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REVIEW PAPER
Genre repertoire for professional communication in the Oxford for Careers course books: English for Nursing 1 and 2
1
Foreign Language Center, University of Warmia and Mazury in Olsztyn, Poland
2
Institute of Journalism and Social Comunication, Faculty of Humanities, University of Warmia and Mazury in Olsztyn, Poland
3
Department of Pathophysiology, School of Medicine, Collegium Medicum, University of Warmia and Mazury in Olsztyn, Poland
Submission date: 2018-12-04
Acceptance date: 2019-07-09
Online publication date: 2019-12-17
Corresponding author
Joanna Wojtkiewicz
Department of Pathophysiology, Faculty of Medical Sciences, Collegium Medicum, University of Warmia and Mazury in Olsztyn, Warszawska 30, 10-082 Olsztyn, Poland. Tel.: +4889 524 61 33.
Department of Pathophysiology, Faculty of Medical Sciences, Collegium Medicum, University of Warmia and Mazury in Olsztyn, Warszawska 30, 10-082 Olsztyn, Poland. Tel.: +4889 524 61 33.
Pol. Ann. Med. 2020;27(1):73-77
KEYWORDS
TOPICS
ABSTRACT
Introduction:
The author strongly supports the notion that exposure to various genres and sub-genres in the process of learning and teaching a foreign language, particularly English for Medical Purposes in its nursing variety, can enhance the quality of communication at either every-day, professional or academic levels of students whose major is nursing.
Aim:
The paper aims at providing the characteristics of various genre types which are present in Oxford for Careers course books: English for Nursing 1 and 2 and which are particularly useful for teaching and learning communication skills.
Material and methods:
The textbook is seen as an element that is integrated into the process of education, and it is identified as a genre that functions communicatively as a source of instruction and information about how people do things in society.
Results and discussion:
The analyzed course books were found to constitute a valuable source of written and visual genres and sub-genres with various communicative purposes including: handling in-group and out-group communication as well as managing academic, professional and every-day communication.
Conclusions:
The notion of a genre-based approach to English language teaching consists in recognizing and understanding various types of genres to which students are exposed in a classroom setting.
The author strongly supports the notion that exposure to various genres and sub-genres in the process of learning and teaching a foreign language, particularly English for Medical Purposes in its nursing variety, can enhance the quality of communication at either every-day, professional or academic levels of students whose major is nursing.
Aim:
The paper aims at providing the characteristics of various genre types which are present in Oxford for Careers course books: English for Nursing 1 and 2 and which are particularly useful for teaching and learning communication skills.
Material and methods:
The textbook is seen as an element that is integrated into the process of education, and it is identified as a genre that functions communicatively as a source of instruction and information about how people do things in society.
Results and discussion:
The analyzed course books were found to constitute a valuable source of written and visual genres and sub-genres with various communicative purposes including: handling in-group and out-group communication as well as managing academic, professional and every-day communication.
Conclusions:
The notion of a genre-based approach to English language teaching consists in recognizing and understanding various types of genres to which students are exposed in a classroom setting.
ACKNOWLEDGEMENTS
We are very grateful to all involved in writing this manuscript.
FUNDING
None.
CONFLICT OF INTEREST
None.
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