مقاله انگلیسی رایگان در مورد توسعه شایستگی های زبانی برای گردشگری – الزویر 2016

1. Introduction

2. Aims and the content of the module

3. Conclusion

References

The article describes a proposed concept and implementation of individual intensive personalized language courses, such as Course of Meetings and Guiding in Eco and Geotourism, for the students of Management of Tourism within the project of Interdisciplinary, information-cognitive, linguistic and modular development of study (IKLIM) run at the Faculty of Informatics and Management in Hradec Kralove, Czech Republic. The author explores aims, identification of participant’s needs, content, study materials development, distribution of study materials and evaluation of the individual courses in compliance with the requirements of the Common European Reference Framework for languages and overall project goals. All these highly specialized courses are run in three different languages: English, German and Spanish.

Introduction

The teaching of foreign languages reflects the current paradigmatic changes which can be seen in all spheres of human activities by moving from positivism to post-positivism. The emphasis is rather put on social character of teaching than on students as individuals. Learning is not directed anymore; it is aimed at a student, not at a teacher; students are actively involved in the decision-making process; learning is more and more based on cooperation. Attention is paid to student’s specific needs; students are perceived as individuals with their specific needs and learning styles. It is the student’s creative potential which is being considered. Language skills and knowledge are being integrated across curricula; pedagogy works together with other related sciences in order to help students in their learning. Teaching is enhanced by different teaching methods, strategies or techniques; teacher can also have in one class students of various cultural backgrounds. In addition, learning is perceived as a lifelong process than just preparation for an exam. Therefore the main factors of the learning process are autonomy, integration of knowledge and skills, continuity, creativity, multiculturality and cooperation (Frydrychova Klimova, 2012). These changes are also described in the Common European Reference Framework for languages (CERF, 2014), whose aim is to increase the quality of communicative competences of the EU citizens who speak different languages and come from different cultural backgrounds.