Teaching Writing Skills in English for Tourism by Employing Travel Writing

Jasna Potočnik Topler

doi:10.18690/978-961-286-549-8.9

Abstract

This chapter examines teaching writing skills in English for Tourism by employing travel writing, which is not only a tool for teaching linguistic skills, but also encourages students to develop research interests and storytelling techniques. When travel writing was introduced to undergraduate and MA students during the English lessons the role of languages in Tourism, Tourism Discourse and Literary Tourism was also discussed with them. As part of the English assignment, students were asked to produce their own travel writing texts, which were discussed, reviewed by their teacher, re-written and – in the case of Master students – at the final stage, also published as an example of a teaching and learning experiment. Thus, this chapter presents travel writing as a successful method of developing travel writing skills inside the English for Specific Purposes classes.

Highlights

Introduction of Movement IntoClasses of the Italian Language and an Analysis of the Most Common Linguistic IssuesMojca Kompara Lukančič & Darija OmrčenVVierstsuealilnTa oLuasrkisomvaas Part of the Russian Language Classroom 109Obmejni turizem kot jezikovni izziv na primeru krajev med Šentiljem in Sv
The chief focus of this chapter is the treatment of homonyms in TURS, in relation to the implications that has for its bilingual aspect
It was only after 1818, when the first secondary schools were established on the territory of present-day Slovenia, that the Slovene terminology of many subject-fields started to develop more systematically and was recorded for the first time (Legan Ravnikar, 2009, p. 55),2 while the first truly strong impetus was given to terminology development in the Slovene language during the period of socialist Yugoslavia (1945–1991)

Summary

Introduction

Introduction of Movement IntoClasses of the Italian Language and an Analysis of the Most Common Linguistic IssuesMojca Kompara Lukančič & Darija OmrčenVVierstsuealilnTa oLuasrkisomvaas Part of the Russian Language Classroom 109Obmejni turizem kot jezikovni izziv na primeru krajev med Šentiljem in Sv. Without questioning the veracity of these assertions (cemetery inscriptions are a topic worth separate investigation), the sentiment expressed is clear: the linguistic form of personal names is of great importance for ethnic identity and, in whatever context these names appear, they thereby mark the claim to ethnic affiliation of the place or time they are associated with From this perspective, it is perhaps ironic—or, fitting—that Slovenian historiographic practice has favored the Slovenianization of names of historical personalities associated with the territory of what is Slovenia, regardless of their own ethnic identity (inasmuch as ethnic identity was even relevant during their lifetimes). On the other hand, (Nastran Ule, 2000) claims that attitudes are "socially acquired and not innate, so that it is possible to change them in the course of life" (ibid. p. 121)

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