Ivana Mirovińá

University of Novi Sad, SERBIA; https://orcid.org/0000-0001-7997-0568

Andrijana Berińá

University of Novi Sad, SERBIA; https://orcid.org/0000-0002-2933-371X

DOI: https://doi.org/10.36534/erlj.2023.03.06

Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.  Special Volume 1 (2023) LSD EDUCATION SERVING CROSS-CULTURAL COMMUNICATION, pp. 74-85

                                                           

Abstract                                                                                                                                                                                                                                                           

Good presentation skills are an essential part of engineering students’ oral competence. LSP classroom presentations where students present topics of common interests to their classmates provide engineering students with an opportunity to socialize into the discourse of their future professional community.  However, in a situation when the majority of students come to university with only limited knowledge about how to prepare an academic presentation, a foreign language presentation may become a daunting task. This paper aims to explore how some of the frequent hurdles encountered by engineering students when making presentations in LSP class can be overcome by using a genre-based approach. Identifying some of the common problems experienced by engineering students from the University of Novi Sad, the paper tries to relate them to the rhetorical and pragmatic skills required for making a successful presentation. It then focuses on identifying the moves and linguistic resources that characterize oral presentation as a genre before finally suggesting how this genre knowledge can be applied to making successful LSP presentations. Through this kind of practice, engineering students prepare to become effective participants in their future discourse communities.

Keywords: LSP, engineering students, oral presentations, genre-based instruction  

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