D EVELOPING RECEPTIVE AND PRODUCTIVE SKILLS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES Barbara Lesničar

O NE WORLD, ONE LANGUAGE ? Barbarians! That's what the Roman Empire, in its latter days, called the Germanic tribes migrating south. The Romans had borrowed the word from the Greek barbaros, meaning 'unable to speak intelligibly', just well enough to stammer 'bar-bar-bar'. In those days, you either spoke Latin or did not exist. Almost two millennia later, the descendants of the Germanic tribes have taken over the civilised world, relocated it outside the Mediterranean, and not speaking English is beyond the pale. Vincent Buck

ENGLISH AS THE GLOBAL LANGUAGE 30% of the world population are “reasonably competent” in English, 670 million have a native-like command of the language 85% of the scientific, technological or academic production in the world today is done in English, David Crystal

S OURCE : DATA FOR EU 25, PUBLISHED BEFORE 2007 ENLARGEMENT

L INGUA FRANCA English is merely fulfilling a functional need for lingua franca in this globalised world.

E NGLISH AS A L INGUA F RANCA M ONDIANO (1999), A MODEL OF E NGLISH AS AN INTERNATIONAL LANGUAGE

W HICH E NGLISH ? Current theories of second language acquisition and pedagogy frequently posit that the goal of most learners of English is to develop “native” speaker grammatical standards, phonological patterns, and discourse competence. There are, however several reasons why many bilingual users of English may not see this as their goal.

R ECEPTIVE S KILLS Listening comprehension is an essential skill in language learning Listening for specific details Listening for general meaning Listening for the general idea or gist task A1 I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. Council of Europe / Conseil de l’Europe SELF-ASSESSMENT GRID

T APESCRIPT Hello, I'm Aiste from Lithuania and I will talk about my first job for elllo.org. My first job was actually selling traditional Lithuania cake, that is called Shakotis in Japan when I just came and I began studying as a student here, the problem was that I wasn't really confident in Japanese language, and Japanese people are not really good in speaking English, and I had to somehow sell and describe the traditional Lithuanian cake and why that is so good. Traditional Lithuanian cake is a little bit similar to German version of baumkuchen or somehow they call it, and I was trying to give some similarities to that but the people came to me and they wanted to talk with me and ask me something more, and I was really frustrated because I couldn't understand them properly and even more I couldn't answer them in the way they wanted, so I felt a little bit just like a doll standing there with traditional clothes and shouting some sentences that I learned by heart. That was kind of tough, and I remember the experience of standing ten hours in the airport with a bunch of Lithuanian cakes and just shouting some sentences and trying to sell them. Well, didn't do that job very long but I will remember it for really long.

1) She was ______ Lithuanian cakes. a) making b) selling 2) She had to wear _______. a) a Japanese uniform b) traditional clothes 3) At that time her _____ was not so good. a) English b) Japanese A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. Council of Europe / Conseil de l’Europe SELF-ASSESSMENT GRID

1. When did Aiste start with her first job? 2. What did Aiste try to do when selling the cake? 3. How did Aiste feel when selling the cake? B2 o I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. o Council of Europe / Conseil de l’Europe SELF-ASSESSMENT GRID

R ECEPTIVE S KILLS There are different reading techniques. Skimming Scanning Reading for detail La Manga Club is one of the Europe’s finest resorts. Visit their web site and find more detailed information about La Manga Club and Hyatt Hotel which you will also find within the Club. Web site addresses: e.asp?code=4  La Manga Club (write short notes for each entry) location accommodation sports and leisure

P RODUCTIVE SKILLS - LISTENING tape

C OUNCIL OF E UROPE / C ONSEIL DE L ’E UROPE SELF-ASSESSMENT GRID – SPOKEN PRODUCTION A1 I can use simple phrases and sentences to describe where I live and people I know. A2 I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. B1 I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. B2 I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Council of Europe / Conseil de l’Europe SELF-ASSESSMENT GRID

W RITING

Sunny Travel Lodge Wants a Marketing information Manager to work in their new office in Munich. Responsibilities include: Maintaining good relationships with customers Managing large marketing campaigns Training staff in offices all over the world Previous experience necessary. Candidates should send their references. Apply to: Sunny Travel Lodge Group, 45 Queen Victoria Street, London EC4 B2 I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences o C1 I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. o Council of Europe / Conseil de l’Europe SELF-ASSESSMENT GRID

T HE E UROPEAN L ANGUAGE P ORTFOLIO (ELP) AND THE C OMMON E UROPEAN F RAMEWORK OF R EFERENCE FOR L ANGUAGES (CEF) A wide range of portfolios have been produced in a number of European countries – in Slovenia ELP for lower secondary-school learners was accredited in 2004 and for upper secondary- school learners in They all share some fundamental principles. In particular: an ELP belongs in the hands of the student an ELP documents and gives value to all language and (inter-)cultural competences and experiences an ELP promotes plurilingualism and multiculturalism an ELP help to develop learner autonomy.