Der sichere Umgang mit fremden Sprachen und Kulturen stellt heute ...

ibw-Forschungsbericht 143 | Fremdsprachen für die Wirtschaft HEIDEMARIE HAIDER
3.6 Syllabus Evaluation
One of the goals of VOLL is learning languages for work and life (Brewster 1995: 56). According
to this approach, the syllabus for part-time vocational schools in Austria and the materials in use
comprise elements of ESP and EGP. Being able to communicate effectively in novel situations
or in contexts outside of the vocational environment necessitates instruction in both fields, ESP
and EGP.
CONTENT
The examination of the topics given in the syllabus and categorisation into ESP and EGP-related
topics revealed that many of the topics belong to both ESP and EGP, depending on the context
and on the apprenticeship trades in which they are used. Liszt (1999:146) states in her
recommendations concerning VOLL:
Vocationally oriented language courses at all levels should combine vocational and general educational
components so as to achieve a balanced vocational, cultural and personal development.
This close connection of EGP and ESP topics can clearly be regarded as one of the strengths
of the Austrian syllabus for part-time vocational schools.
GUIDELINES FOR METHODOLOGY
By comparing the guidelines for methodology given in the Austrian syllabus with ESP literature
it can be demonstrated that these guidelines are up to the current standards of ESP methodology.
Everyone of the guidelines for methodology stated in the Austrian syllabus is compared
with significant quotations of ESP literature which underpin the relevance of the guidelines in the
Austrian syllabus. Here it is done only exemplarily:
Table 6: Methodology in the Austrian syllabus compared to ESP literature
Guidelines References
To guarantee the achievement of the educational Foreign language learning starts from the concrete
and teaching aims it is recommended to refer to experience, interest and perspectives of the
the experiences of the student. individual learners. (Liszt 1999: 148)
There should be reference to the content of the We believe and constantly argue in this book that if
vocational subjects. we are to meet students’ needs we must deal with
subject-specific matters. (Dudley-Evans and St
John 1998: 51)
The use of profession-related authentic texts, e.g. In vocational learning authentic communication in a
instructions for use and service, instructions for foreign language is a normal part of work: letters,
repairs, advertisements, product information, faxes and e-mails to foreign business partners,
commercial correspondence and professional instructions on handling goods and machines, or
magazines, helps to promote reading competence the joint planning of projects constantly demand
and underlines the reference to practical situations.
Source: Haider 2004
foreign language competence. The very nature of
today’s economy, its growing internationalisation,
constantly presents concrete opportunities for
language learning. (Liszt 1999: 148-9)
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