5 CONCLUSION
5.2 L IMITATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH
effective. Taken together, the results on learner needs for EU English purposes suggest that a multi-perspective analysis of the present and the target situation needs supplies a clearer comprehension of the roles EU English teachers may need to fulfil in order to efficiently teach this special language variety. Moreover, in the light of the analysed needs, the pedagogical implicatons of the results are first and foremost practical in the sense that they aid the overall immediate instructional practice of EU English teachers.
Another opportunity to extend the scope of this research could be a more comprehensive analysis of EU English needs and teaching materials developed in other countries and to conduct needs analysis at the international level involving several educational institutions and programmes. Still another interesting line of research would be to develop new tasks based on the communicative events identified in the research and refine these communicative events in terms of language content for tertiary level. Another point of interest is to measure the effectiveness of an amended new EU English teaching material at the national level. This could include aspects of evaluation of a new coursebook gathering multi-perspective data in other higher education settings. It would also be useful to explore the potentials of teaching EU English on the secondary level in Hungary. This research project would also include comprehensive studies looking into secondary level learners’ needs and teachers’ views, as well as practices and teaching material development for secondary schools. Finally, an important research direction for further studies could be to investigate and compare views on spoken communication within EU institutions. Such explorations could complement our present knowledge of the professional discourse in the EU context. Although this research project attempted to describe some of the characteristics of spoken interactions in the EU context, a larger scale qualitative and quantitative analysis including English language use within the EU could provide an even more realistic picture for course and materials design for English for EU purposes.
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