Naslov
Integrating culture and literature through the project-based learning in an ESP classroom: The case of Frankenstein

Autori
Krsmanović, Ivana ; Tokić, Silvana

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
IV. međunarodna konferencija OD TEORIJE DO PRAKSE U JEZIKU STRUKE / Cigan, Vesna ; Krakić, Ana-Marija ; Omrčen, Darija - Zagreb : Udruga nastavnika jezika struke na visokoškolskim ustanovama, 2019, 101-113

Skup
IV. International Conference From Theory to Practice in Language for Specific Purposes = IV. međunarodna konferencija Od teorije do prakse u jeziku struke

Mjesto i datum
Zagreb, Hrvatska, 21.02.2019. - 23.02.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
culture, ESP, Frankenstein, literature, project-based learning

Sažetak
Project-based learning has been a widely used approach in the context of L2 instruction and in teaching English for Special Purposes (ESP), worldwide. However, culture and literature treated as a natural extension or enhancement in ESP teaching, have not been taught much, especially not in technical education institutions across the Balkans. The aim of this study is to provide perspectives on the synergy of ESP and culture/literature and learners’ attitudes towards the benefits of intercultural communicative competence based on the outcomes of a project-based learning activity entitled ‘200 years of Frankenstein: re-invented by technology, ’ held in October 2018 at Technical College Čačak in Serbia. As the year 2018 has been widely marked as the year of the international celebration of 200th anniversary of Mary Shelley’s publication of Frankenstein, Technical College Čačak (ENGLIT lab) participated in the commemoration event with an authentic three-day event. The project- based approach to ESP learning had to be complemented with the culture/literature instruction during preparation and implementation stages of the project so that the event could result in desired outcomes. While the experimental group participated in the event, the control group consisting of students of the Department of Professional Studies of the University of Split did not partake in project-based activities. The results coming from both groups helped determine whether there were differences in students’ attitudes towards learning culture and literature in language learning. The findings of the study indicate that learners’ reflections on the importance of culture/ literature in ESP changed after the treatment, and suggest that there is an increased interest with learners for integrating culture and literature while learning ESP. These findings can have implications for ESP policymakers, language instructors, and learners in the Balkans and could be consulted when designing syllabuses of ESP as a target language in higher education.

Izvorni jezik
Engleski

Znanstvena područja
Filologija, Interdisciplinarne humanističke znanosti, Književnost

POVEZANOST RADA