 1-184 + 2 db CD ISBN 963 9585 28 9
Conference presentations 2007. június 19-21. A társadalomtudományi szaknyelvi kommunikáció igényeinek felmérése. IV. Kutatásmódszertani Konferencia, Pápa. 2007. április 19-21. A felsőoktatási intézményekben angol szaknyelvet tanuló hallgatók körében végzett szükségletelemzés értékelése. XII. MANYE Kongresszus, Siófok. 2007. június 19-20. Betekintés
a
felsőoktatási
angol
szaknyelvi
képzésbe.
Pannon
Egyetem
BTK
Neveléstudományi Intézet Pedagógiai Oktató- és Kutatóközpont. IV. Kutatásmódszertani Konferencia, Pápa. 2006. április 6-8. „Some Aspects of Teaching and Assessing English for Special Purposes at the Corvinus University of Budapest”. Constructions of Identity Conference. Babes-Bolyai University, Faculty of Letters, Department of English Language and Literature. Cluj-Napoca/Kolozsvár Romania. 2006. november 24-25. Szükségletelemzés a szaknyelvi vizsgákon. SZOKOE VI. Szaknyelvi Konferencia, Szeged. 2006. június 20. A szaknyelvi képesség mérése és értékelése az angol szaknyelvi vizsgákon/A szaknyelvi képesség tesztelése. III. Doktorandusz Műhelykonferencia, Pápa. 2006. április 10-12. Az angol szaknyelvi vizsgáztatás elméleti megközelítése. Nyelvi modernizáció, Szaknyelv, fordítás, terminológia. XVI. MANYE Kongresszus, Gödöllő.
2005. november 24-25. Miért kell a szaknyelvet tesztelni? Debreceni Egyetem Agrártudományi Centrum. V. Szaknyelvoktatási Szimpózium. Debrecen. 2005. november 18. Egy szaknyelvi vizsga kidolgozása előtt végzett szükségletelemzés értékelése. Tanárok Európai Egyesülete II. Országos Konferencia. MTA-VEAB: Veszprém. 2005. október 24-25. A szaknyelvi képesség mérése és értékelése a szaknyelvi vizsgákon. Nyelvi kompetenciakommunikatív kompetencia tudományos konferencia. Kodolányi János Főiskola és ELTE BTK Általános és Alkalmazott nyelvészeti Tanszék. Budapest. 2005. április 28-30. Összehasonlító tanulmány: egy általános és szaknyelvi hallás utáni értést mérő vizsgarész Dunaújvárosi Nemzetközi Alkalmazott Nyelvészeti Nyelvvizsgáztatási és Medicinális Lingvisztikai Konferencia, Nyelvészeti és Nyelvvizsgáztatási Konferencia. Dunaújváros. 2004. november 26-27. A halláskészség mérésének és értékelésének nehézségei a szaknyelvi vizsgaközpontokban (Gondolatok a szaknyelvi vizsgákról). IV. Szaknyelvoktatási Szimpózium. BME GTK Nyelvi Intézet, Budapest.0
