ࡱ>  @Pbjbj00 cRbRbd$&&&PvdT<: X%!A!$TRBE. ..?2?2?2.?2.?2?2z3. ޚt&/*j 0<133O`Q! q%?2c(\*PQ!Q!Q!D&1X&Lack of Communication in the World of Highly Developed Communications Technologies Ksenija Jureti1 and Kristina Kaatelan1 University of Rijeka, Faculty of Economics, Rijeka, Croatia Abstract - Who are we? What do we do? What do we teach? How do we teach? What is our mission and purpose? Do we mean what we say? Do we say what we mean? Do we teach what we are supposed to or what we believe in? Have we lost our bearings or are we following the right course? Do we know our students? Do our students know us or are we all lost in the Bologna Process and swallowed by Bull Markets and Bear Markets in the world of futures and options? This paper deals with the analysis of modern curricula of teaching English for Specific Purposes and pinpoints some topical issues of todays lack of communication, critical thinking and active listening in the world of the state-of-the-art social networking. Index Terms ESP, mission and purpose, curricula, the Bologna Process, lack of communication, critical thinking, active listening, and social networking INTRODUCTION The purpose of this paper is to investigate the extent to which academic demands and students communicative needs have shifted in response to the changing scene in Higher Education. The aim is to discuss the critical need for comprehensive needs analyses in this global environment, the methodological complexities involved and the theoretical and pedagogical implications of the Bologna Process. The starting point of our research is the analysis of the impact of the Bologna Process on Higher Education based on the reports of Ministerial Conferences organised every two years in order to assess the progress made within the EHEA (European Higher Education Area). For this purpose the following conferences have been taken into consideration: Bologna, 18-19 June 1999-  HYPERLINK "http://www.ehea.info/Uploads/about/BOLOGNA_DECLARATION1.pdf" \t "_blank" Bologna Declaration Prague, 18-19 May 2001 - HYPERLINK "http://www.ehea.info/Uploads/about/PRAGUE_COMMUNIQUE.pdf" \t "_blank" Prague Communiqu ( HYPERLINK "http://www.bologna.msmt.cz/PragueSummit/index.html" \t "_blank" Conference website) Berlin, 18-19 September 2003-  HYPERLINK "http://www.ehea.info/Uploads/about/Berlin_Communique1.pdf" \t "_blank" Berlin Communiqu ( HYPERLINK "http://www.bologna-berlin2003.de" \t "_blank" Conference website) Bergen, 19-20 May 2005 - HYPERLINK "http://www.ehea.info/Uploads/about/050520_Bergen_Communique1.pdf" \t "_blank" Bergen Communiqu ( HYPERLINK "http://www.bologna-bergen2005.no/" \t "_blank" Conference website) London, 17-18 May 2007  HYPERLINK "http://www.ehea.info/Uploads/about/London_Communique18May2007.pdf" \t "_blank" London Communiqu ( HYPERLINK "http://www.dfes.gov.uk/londonbologna/" \t "_blank" Conference website) Leuven/Louvain-la-Neuve, 28-29 April 2009 - HYPERLINK "http://www.ehea.info/Uploads/about/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf" \t "_blank" Leuven/Louvain-la-Neuve Communiqu ( HYPERLINK "http://www.ond.vlaanderen.be/hogeronderwijs/bologna/" \t "_blank" Cnference website) Budapest/Vienna, 10-12 March 2010 - HYPERLINK "http://www.ehea.info/Uploads/about/Budapest-Vienna_Declaration.pdf" \t "_blank" Budapest-Vienna Declaration ( HYPERLINK "http://www.ond.vlaanderen.be/hogeronderwijs/bologna/" \t "_blank" Conference website) The special emphasis is put on the role of ESP teaching and learning within the framework of the Bologna process. However, this paper has raised a lot of questions instead of offering solutions. How is ESP taught? Do we teach what we are supposed to or what we believe in? Are we, the teachers within the framework of the Bologna reform following the right course? Do we know our students? Do our students know us or are we all lost in the Bologna Process and swallowed by Bull Markets and Bear Markets in the world of futures and options? Can content language integrated learning (CLIL) and business presentations be considered as a response to business communication practice, content and research? The purpose is to share experience and see what should be accepted and what should be changed and improved. II. THE MISSION AND PURPOSE OF THE BOLOGNA PROCESS In response to the challenges of the global competition, the Bologna Process was launched with the Bologna declaration signed by 29 countries in 1999. In fact, the EU has recognized that in a European context, Higher Education plays the key role in enhancing the employability of its citizens by fostering culture of understanding cross-cultural differences, culture of dialogue, innovation and research. Between 1999-2010, all the efforts of the Bologna Process members were aimed at creating the European Higher Education Area (EHEA) that became reality with the Budapest-Vienna Declaration of March, 2010 [1]. The main purpose of the EHEA is to ensure more comparable, compatible and coherent systems of higher education in Europe. This goal was stated in the Preamble to the Berlin Communiqu (Berlin Communiqu, 2003) the development of a coherent and cohesive European Higher Education Area by 2010 and has been pursued ever since by means of a number of specific policy initiatives relating to [2]: Quality assurance, including European cooperation in the area Adoption of a degree system based essentially on two cycles Adoption of a system of easily readable and comparable degrees Establishment of a system of credits Promotion of mobility Promotion of the European dimension in Higher Education Involvement of students and other social actors in Higher Education Promoting the attractiveness of the European Higher Education Area Lifelong learning Nowadays, the Bologna Process is implemented in 47 states as a result of the emergence of the knowledge-based economy that is steadily replacing traditional economic models in Europe and throughout the world with a vision of the role which HE has to play in the social and economic life of Europe. The mission of the Bologna Process is that of making Europe the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and social cohesion[2]. The EHEA has an even broader vision and wants to reach out to other countries to collaborate and achieve more of a global higher education culture. III. PROS AND CONS OF THE BOLOGNA PROCESS Pros: What the Bologna Process has done across Europe is creating the European Higher Education Area (EHEA) as to meet the global competitive challenges by developing a pan-European response on how countries can co-operate for a common good instead of one country competing with another. It has been agreed that there is a need for greater standardization of the structure of higher education, including the length of degrees, as well as the processes to evaluate and recognize one another's credentials. The efforts of the Bologna Process are focused on implementing Social Dimension, Qualifications Frameworks, International Openness, Mobility, Employability, Recognition and Transparency mechanisms: Excellence in education calls for excellent social infrastructures and support mechanisms for students. The social dimension is a key factor for the success of the European Higher Education area [3] Cons: In order to adapt to the new demands of the current economic and geopolitical context, Higher Education Institutions, in most continental Europe, previously based on clear distinction of vocational two- and three-year degrees and academic four-, five- and six-year degrees have been urged to implement the Bologna Process concurrently with other reforms. For example, in Croatia, the famous 3+2 study programme has been implemented at University of Rijeka Faculty of Economics, while at University of Zagreb, the first higher education degree in economics still lasts four years, and the master's degree in economics is obtained after an additional one year. Medicine and medicine-related studies do not assign a baccalaureus degree and instead last 6 years like before. The topical issue is that the side-effect of the3+2 study programme is blurring the distinction between the vocational and academic higher education at the baccalaureus level, except that the academic degrees holders add univ. before their title, denoting a university programme. On one hand, the vocational three-year degrees are not intended for further study, so those students who want to advance to a master's degree are at a disadvantage. On the other hand, the academic three-year degrees prepare only for continuing towards master's, so students who enter the workforce at that point are not properly prepared. It has been argued that degrees have artificially been set equal to other qualifications that previously would have been judged on their own merits: titles have been standardized but not the content of the qualification. By converting the local credits to ECTS grading scale, the goal was to improve students' performance and to enable them to gain diplomas faster by introducing stricter standards. Traditional teaching methods have been replaced by new modes of teaching to prepare students for the new demands of the knowledge-based economy. It is reflected in complex university programs that combine modules across disciplines with varying genres and varying contexts including networking, distance and electronic teaching, programme management and other substantial changes that have impact on HE curriculum development. Side-effects of rapid changes are unclearly defined new rules, overhauling departments and frequently the same courses being crammed into a 1.5 shorter period of study. Students protest against the workload, the ineffective implementation of the Bologna Process and weak funding. The academics are dissatisfied because of too narrow curricula, turning universities into diploma factories and statistical data [4]. The ECTS system has also been subjected to criticism. It divides students between pass and fail groups, and then assesses the performance of these two groups separately. Those obtaining passing grades are divided into five subgroups: the best 10% are awarded an A-grade, the next 25% a B-grade, the following 30% a C-grade, the following 25% a D-grade and the final 10% an E-grade [5]. Although it is useful for competitive circumstances where students need feedback as to how they compare to their peers, it does not provide feedback as to actual content mastered by student. It discourages collaboration, as competition becomes central. At the same time, a severe criticism is directed to failing grades. Both teachers and hard-working students consider that those students who have not achieved a performance sufficient to allow a passing grade are given more opportunities than those hard-working as they are divided into two subgroups: FX (Fail some more work required before credit can be awarded) and F (Fail considerable further work is required). Our impression is that we are put on the fast track of profitability, Bull Markets and Bear Markets where students are not involved in the in-depth studying but only focused on final results and fast achievements. This is not supported by statistical data, but by sharing experience with colleagues and analyzing topical issues dealt with in books published by Council of Europe Higher Education series such as Not by Bread Alone[6], Speaking Across the Boarders [7], Higher Education for modern societies Competences and values[8], They additionally prove that much still needs to be done to increase accessibility, redefine the accountability of universities and strengthen the linkage between teaching-learning and research. The questions that are being raised are: Does higher education give its students the essential values of democratic societies? How should universities do that? How can universities educate not only highly skilled specialists for the labour market but also highly motivated citizens for our democratic societies to understand what democracy is, to respect human rights and live by the rule of law? IV. THE IMPACT OF THE BOLOGNA PROCESS ON THE TEACHING AND LEARNING ESP The Bologna Process has significant implications with respect to language teaching and learning. In this paper we have particularly focused on aspects of ESP and academic mobility, ESP and employability, and lifelong language learning. The topical issues are which pedagogical resources are currently available for responding to the comprehensive needs of students in the highly complex society of the EHEA.. What contribute to academic mobility within the European Higher Education Area are the special efforts made by the members of the Bologna Process to implement greater transparency and comparability of degree structures, and the removal of legal obstacles to the recognition of degrees. The prerequisites of a successful academic mobility among 47 countries that are part of the EHEA are language competence, communicative and social skills so that the students and teaching staff can lead a rounded professional and social life not only while studying or teaching in a foreign country but in operating in the multilingual and multicultural European and global context. In addition to general language competence, ESP plays a key role as English is the lingua franca of the academic life in Europe. It is essential in gaining access to specialized material and information resources, participating in mobility programmes, seminars in another country, distance learning and shared degree programmes. Needs analyses show that the professional communication skills are required as to be able to participate in conferences, making presentations, writing reports and articles as well as to successfully participate in international projects. Socialization skills are also essential for better cultural understanding and adaptation to different academic traditions. For most people, regardless of whether they aim for international careers or life in their local communities, intercultural dialogue will become a fact of life rather than an option. Education will need to play a key role in developing the ability to conduct intercultural dialogue, which is an integral part of developing democratic culture. [7] In addition to academic mobility, student associations consider employability as one of the most important driving forces of their education Reichert and Tauch in their research point out: Preparing graduates for the European labour market is regarded as one of the three most prominent driving forces of the Bologna Process. Together with the enhancement of academic quality, this constitutes the most frequently mentioned force behind the Bologna Process, according to the representatives of ministries, rectors' conferences and higher education institutions. Student associations also regard this as the most important driving force, together with the competitiveness of the national HE systems.[9]. However, one of the crucial questions is how to achieve employability and competitiveness in the rapidly evolving international context based on multiculturalism and multilingualism and knowledge-based economy? Most studies and surveys underline that language skills are of vital importance to business success in the 21st century. In a survey of the role of languages in UK business and trade, Connell points to the influence of language skills as follows: A lack of language skills would appear to be a key inhibiting factor, preventing companies from expanding their horizons and breaking into new markets. 10% of the SMEs involved in the Luton survey neither ever visit buyers nor receive customers from abroad. Yet nearly half of all exporting SMEs use some language other than English in their transactions with overseas buyers - and one third of those are classified as non-successful exporters. This may be linked also to the fact that almost 75% of the firms concerned did no market research before attempting to enter new markets. A lack of language skills or country-based expertise may have been a contributory factor. [10] Other questions that arise are: if English-speaking companies in the UK have such a strong need for language skills to function effectively on the international scene, what about Croatia and other countries which traditionally work with less widely used languages? How should Higher Education Institutions prepare their students effectively for the current international workplace? Do we have well-developed strategies and policy of language teaching and learning? Have we empowered our students for self-study and self-direction in lifelong language learning? In todays business world and the EHEA, English and ESP is a must, but in addition to this, it is impossible to define precisely which language skills, or even which language students may need in their future professional life. What Higher Education Institutions should do is to adequately represent languages in students' academic programmes, while comprehensive needs analysis will help ESP and other language teachers ensure the relevance of courses offered by setting relevant learning objectives. V. IN WAY OF CONCLUSION The Bologna Process and the EHEA open up many possibilities such as academic mobility, employability, opportunities to communicate with speakers of other languages, spelling out a view of higher education as a key factor in developing modern societies built on the fundamental Council of Europe values of democracy, human rights and the rule of law underlining the key role of higher education in developing the ability of our societies to conduct intercultural dialogue [7]. However, on their path to implementing the Bologna Process, many countries HEIs have been faced with a number of obstacles, weak spots that should be eliminated, but how effective they will be depends on HEIs and society as a whole to conduct fruitful intercultural dialogue. As part of the project on language learning among undergraduates (ENLU), Tudor conducted a survey of 32 HEIs: 10 had a language policy and further 23 were developing one. [11] Although small in scale and may not be representative of the broader situation in Europe, this survey proves that there is still a lot of work to do to adapt to changes and new challenges. The first step would be that all members of the EHEA get involved into the surveys of this type. International cooperation, joint projects, international conferences, seminars, distance learning, academic presentations and sharing information resources worldwide in both formal and informal contexts pinpoint the importance of language competence and skills as to conduct a productive intercultural dialogue and cooperation. However, the effective realisation of the EHEA depends on interaction of both HEIs and society as a whole. While dealing with pedagogical processes in meeting the goal of learner empowerment, Tudor points out that there are two main stages: learner training and learner involvement. The first stage involves helping students to realise that they can play an active and self-directive role in their own learning. The second stage represents a gradual shifting of decision making from teacher to learners increasing learner involvement in the learning process itself. The shift of decision making from teacher to learner can operate at many different levels, from simple grammar exploration activities to project work involving the gathering and sifting of learning materials in the target language [12]. Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders. With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language. The Bologna Process has a clear vision of a multilingual Europe in which people can function in two or three languages. Therefore, we would like to ad that at Higher Education level, there are two more stages. The third stage involves Content Language Integrated Learning (CLIL) and the concurrent fourth stage that is of crucial importance and involves the converging competences. Content Language Integrated Learning has become the umbrella term describing both learning another (content) subject (economics, physics, biology, geography, etc) through the medium of a foreign language and learning a foreign language by studying a content-based subject. CLIL is based on language acquisition rather than enforced learning. The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners. Knowledge of the language becomes the means of learning content and thus language is integrated into the broader curriculum. Learning is improved through increased motivation and the study of natural language is seen in context.This is natural language development which builds on other forms of learning. CLIL implies a lifelong learning. For instance, after 5-7 years in a good bilingual programme, students become academically proficient in English (or other language) and develop fluency in language by using it to communicate for a variety of purposes. We can conclude that CLIL introduces the wider cultural context, prepares for internationalization, improves overall and specific language competence and prepares for future studies and / or working life. Such a person is able to acquire converging competences The term converging competences points to the need not only to train individuals for specific tasks, but to educate the whole person. Education is about acquiring skills, but also about acquiring values and attitudes. As education policies move from an emphasis on process to a stronger emphasis on the results of the education processes, learning outcomes have come to be seen as an essential feature of policies both in Europe and North America. Although public debate in Europe could give the impression that the sole purpose of higher education is to prepare for the labour market, this important role is complemented by at least three others: preparation for democratic citizenship, personal development and the development of a broad and advanced knowledge base. The discussion is not in fact about which of these different purposes is the real one; they are all important, and they coexist [8]. REFERENCES [1]  HYPERLINK "http://www.ehea.info/Uploads/about/Budapest-Vienna_Declaration.pdf" \t "_blank" Budapest-Vienna Declaration ( HYPERLINK "http://www.ond.vlaanderen.be/hogeronderwijs/bologna/" \t "_blank" Conference website), Budapest/Vienna, 10-12 March 2010 [2]  HYPERLINK "http://www.ehea.info/Uploads/about/Berlin_Communique1.pdf" \t "_blank" Berlin Communiqu ( HYPERLINK "http://www.bologna-berlin2003.de" \t "_blank" Conference website), Berlin, 18-19 September 2003 [3] Bologna beyond 2010 Report on the development of the European Higher Education Area, Background Paper for the Bologna Follow-up Group prepared by the Benelux Bologna Secretariat -, Leuven/Louvain-la-Neuve Ministerial Conference, 28-29 April 2009 [4] Hrvoje `imi evi. "Studenti: Mi smo prva bolonjska degeneracija NACIONAL".Nacional.hr.  HYPERLINK "http://www.nacional.hr/articles/view/45221/1" http://www.nacional.hr/articles/view/45221/1 [5]  HYPERLINK "http://ec.europa.eu/education/programmes/socrates/ects/index_en.html" \l "5" key features of ECTS in the European Commission's page on  HYPERLINK "http://en.wikipedia.org/wiki/European_Credit_Transfer_and_Accumulation_System" \o "European Credit Transfer and Accumulation System" ECTS [6] Bergan, S. (Ed.) Not by bread alone , Council of Europe higher education series No.17, 2011. [7] Bergan, S. and Hilligje van't Land (Eds). Speaking across borders: the role of higher education in furthering intercultural dialogue, Council of Europe higher education series No.16, 2010 [8] Bergan, S and Radu Damian (Eds). Higher education for modern societies: competences and values ,Council of Europe higher education series No.15, 2010 [9] Reichert, S. and Ch. Tauch, Trends 2003. Progress towards the European Higher Education Area. Bologna four years after: Steps toward sustainable reform of higher education in Europe. Report prepared for the European University Association.  HYPERLINK "http://www.bologna berlin2003.de/pdf/Trends_III_neu.pdf" www.bologna berlin2003.de/pdf/Trends_III_neu.pdf [10] Connell, T. J. Languages and Employability: A Question of Careers,2002  HYPERLINK "" www.cilt.org.uk/careers/pdf/reports/employability.pdf [11]Tudor, I. Higher Education Language Policy in Europe: A snapshot. Discussion brief posted on the website of Task Group 1, Institution wide language policies, of the ENLU website, 2005,  HYPERLINK "http://www.fu-berlin.de/enlu/" www.fu-berlin.de/enlu/ [12]Tudor, I. Learner-Centeredness as Language Education. Cambridge, Cambridge University Press, 1996 AUTHORS p v ! 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0hdh^>*B*CJOJQJaJmH phsH -jhdh^CJOJQJUaJmH sH $hdh^CJOJQJaJmH sH 'heRB*CJOJQJaJmH phsH -heRh^B*CJOJQJaJmH phsH -hdh^B*CJOJQJaJmH phsH klllllll]O>$d$Ifa$gd~6d$Ifgd~6dkd$$IfFm1l2 t66    34a$dd$If[$\$a$gd~6$$Ifa$gd~6ddd$If[$\$gd]C #$IfgddlllllllllllmmׯwbM<.h9CJOJPJQJaJ h~6h~6CJOJPJQJaJ)h~6h~6B*CJOJPJQJaJph)h~6h~6B*CJOJPJQJaJph hWBjhWBjCJOJPJQJaJ(h]Ch~6CJOJPJQJaJmH sH "heRCJOJPJQJaJmH sH (heRheRCJOJPJQJaJmH sH %heR6CJOJPJQJaJmH sH +heRheR6CJOJPJQJaJmH sH $heRheRCJOJQJaJmH sH  llmmmmmmmmm m m m m}}}}}}}}}}}} $a$gd]Cdkd$$IfF(` t66!    34addd$If[$\$gd~6 m mmmmmmmmmmmmmmmmmmm m!m"m#m$m%m&m'm(m $a$gd]C(m)m*m+m,m-m5m "&(,.'$a$gd2!)d $ a$gd25$ da$gd25gd25$a$gd)z $a$gd]Cm,m-m5mn,"$(*.JLNPͺ~vvmveh2!)hT?%6hNmHnHujhT?%Uh2!)hT?%CJaJhT?%hxjhxUh(+hZpmH sH 'h(+h255CJOJQJaJmH sH U$h(+h25CJOJQJaJmH sH 'h)zh255CJOJQJaJmH sH  h]Ch)zCJOJPJQJaJh)zCJOJPJQJaJKsenija Jureti, PhD, is with University of Rijeka, Faculty of Economics Rijeka, Croatia. Affiliations: Business English, Business communication, Cognitive linguistics (e-mail:ksenijajuretic@yahoo.com) Kristina Kaatelan, MA, is with University of Rijeka, Faculty of Economics Rijeka, Croatia. Affiliations: Business English, ESP teaching and translating (e-mail:Kristina.kastelan@efri.hr)     22 and 23 September 2011 Celje, Slovenia  PAGE \* MERGEFORMAT 1 The International Language Conference on the Importance of Learning Professional Foreign Languages for Communication between Cultures 2011, int.conference@fl.uni-mb.si website: http://fl.uni-mb.si/ JLNPgd2!)$a$*&P1h:p(U/ =!"#$%5 0&P1h:p(U/ =!"#$% P h$$If!vh5525 #v#v2#v :V t66,5l525 34 u$$If!vh555^#v#v^:V t66!,55`34 )J@J 25Normal dCJ_HaJmH sH tH `@"`  Heading 2ddd@&[$\$5CJ$OJPJQJ\aJ$`@2`  Heading 3ddd@&[$\$5CJOJPJQJ\aJDA@D Default Paragraph FontRi@R 0 Table Normal4 l4a (k( 0No List DOD 25 List Paragraph ^m$H@H 250 Footnote Text dCJaJ<O< 250 Char3CJOJPJQJ^JaJ6U@!6 250 Hyperlink >*B*ph>O1>  Char55CJ$OJPJQJ\aJ$>OA>  Char45CJOJPJQJ\aJ\^@R\ 0 Normal (Web)ddd[$\$CJOJPJQJaJ*W@a* `Strong5\POrP 4wel_p2ddd[$\$CJOJPJQJaJPOP 4wel_p3ddd[$\$CJOJPJQJaJ4@4 m)0Header  B#,, m)0 Char2CJaJ4 @4 m)0Footer  B#,O, m)0 Char1CJaJ<+< m)0 Endnote TextCJaJ"" m)0 Char>*> m)0Endnote ReferenceH*(O( #citation*O* # printonly@O!@ #reference-accessdatepO2p WBj titreouvrage#$ddd[$\$a$!B*CJOJPJQJ^JaJph1SdOBd WBj aligngauche$ddd[$\$B*CJOJPJQJaJphnORn 0} textejustifie%$ddd[$\$a$B*CJOJPJQJaJph.Oa. 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