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EDITORIAL
This issue of Scripta Manent features one keynote speech paper and three research papers, 
each addressing one of the many cornerstones of the teaching and learning of languages for 
specific purposes: teaching and learning methodology, needs analysis, discourse analysis, 
and language learning motivation.
The editors of Scripta Manent are especially proud to announce keynote speech papers as 
a new paper type that will be published in our journal in the future. Therefore, Sara Lavio-
sa’s keynote speech paper “LSP Teaching within a Plurilingual Perspective” is based on her 
keynote speech presented at the 2nd International Conference of the Slovene Association 
of LSP Teachers, held online on 15 and 16 October 2020. The paper investigates the nature 
of pedagogic translation and its revitalisation in the teaching and learning of languages 
particularly since the turn of the century, and illustrates how translation pedagogy is being 
gradually integrated in LSP teaching. Another important aspect that is highlighted in this 
paper is the challenges posed by our increasingly pluringual and pluricultural societies, 
and the elaboration of competence frameworks in language education, such as the one 
put forward by the Common European Framework of Reference for Languages (CEFR) with 
new descriptors. In the final section, translation-oriented methodologies devised for LSP 
learning and teaching are presented through a careful examination of examples from three 
undergraduate coursebooks that draw inspiration from the plurilingual stance upheld by 
the CEFR.
Needs analysis as the first step toward the design of LSP courses tailored to the learning 
and target needs of LSP learners is presented by Danijela Nejković and Jelena Bošnjak in 
their paper titled “Needs Analysis in English for Security Studies”. The paper emphasises the 
importance of triangulation and eliciting needs analysis data from different stakeholders, 
in the presented case from students and academic staff. A questionnaire, used as the main 
research instrument, was drawn to elicit the stakeholders’ opinions on the importance of dif-
ferent language activities, merged into broader categories, for the future careers of students 
of security studies. These categories, borrowed from the division of language activities in the 
CEFR Companion but adjusted to the context-specific research, are listening comprehension, 
reading comprehension, audio-visual reception, spoken production, written production, 
spoken interaction, written interaction, online interaction, and mediation. The application 
of principal components analysis resulted in ten language activities from the listening com-
prehension, reading comprehension, written interaction, and spoken interaction categories 
that will represent the core language activities of English language courses at the Faculty or 
Security Studies of the University of Belgrade. 
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The starting point for Darija Omrčen and Mirjana Bautović’s genre analysis in their paper 
“Generic Structure of the Olympic Games-related Brochures” is that today’s globalised society 
relies on a multitude of contemporary communication means to enable the conveyance of 
information to target audiences, which also applies to brochures as an advertising medium 
used to promote large sporting events such as the Olympic Games. Therefore, the aim of 
their research was to analyse the degree of uniformity and rhetorical move structure of a 
sample of eight brochures promoting Olympic Games-related sporting competitions. Impor-
tantly, the results corroborate the general variability of genres across time in that recent 
brochures incorporate concepts that were previously not present and that are indicators 
of societal change: fully inclusive society, sustainability-related issues, green economy, new 
business models, and human rights issues. Moreover, these brochures are characterised by 
different purposes, including promotional, informational, educational, health-related, cultur-
al, environmental, and commercial purposes, and can thus be considered as realisations of 
a hybrid genre. 
Last but not least, Csaba Kálmán’s paper “The Role of ESP in Motivating Adult Learners of 
English: A Questionnaire Study in Hungarian Corporate Contexts” relates the concept of mo-
tivation to the concept of language learners’ needs, in this paper the needs of adult learn-
ers of English for specific purposes (ESP) in a corporate context. The importance of ESP in 
motivation is explored together with nine other teacher-related dimensions measuring the 
teacher’s role in generating and maintaining the language learning motivation of adult cor-
porate learners: appearance, atmosphere, focus on the present, free choice of topic, getting 
to know the learner, personal branding, personality and behaviour, personalised teaching, 
and preparedness. The results show that incorporating ESP in the syllabus plays a significant 
role in motivating adult learners of English in Hungarian corporate contexts. Next, person-
alised teaching, the teacher’s preparedness, and personality and behaviour seem to be the 
teacher-related factors that can have the greatest impact on the learners’ (extrinsic) motiva-
tion. Finally, the salience of instrumental orientation in corporate contexts can, through the 
dimension of ESP, contribute to the development of adult language learners’ professional 
selves, and thus reach beyond the boundaries of language teaching and learning. 
Violeta Jurkovič
Editor-in-Chief
Nives Lenassi
Guest Editor