English for specific purposes 
195939467
English for Specific Purposes
English for Specific Purposes is a functional variety of language belonging to a specific communications. In this article we describe the development stages of the notion <English for Specific Purposes> We are highlighting the most prominent issues of the matter with the aim of analyzing and generalizing the ideas expressed. Keywords: language, Language for Specific Purposes, English for Specific Purposes, sublanguage, discourse, academese, register.
Anna Dudnikova
218936754
Needs Analysis English For Specific Purposes (ESP) For Vocational Pharmacy Students
Increased development of study programs in vocational education programs that are predicted to be a solution to increase human resources in Indonesia. This also underlies the improvement of English language competence in Indonesia as outlined in Minister of Education and Culture Decree No. 096/1967 December 12, 1967. The Ministry of Education and Culture developed the communicative abilities of English vocational education students who needed help listening, reading, writing and speaking. This study discusses the analysis of the needs of English courses (ESP) for educational students who need analysis of targets and learning needs. Data obtained from questionnaires and interviews. The results of data analysis about active communication skills (35% grammar difficulties (25% being able to read (25% difficulty in content (10% and writing (5%.Introduction to basic pharmacy (20% prescription pharmacy (20% Health and drugs (20% Healthy lifestyle (20% and microbiology and pharmacy (20% The English language used in technology is English Media (40% crosswords (20% dialogue content (20% and multiple choice (20% The results of the study constitute an analysis of needs and targets referred to as part of the English learning process The results of the analysis of learning needs and the achievement of learning English obtained by students both reading, writing, grammar and other needs in order to prepare themselves to meet their needs going forward.
Abd Syakur Hanizah Zainuddin M Afif Hasan
204391820
SOCIAL MEDIA IMPACT ON LANGUAGE LEARNING FOR SPECIFIC PURPOSES: A STUDY IN ENGLISH FOR BUSINESS ADMINISTRATION
Nowadays, social media are dominating the life of p eople. Facebook has become noticeably widespread among the youth, and students in particu lar. Research has indicated that Facebook could be an effective platform for languag e learning. This study, therefore, comes to explore the effects of Facebook assisted teachin g on learning English for specific purposes by students at the University of Tabuk, Saudi Arabi a. A sample of 64 students from the Faculty of Business Administration, taking a Busine s Letters course in English, were divided into a Facebook tutored group and a traditi onal classroom tutored group and were given the same vocabulary content. The two groups w ere given preand post tests to measure their vocabulary learning, and were subjected to an interview to gauge their attitudes towards the instructional methods which were put to use. Ho wever, no significant difference between the two groups was found in terms of achievement in spite of the positive response and the high satisfaction level the Facebook tutored studen ts showed towards the use of such a platform.
Hadoussa Slim Menif Hafedh
219682564
THE JOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES
The article discusses two approaches that are considered to be the most promising ones in today's teaching of English for Specific Purposes (ESP) The two approaches in question are Kumaravadivelu's principled pragmatic approach and the experiential learning approach. It is shown that they both help to unify into one single new paradigm the three leading paradigms in modern ESP teaching: content based instruction, English immersion, and culture specific target language learning. After defining each of the two approaches in ESP courses at tertiary schools, the paper proceeds to prove the authors' leading idea that both principled pragmatism and experiential learning are a perfect match embodying two facets of a broader pedagogical approach that is applicable not only when teaching ESP (and teaching foreign languages in general) but also when teaching other disciplines, especially at the tertiary school level. This broader pedagogical approach is constructivism, which provides students with opportunities for 'constructing' their own knowledge and skills through practical experience in real life or modeled activities. In this case, students acquire their knowledge and skills (including skills of communicating in the target language) as a by product of their real life or modeled activities, thus internalizing (appropriating) the knowledge and skills and not just learning them. The peculiarities of constructivism in ESP courses are discussed, and the guidelines are given for the practical implementation of the principled pragmatic approach through experiential learning activities in the framework of the fully constructivist ESP course (in what concerns its theoretical and methodological foundations)
Oleg Tarnopolsky Svitlana P Kozhushko
148993840
From needs analysis to task design: Insights from an English for specific purposes context
Needs analysis (NA) has long been argued to be the prerequisite for the design of language curricula or syllabi and the selection of tasks. According to Long (2005) a one size fits all approach should be substituted by a careful examination of learners' needs in a particular domain or learner community. Despite the increasing practice of carrying out a NA as a first step in curriculum design, it is still unclear how exactly the insights obtained from NA can be used in meaningful ways to take informed decisions about task and syllabus design. This study attempts to fill this gap by applying the findings obtained in a NA in the domain of a hotel receptionist's job to the design of pedagogic tasks. The goals of this study were to obtain insights into what tasks are done in this domain (task selection) what kind of language use is associated with these tasks (task discourse analysis) how the information about perceived difficulty of tasks can be translated into instructionally manipulable variables (task difficulty) and in what order the resulting tasks should be presented to learners (task sequencing) The study design employed in depth qualitative data collection, including 10 semi structured interviews and three observations, and the sources were domain experts and domain novices. By linking the information obtained in the NA with a theoretical task complexity model, the study provides a detailed account of how real life tasks can be translated into an articulated set of genuine and instructionally relevant pedagogic tasks.
Aleksandra Malicka Roger Gilabert Guerrero John M Norris
158405188
Key Issues in English for Specific Purposes in Higher Education
This volume offers research based studies on English for Specific Purposes in higher education from across the world. By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion. There is a growing need for undergraduate students to develop their proficiency of ESP skills and knowledge in the increasingly globalized world. Knowledge of ESP is an important factor in subject matter learning by students, and also closely related to the performance of university graduates in the relevant sectors. Careful planning and efficient implementation are essential to ensure the quality of the language learning process. For a variety of reasons, it proves difficult to maintain ESP instruction in higher education. These reasons include the incompetence of teachers, lack of materials for that specific context, as well as lack of opportunities for ESP teachers to develop their skills. The chapters in this book, taken from a wide variety of countries, shed light on the diversity of current practices and issues surrounding ESP.
Yasemin Kirkgoz Kenan Dikilitas
62726063
English for specific purposes a learning centred approach
Thanks Introduction Part I. What is ESP? 1. The origins of ESP 2. The development of ESP 3. ESP: approach not product Part II. Course Design: 4. Language descriptions 5. Theories of learning 6. Needs analysis 7. Approaches to course design Part III. Application: 8. The syllabus 9. Materials evaluation 10. Materials design 11. Methodology 12. Evaluation Part IV. The Role of the ESP Teacher: 13. Orientation Appendix Bibliography Acknowledgements Index.
Tom A Hutchinson Alan Rufus Waters
210969316
THE JOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES
The mission of higher education institutions is to prepare future professionals for a rapidly changing labor market, yet what skills we teach students, and how we teach them, is highly problematic. The ability to collaborate is crucial for success in professional and academic endeavor; the challenge for foreign language educators is to shift the focus of courses in ways that address the development of collaboration skills. Yet, this also becomes a challenge in scholarly literature on English for Specific Purposes (ESP) since research in this field has been somewhat limited, i.e. most commonly it investigates collaborative writing as a way of developing collaboration. Furthermore, the explicit teaching of collaboration, as well as the inclusion of diverse tasks to enhance collaboration, are often neglected by researchers. Also neglected in this field of research are the challenges and opportunities that students experience while learning to collaborate during ESP classes. The paper aims at acquiring more in depth insights into the phenomenon of collaboration during ESP classes to facilitate the practice of language educators who can no longer neglect the urgent need to develop collaboration through their classes. The authors of the paper, who were also the designers of ESP tasks, sought to develop collaboration skills by both engaging learners in collaborative tasks and integrating additional measures to address this skill. Qualitative data acquired via observations and semi structured interviews revealed that such tasks could contribute to students" overall performance to improve language proficiency because they enhance motivation and engagement. Apart from collaboration skills, they contribute to the development of many essential skills vital for engagement in the twenty first century workplace. Notwithstanding, they pose challenges to students and this indicates the need for more frequent collaborative tasks and progress with additional measures that develop students" collaboration abilities in higher education.
Evelina Jaleniauskiene Robert Lescinskij Palmira Juceviciene
150604428
Foreign language classroom anxiety among English for Specific purposes (ESP) students
This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al. 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants' FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students' university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants' self perceived English proficiency and their FLA levels associated with listening and speaking skills.
Marian Amengual-Pizarro
196021503
Integrating Information and Communication Technologies in English for Specific Purposes
The present volume, edited by Munoz Luna and Taillefer, wisely combines the use of the Information and Communication Technologies (henceforth ICTs) with the teaching and processing of English for Specific Purposes (henceforth, ESP) In this combination of interrelated fields, as well as in the wide coverage of their state of the art, resides the uniqueness of the book. It presents insights on methodological ESP principles in both academic and professional situations, and emphasizes authenticity in teaching and learning contexts.
Rosa Munoz-Luna Lidia Taillefer