Page 81 - Apuntes de Investigación en la Enseñanza de Idiomas

65 Apuntes de Investigación en la Enseñanza de Idiomas

Types of activities & dynamics

To be more specific regarding the types of activities and dynamics that were based on vocabulary
specific from the pedagogy area, it is necessary to state that students worked with a wide range of
exercises to cover pre-reading, while-reading and post-reading stages in class. In addition, the in-
structors showed that they became aware of the fact that the pedagogues did not only need to feel
confident and motivated with their learning of a foreign language, but that they eventually would also
need an A1 certification. The use of a variety of activities and tasks also had the purpose of enabling
students to continue working on their English learning by themselves. Several learning strategies
were implicitly promoted during sessions.

Autonomous learning

At the end of the training course, participants were required to give a presentation on a topic seen
during the sessions. In spite of the fact that a few pedagogues were false beginners, they were able
to combine and apply the knowledge from their field of expertise with the language they had learnt
so far. This resulted in giving meaningful presentations in English and gaining confidence at the same
time.

Conclusion

A specialized language course may be designed in order to encourage students to learn English
using the knowledge they already have from their area of expertise. This research proved that for any
language course to be successful with a group of students from the pedagogy area, it is necessary
to incorporate a methodology linked to the learners’ field of expertise. This may also encourage
self-learning. It is important, then, to emphasize that although texts were used as the main material,
the four language skills were promoted during the delivery of the course. This work can be replicated
to respond to the needs of professionals from different areas of knowledge and expertise at different
levels in order to facilitate and give sense to the learning of English as a foreign language.

References

Foomani, E. & Khalaji, K. (2016). Corpus-based Versus Traditional Collocation learning: The case
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Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation.

Hong Kong: University of Science and Technology
Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. London:
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Lee, S. (2011). Challenges of Using Corpora in Language Teaching and Learning. Linguistic Re-
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Tomak, J. & Sendula-Pavelic, M. (2017). Motivation towards Studying English for Specific Pur-
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