ULOGA AUTENTIČNIH MATERIJALA U UDŽBENICIMA ZA EJS NA TERCIJARNOM NIVOU OBRAZOVANJA
Бочна страна чланка
Главни садржај чланка
Сажетак
Rad istražuje ulogu i uticaj autentičnih materijala u udžbenicima Engleskog kao jezika struke (EJS), sa fokusom na studente i nastavnike iz oblasti prirodno-matematičkih nauka (PM) i tehničko-tehnološkog naučnog polja (TT). Iako su prisutne studije u vezi sa ovom temom, mali broj njih se tiče PM i TT polja. Koristeći kvalitativne povratne informacije iz polustrukturisanih intervjua i kvantitativne podatke dobijene popunjavanjem skala za evaluaciju, rad istražuje percepciju autentičnosti udžbenika i njegovu usklađenost sa zadacima iz budućih zanimanja studenata. Rezultati pokazuju da udžbenicima, iako oni pružaju suštinsku leksiku specifičnu za polje studiranja, nedostaje dovoljna integracija autentičnih materijala, kao što su tehnički priručnici, naučni članci i studije slučaja iz stvarnih, realističnih okolnosti. Rad naglašava potrebu da autori udžbenika uključe kontekstualno relevantne materijale i predlaže praktične preporuke za povećanje autentičnosti u udžbenicima EJS-a kako bi se bolje zadovoljile potrebe studenata PM i TT polja.
Downloads
Детаљи чланка
Референце
Alwadei, A. M., & Mohsen, M. A. (2023). Investigation of the use of infographics to aid second language vocabulary learning. Palgrave Communications 10(1): 1–11. https://doi.org/10.1057/s41599-023-02541-9 DOI: https://doi.org/10.1057/s41599-023-01569-2
Anthony, L. (2018). Introducing English for specific purposes. London: Routledge. DOI: https://doi.org/10.4324/9781351031189
Basturkmen, H. (2010). Developing courses in English for specific purposes. London: Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230290518
Belcher, D. (2009). What ESP is and can be: An introduction, in English for specific purposes in theory and practice, ed. D. Belcher (Michigan: University of Michigan Press): 1–20. DOI: https://doi.org/10.3998/mpub.770237
Bhatia, V. (2002). Applied genre analysis: A multi-perspective model. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE) 4: 3–19.
Blagojević, S. (2013). Original texts as authentic ESP teaching material – The case of philosophy. ESP Today 1(2): 227–251.
Bogdanović, V. (2017). Žanr i metadiskurs u odabranim udžbenicima engleskog jezika struke. Novi Sad: Filozofski fakultet Univerziteta u Novom Sadu.
Bocanegra-Valle, A. (2021). Authenticity revisited: Current practices in ESP materials. Ibérica 41: 13–36.
Cárcamo, B., & Pino, B. R. (2025). Developing EFL students’ multimodal literacy with the use of infographics. Asian-Pacific Journal of Second and Foreign Language Education 10: 1–16. https://doi.org/10.1186/s40862-025-00322-3 DOI: https://doi.org/10.1186/s40862-025-00322-3
Çelik, F., Ersanlı, C. Y., & Arslanbay, G. (2024). Does AI simplification of authentic blog texts improve reading comprehension, inferencing, and anxiety? A one-shot intervention in Turkish EFL context. International Review of Research in Open and Distance Learning 25(3): 287–303. https://doi.org/10.19173/irrodl.v25i3.7779 DOI: https://doi.org/10.19173/irrodl.v25i3.7779
Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Enesi, M., Vrapi, F., & Trifoni, A. (2021). Challenges of teaching and learning English language for ESP courses. Journal of Educational and Social Research 11(3): 213–226. DOI: https://doi.org/10.36941/jesr-2021-0090
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching 40(2): 97–118. DOI: https://doi.org/10.1017/S0261444807004144
Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (2nd ed.). New York: Routledge. DOI: https://doi.org/10.4324/9781315833743
Gu, H., Bo, H., & Ren, L. (2019). Developing ESP teaching materials based on the analysis of information engineering majors’ needs. Open Journal of Social Sciences 7(10): 121–131. DOI: https://doi.org/10.4236/jss.2019.710011
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal 55(4): 347–353 DOI: https://doi.org/10.1093/elt/55.4.347
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511733031
Hyland, K. (2006). English for professional purposes: Evaluating the impact of genre-based approaches, in Analysing English in a global context: A reader, ed. A. Burns & C. Coffin (London: Routledge): 217–234.
Karimnia, A., & Jafari, F.M. (2017). Critical ESP textbook evaluation: The case of visual arts textbook. Sustainable Multilingualism 11(1): 219–236. DOI: https://doi.org/10.1515/sm-2017-0020
Kočović Pajević, M., & Josijević, J. (2022). Students’ perspective of ESP in IT classroom: Challenges and opinions, in Proceedings of the 9th International Scientific Conference Technics and Informatics in Education – TIE 2022, ed. I. Milićević (Čačak: University of Kragujevac, Faculty of Technical Sciences): 420–425. DOI: https://doi.org/10.46793/TIE22.420K
Li, X., & Fu, H. (2021). Needs analysis on ESP course for business and engineering students in a Chinese local university. Creative Education 12(6): 1387–1396. https://doi.org/10.4236/ce.2021.126105 DOI: https://doi.org/10.4236/ce.2021.126105
Lytovchenko, I., Lavrysh, Y., Synekop, O., Lukianenko, V., Chugai, O., & Shastko, I. (2025). The use of ChatGPT in task-based ESP learning at university: Does it make a difference? International Journal of Interactive Mobile Technologies (iJIM) 19(2): 4–22. https://doi.org/10.3991/ijim.v19i02.51115 DOI: https://doi.org/10.3991/ijim.v19i02.51115
Mishan, F. 2005. Designing authenticity into language learning materials. Bristol: Intellect.
Mohd Nazim, & Alzubi, A. A. F. (2025). Empowering EFL teachers’ perceptions of generative AI-mediated self-professionalism. PLOS ONE 20(6): 1–26. https://doi.org/10.1371/journal.pone.0326735 DOI: https://doi.org/10.1371/journal.pone.0326735
Motteram, G. (Ed.). (2013). Innovations in learning technologies for English language teaching. London: British Council.
Richards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.
Sahmaniasl, R. (2025). EFL educators’ perceptions of AI-driven assessments: A systematic review. International Journal of Multidisciplinary Research and Growth Evaluation 6(3): 672–680.
Sandoval Pérez, M. J., Mora, J. E., & Carbo Silva, Y. (2024). El uso de material auténtico en la enseñanza del idioma inglés como lengua extranjera y su impacto en el desarrollo social. Revista InveCom 4(2): 58–67. Todd, W. R. (2003). EAP or TEAP? English for Academic Purposes 2(2): 147–156.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching 45(2): 1–37. Treve, M. (2023). Examining the impact of using authentic materials on ESL/EFL learners. International Journal of Empirical Research Methods 10(1): 40–50. https://doi.org/10.59762/ijerm205275791120231005151352 DOI: https://doi.org/10.59762/ijerm205275791120231005151352
Vitta, J.R. (2023). The functions and features of ELT textbooks and textbook analysis: A concise review. RELC Journal 54(3): 856–863. https://doi.org/10.1177/00336882211035826 DOI: https://doi.org/10.1177/00336882211035826
Widdowson, H. G. (1983). Learning purpose and language use. Oxford: Oxford University Press.