Article published in:

Languages in Business Education: Introduction
Edited by Lieven Buysse, Karoline Claes and Erwin Snauwaert
[ITL - International Journal of Applied Linguistics 161] 2011
► pp. 31–45

Effective Language Learning in LSP Contexts

What Most Courses Should Do But Fail To Do

Kris Buysse | Katholieke Universiteit Leuven & Lessius Hogeschool

As today’s students need to be motivated by “triggers and rewards” to acquire new contents, and 80% of the structures learnt are lost in less than 24 hours, learners need to encounter newly taught structures several times in a relatively short time span, in various ways and al ways in significant and different contexts (Gijselaers, 2007; Cervero & Pichardo Castro, 2000; Schmitt, 2000). In other words, learning materials should “trigger” language learning by repeating the new structures several times in different contexts in a short time span.

However, many course books do not apply these principles (Maciel, 1997; Veraghtert, 2004), and neither do the course materials we analysed in the context of the present study (Buyse, 2008).

In this paper, we will clarify these principles and their possible effect on vocabulary and grammar acquisition by presenting their implementation in a number of LSP courses and their correlation with student performances.

Published online: 01 January 2011
https://doi.org/10.1075/itl.161.03buy

Cited by

Cited by other publications

Fernández, Paula Lorente, Ana Bengoetxea Arrese, Buyse Kris & Mercedes Pizarro Carmona

2012. Donde fueres haz lo que vieres. aportaciones de la neurociencia al desarrollo de la competencia pragmÁtica. un nuevo horizonte en la enseñanza del ele. ITL - International Journal of Applied Linguistics 164 ► pp. 22 ff.

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