Pub Date : 2023-09-26DOI: 10.53880/2744-2373.2023.4.77
Anamarija Gjuran-Coha, Tajana Tomak
In this research paper, we will explore the laypersons’ attitudes towards the use of Anglicisms in medical language. Some communication difficulties may arise between patients and their doctors because patients’ knowledge of medicine and medical terminology is insufficient. Therefore, they often remain uninformed and misunderstood. A questionnaire-based study was carried out among 100 laypersons in Rijeka, Croatia. It aimed to explore understanding, acceptance, use, and need for Croatian equivalents, which show their attitudes towards using Anglicisms in medical communication. The findings show some statistically significant differences in terms of understanding and use of Anglicisms with respect to the age of the respondents and the level of their education. The respondents mainly justify the use of English medical terms in medicine when there is no adequate Croatian equivalent. However, a high percentage of them support the need for creating Croatian equivalents, which should be more understandable and transparent than the English ones. We can conclude that Anglicisms are widely used in the Croatian medical language, but the Croatian equivalents should be created in collaboration between doctors and linguists.
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Pub Date : 2023-09-22DOI: 10.53880/2744-2373.2023.4.65
Isabella Tinkel
This exploratory-sequential mixed method study aims at investigating the impact of a specially designed Lexical Approach-based teaching program on the use and recognition of lexical chunks. Participants came from full-time and part-time Bachelor’s degree programs at Universities of Applied Sciences in Austria. The relationships between the use and recognition of lexical chunks and the semester participants attend (2nd, 4th, 6th) and their mode of study (full- or part-time) were examined. Additionally, the usefulness of Moodle for teaching the Lexical Approach was investigated. Quantitative data was collected by using questionnaires and by testing participants’ productive and receptive knowledge of lexical chunks through appropriate tasks. Qualitative data was obtained by conducting guided interviews. Results show that the exposure to the Lexical Approach was perceived as very relevant and useful by the learners. The same is true for the accompanying Moodle activities. Also, part-time students from higher semesters seem to be even more likely to profit from the teaching program focusing on the Lexical Approach. This implies that integrating the Lexical Approach into English language teaching is a most beneficial undertaking to support and improve learners’ EFL performance.
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