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Dissertations / Theses on the topic 'English for Special Purposes'
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1
Bonk, Wendy Jean. "English for special purposes - Fremdsprachenlernen als berufliche Kompetenzerweiterung." [S.l. : s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=962756180.
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Liu, Chi-Chieh. "Business English for special purposes as a negotiated, strategic competence." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1867.
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Ahmad, Tajuddin Azza Jauhar. "A Malaysian professional communication skills in English framework for English for occupational purposes courses." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28747/.
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Malaysian employers have considerable reservations when it comes to graduates’ employability skills, particularly their flawed English language competence. Given the challenges faced by higher education institutions in Malaysia to match employers’ requirements, there is a need to initiate holistic and comprehensive research on the curriculum practices of current English for Occupational Purposes (EOP) courses. This study sought to better comprehend employers’ perspectives, expectations and practices in dealing with the English language demands of the workplace environment. The requirements demanded by Malaysian employers will determine the key definition of professional communication skills for successful workplace functions. The aim of this study was twofold. Firstly, it intended to define Professional Communication Skills (PCS) by looking at the needs and requirements of Malaysian stakeholders, namely employers, the government and academia. This component explores the requirements, suggestions as well as common practices in relation to English language communication carried out at the workplace in the public and private sectors in Malaysia as voiced by the stakeholders. These valuable facts will help to fulfil the fundamental objective of this study, which is to determine the key definition of professional communication skills identified by Malaysian stakeholders for successful workplace functions. A clearly defined Professional Communication Skills Framework in English is aimed for at the end of this study. Secondly, it also aims to produce an informed, impartial and highly valid PCS framework for English by having the stakeholders thoroughly involved in creating meaning and amending the components within the framework during the validation stage of the study. Additionally, in order to make sure that the framework is not only valid but also achievable, a few experts in the field of teaching English in higher education have looked through the framework thoroughly. This qualitative study sits within the interpretivist paradigm, where data were primarily drawn from in-depth interviews with 24 respondents in the following subgroups: 1) human resource managers from key multi-national industries (10 respondents); 2) government executives who recruit entry-level employees for public sector (4 respondents) and; 3) EOP instructors and HE liaison officers for industrial training (10 respondents). The data were subjected to rigorous deductive and iterative analysis in which soft systems methodology (SSM) was applied. To assure the rigour, integrity and legitimacy of the research process and its worth, trustworthiness criteria were applied all the way through the study. Key findings of the study centre on the complexities of graduates’ English language workplace literacies, where it was discovered that the balance of breadth and depth of communicative competence should be embedded throughout the system of education, as early as in pre-primary education. Contrary to expectations, the findings illustrate that graduates’ personal attributes were rated more important than communicating fluently in the English language. Stakeholders compellingly proposed that these attributes should be stressed during the teaching and learning process in HE institutions and observable measures should be designed to assess the graduates’ personal attributes that are desired by stakeholders. The findings also stress the dire need to put emphasis on fluency over accuracy in the HE curriculum. This study has yielded findings that make an original contribution to both the theory and practice of English language literacies since it adds to the broader view of workplace literacies by unveiling the requirements for English language used in a professional setting situated in a Malaysian context. This study has provided conclusive evidence by documenting Malaysian stakeholders’ requirements regarding the workplace literacies of graduates, scrutinising the findings and developing a practical PCS framework for English, using a Communication Competence Model (Morealle, Spitzberg and Barge, 2007) as its point of departure. These outcomes are especially beneficial for informing policy makers’ agendas in producing competent graduates for the future local and global workforce.
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Attia, M. H. "A critical analysis of ESP courses at Kuwait technical-vocational institutes with special reference to Kuwait Business Institute." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370141.
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Truong, Le Huy, and n/a. "Towards improving ESP testing in Vietnam." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.154636.
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That this field study report has been carried out
originates from the fact that urgent remedies are needed to
improve ESP testing in Vietnam. This field study report
consists of five chapters as follows.
Chapter one gives an overall picture of language
testing in Vietnam, as well as dealing with the reasons why
ESP testing should be improved.
Chapter two covers questions such as the
terminology in assessing (evaluation, assessment, and
testing), role of testing, types of language tests, and main
characteristics of a good test.
Chapter three considers the problems concerning
ESP, for example, a definition of ESP, ESP in the teaching
learning process, ESP in Vietnam as well as ESP
classification.
Chapter four takes into consideration such
questions as the theoretical background of ESP testing,
proficiency tests in ESP testing, problems in ESP testing,
ESP testing in Vietnam together with comments, and
suggestions for improvements.
Chapter five reconfirms the aim of this field
study report - to improve ESP testing in Vietnam.
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Alvarez-de-Galicia, Maria Guadalupe. "Reading in English for academic purposes (EAP) : the effect of background knowledge, with special reference to schema-directed processes." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/26085.
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Mostafa, Assi S. "Problems of special-purpose English-Persian lexicography with particular reference to computer techniques." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330194.
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Подъячева, А. М., and A. M. Podyacheva. "Метод тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100753.
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В настоящей работе тренинг рассматривается как метод обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств. Для достижения цели работы – теоретическое обоснование, разработка и опытная проверка эффективности метода тренинга, как способа обучению лексике иностранного языка для специальных целей с использованием мультимедийных средств – были выполнены следующие задачи: проведен сравнительный анализ традиционного метода обучения и метода тренинга на основе исследования научно-методической литературы, были рассмотрены понятие, функции, структура и приемы тренинга; описаны особенности использования тренинга в обучении иностранным языкам; описана технология подготовки и проведения тренингов, направленных на изучение лексики иностранного языка для специальных целей с использованием мультимедийных средств; проведен анализ и апробацию учебного процесса, отвечающего требованиям метода тренинга; проверена эффективность разработанной методики для обучения лексике иностранного языка в ходе опытно-поисковой работы. Магистерская диссертация по теме «Метод тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств» содержит 80 страниц текстового документа, 10 рисунков, 70 использованных источников. В первой главе была рассмотрена роль мультимедийных средств в образовательном процессе, основные подходы и принципы обучения иностранному языку с использованием информационно-коммуникационных технологий и тренинг как метод обучения. Во второй главе описана организация, апробация и сделан анализ практической работы по проведению тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств. В заключении был сделан вывод об эффективности данного метода.In this work, training is considered as a method of teaching foreign language vocabulary for special purposes using multimedia. To achieve the goal of the work – theoretical justification, development and experimental verification of the effectiveness of the training method, as a way of teaching foreign language vocabulary for special purposes using multimedia – the following tasks were completed: a comparative analysis of the traditional teaching method and the training method based on the research of scientific and methodological literature was carried out, the concept, functions, structure and methods of training were considered; the features of raining usage in teaching foreign languages are described; the technology of preparing and conducting trainings aimed at studying the vocabulary of a foreign language for special purposes using multimedia is described; the analysis and approbation of the educational process that meets the requirements of the training method was carried out; the effectiveness of the developed methodology for teaching foreign language vocabulary in the course of experimental search work was tested. Master's thesis on the topic "Method of training for teaching foreign language vocabulary for special purposes using multimedia" contains 80 pages of a text document, 10 pictures, 70 used sources. The first chapter examined the role of multimedia in the educational process, the main approaches and principles of teaching a foreign language using information and communication technologies and training as a teaching method. The second chapter describes the organization, approbation and analysis of practical work on conducting training for teaching foreign language vocabulary for special purposes using multimedia. To sum up, it was concluded that this method is effective.
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Harrabi, Abdelfatteh. "L’anglais pour spécialistes d’autres disciplines dans l’enseignement superieur en Tunisie : réalités et enjeux." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21861/document.
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Cette recherche consiste à étudier les réalités de l’anglais pour spécialistes d’autres disciplines dans l’enseignement supérieur tunisien ainsi que les enjeux qui en résultent. Ainsi, la situation d’enseignement/apprentissage de cette discipline est mise en évidence dans le contexte tunisien à travers les entretiens et les questionnaires réalisés sur le terrain. Ces enquêtes ont été menés en collaboration avec les acteurs locaux de cette discipline (doyens, enseignants, étudiants) des universités offrants différentes sortes de formation tels que la santé (médecine et pharmacie), science et technologie, droit et commerce. Ces institutions sont choisis dans différentes zones géographiques du pays pour être représentatifs le plus possible. Ce travail permet de mettre à jour et analyser, en mobilisant des méthodes d’enquête qualitative et quantitatives, un ensemble diversifié de données (notamment représentations des acteurs : responsables universitaires, enseignants de langue, étudiants). Cette recherche nous permet d’analyser également les enjeux pédagogiques et politiques de la formation en anglais et souligner l’importance de la formation des enseignants d’anglais du secteur LANSAD. Enfin, l’analyse de la situation d’enseignement/apprentissage de l’anglais pour spécialistes d’autres disciplines en Tunisie nous permet d’identifier les lacunes qui sont à améliorer. À cet égard, des recommandations sont formuléesThe present dissertation sheds light on the realities of English for specific purposes in the Tunisian higher education as well as the resulting stakes. Thus, the situation of ESP education is highlighted in the Tunisian context through interviews and questionnaires conducted in the field. The surveys were conducted with the collaboration of local deans, teachers and students of universities with different specialities such as health (medicine and pharmacy), science and technology, law and commerce. These institutions are selected from different geographical areas of the country to be as representative as possible. This work helps to update and analyze, by the means of methods of qualitative and quantitative survey, a diverse set of data (related essentially to deans, language teachers and students). The present dissertation allows us also to analyze the pedagogical and political stakes related to English language training and emphasize the importance of ESP teachers’training. Finally, the analysis of the situation of ESP education in Tunisia allows us to identify the obstacles that need to be overcome. In this respect, recommendations are made
10
Tan, Shen Wen. "English for Occupational Purposes: Elastomer English." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463096101.
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Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.
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Liebenberg, Elizabeth Helena. "Comment établir un rapprochement entre l’enseignement de l’anglais de spécialité et les notions du droit." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030035/document.
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L’engagement du Conseil de l’Europe en faveur d’une éducation plurilingue intégrant altérité et diversité culturelle est fortement lié au souci de promouvoir la communication entre citoyens de langue et culture différentes, indispensable à la mobilité et à la compréhension réciproque. Dans ce nouveau référentiel s’inscrit la tendance à enseigner les disciplines non linguistiques, directement dans la L2. Cette méthode d’enseignement d’une matière par intégration d’une langue étrangère, appelée EMILE a vocation d’accélérer le processus d’apprentissage. Or, il s’est avéré, lors d’une recherche-action portant sur l’anglais juridique, qu’une méthode d’immersion complète telle qu’EMILE pouvait présenter certaines failles pour apprendre cette langue de spécialité très pointue. Pour combler ces failles, nous proposons la méthode LADMI (Linguistique appliquée à une autre discipline par méthode intégrative), qui est une modification du concept d’EMILE extrapolant à partir d’une certaine structure logique, suite à des observations particulières, afin de préserver à la fois la langue et le contenu de la DNL, le droitThe European Council’s policy of promoting linguistic and cultural diversity in the field of acquisition-teaching of foreign languages, has led to a profoundly modified situation in language learning. With the aim of encouraging mobility among students and teachers in the European education system, pluralinguistic methods, such as TIE-CLIL (Translanguage in Europe – Content and Language Integrated Learning) are used in an attempt to accelerate immersion programmes. However, in an action research undertaken in Legal English at the University of Nice, the conclusion was drawn that language immersion is not always feasible in Law. Therefore an integrated approach, Adjunct CLIL, based on logical observations, a modification of the concept CLIL : ALDIM (Applied Linguistics to another Discipline by Integrated Method), is suggested, to preserve both the quality of the language as well as content of the non-linguistic discipline, Law
13
Qattous, Kathem Mohammed. "The cultural dimension of English for specific purposes." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5478/.
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In the variation of English for Occupational Purposes, ESP is usually considered to be culture-free. This thesis investigates, as an example, a vocational ESP program in Saudi Arabia to establish, first, what cultural values might be present in the course materials, and second, how the ESP programme relates to the school system in which workers have been educated. The study proposes that there is a cultural content even in what appears to be a culture-free ESP program, and that this cultural content is expected to provide the non-native target population learners with values and thinking abilities that are different from those that are in the receiving environment. The study shows how an ESP program can have a Western cultural perspective that provides Western values and thinking abilities and general / basic education. The thesis consists of six chapters and a general introduction. The Introduction discusses the significance of ESP, the general view that it is 'culture-free', and the importance of analysing an example ESP program to see if this is the case. Chapter One presents an account of ESP, its definition, nature, development, and key issues in the field of its syllabus design and significance in its various fields, with focus on the significance of ESP having a common core component. Chapter Two presents an account of the literature on the concepts of socialisation and culture, its definition, nature, relation with language, learning, and significance in foreign language teaching (FLT), English language teaching (ELT), and specifically in ESP. Chapter Three introduces Saudi Arabia, with a brief account of its socio- cultural aspects, religion, educational system, and the significance of English language teaching in it. It also has a section about the Arabian American Oil Company (Aramco) which represents the environment of Western cultural learning in the ESP program, namely Vocational English Language Training (VELT).
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Gustafsson, Malin, and Linn Rix. "Contemporary Popular Culture for Educational Purposes – Teaching English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34842.
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The purpose of this dissertation is to examine four teachers’ of English perceptions of the use of CPCE in their teaching. When reading the control documents of the Swedish school, indications pointing towards the use of CPCE texts in teaching were found. Therefore we took an interest in finding out how teachers choose to implement CPCE in their teaching. We have combined the methods of semi structured qualitative interviews and the use of a focus group to gather the data needed. Our main findings consist of how the concept of popular culture is understood by our informants. They find the concept vast as it entails such a broad variety of texts such as TV shows, film, the Internet, magazines and literature. Teachers select appropriate CPCE materials with regards to their pupils’ preferences. However, our findings of how these materials are implemented in their teaching of English vary and are to be considered limited.
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Wallace, Ray B. Brosnahan Irene. "English for specific purposes in ESL undergraduate composition classes rationale /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514787.
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Thesis (D.A.)--Illinois State University, 1985.Title from title page screen, viewed June 22, 2005. Dissertation Committee: Irene Brosnahan (chair), Russell Rutter, William Piland, Ronald Fortune, Maurice Scharton. Includes bibliographical references (leaves 92-96) and abstract. Also available in print.
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Pham, Huong Thi Lan. "Teacher perceptions of English for Specific Purposes (ESP) programs." Thesis, Argosy University/San Francisco Bay Area, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663239.
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The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the limitations of their contextual conditions and impose a higher level of impact on transformation and development of ESP programs.
The collected data were analyzed by using Statistical Package for Social Sciences (SPSS) software. The questionnaire included 32 items that were rated on a four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistics including means and standard deviations were used to answer Research Question 1. Independent samples t-tests and ANOVAs were used for research question 2 to determine how the groups were different from one another. The results pointed out aspects of ESP programs that were perceived similarly and differently by groups of respondents based on the gender, age, educational backgrounds, and ESP teaching experience.
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Albassri, Israa A. "Needs-Analysis-Informed Teaching for English for Specific Purposes." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/274.
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Reconceptualization is needed for English language teaching as a response to English-as-an-international language (EIL) contexts. Correspondingly this will lead to what is called “an ecological approach” that invites accommodation of language-learning instruction to the local needs within discourse communities. In this research, the researcher will investigate the English for specific purposes (ESP) needs of business students to explore how best to address their expressed needs through subsequent tutoring. The ecological approach along with vocabulary teaching approach may look deeply into students’ needs. To assess their needs, a questionnaire was developed and administrated to international students in the College of Business and Public Administration (CBPA) at California State University, San Bernardino to investigate what students feel are their strengths as well as needs, in order to succeed in their business studies.
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Renwick, Adam. "Recommandations et implantation : le cas des termes des sciences et techniques spatiales." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2025/document.
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La première partie de cette thèse décrit l’aménagement terminologique en France et démontre que cet aménagement fait la suite d’une longue série d’interventions par l’État en matière linguistique. Tirant profit des études s’intéressant aux résultats d’autres entreprises d’aménagement terminologique dans domaines et langues différents, une variété de facteurs supposés exercer une influence sur l’implantation des termes spécialisés est identifiée. Les méthodologies développées dans les études précédentes sont mises au point pour permettre des appréciations plus nuancées et fiables de l’implantation terminologique. La première partie de cette thèse se conclut par l’énonciation de notre hypothèse principale, de nos hypothèses spécifiques et de la justification du choix du domaine spécialisé auquel appartiennent les termes étudiés. Dans sa deuxième partie, cette thèse décrit les corpus terminologique et documentaire constitués ainsi que la méthodologie par laquelle ils sont exploités et les données obtenues, gérées et analysées.La troisième partie de cette thèse décrit l’influence de nombreux facteurs sur l’implantation des termes recommandés des sciences et techniques spatiales. Après avoir comparé les tendances générales dans les données avec celles des autres études, l’influence des facteurs terminologiques, socioterminologiques et procéduraux est étudiée à tour de rôle. Plusieurs facteurs de chaque type sont impliqués dans l’implantation réussie de certains termes recommandés. Il est également démontré que certains facteurs favorisent l’implantation contrairement aux constats d’autres études. Aucun des facteurs examinés n’est, à lui seul, capable de garantir l’implantation d’un terme recommandé, l’implantation dépendant de nombreux facteurs, leurs interactions et les compromis qu’ils engendrentThis thesis examines the effects of the concerted language policy that was developed and implemented by successive French governments in the second half of the 20th century. As a response to the perceived threat of the pre-eminence of the English language in so many different areas of modern life, the French state has, for nearly half a century, sought to secure the place of the French language in the present and the future by developing a series of commissions charged with recommending French technical terms to supplant borrowed or native forms considered to be inadequate, or name new inventions and concepts. The first part of this thesis describes the terminological planning undertaken in France and demonstrates that it is the product of a long series of interventions by the French state in matters of language. This thesis seeks to evaluate the real-world efficacy of terminological planning carried out in France, by identify the factors that facilitate or hinder the implantation of recommended terms. Drawing on similar studies on the real-world results of terminological planning activities in various specialised domains and involving different languages, a variety of different factors supposed to influence the implantation of specialised terms is identified. Methodologies developed in the literature are enhanced to provide a more nuanced and reliable appreciation of the implantation of recommended terms. The first part of this thesis concludes with the enunciation of the general and specific hypotheses and the justification of the choice of the specialised domain to which the studied terms belong. The second part of this thesis then describes the terminological and documentary corpora compiled and details the methodology by which the corpora are exploited, and the results gathered, managed and analysed.This thesis then describes the influence of different factors on the implantation of the recommended terms of space sciences and technologies. After comparing the global trends observed in the data with those observed in other studies, the influences of terminological, socioterminological and procedural factor are studied in turn. Several factors of each type are found to be involved in the successful implantation of some recommended terms, and certain factors studied are found to favour to the implantation of recommended terms, previous studies having found or supposed the opposite. No single factor examined is found to be sufficient to guarantee, alone, the successful implantation of a recommended term, implantation depending on numerous factors, their interplay and their trade-offs
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Romo, Abel Javier. "An English for Specific Purposes Curriculum to Prepare English Learners to Become Nursing Assistants." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1407.pdf.
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Medlin, Laura. "English for Specific Purposes (ESP) Nursing in the U.S. Hospital /." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/173.
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Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.
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The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.
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Schmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." Taylor&Francis Group, 2018. http://epub.wu.ac.at/6416/1/13670050.2018.pdf.
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The discourse on English-medium teaching in higher education uses several
terms and concepts to describe practices, very often synonymously. This
contribution aims to fill the research gap of a conceptualisation of
English-medium teaching in higher education. It will identify relevant
approaches and their corresponding terminology, as well as clarify which
approaches are most suitable for higher education. Given that the past
decades have seen a substantial rise in the use of English as a teaching
language in European compulsory schooling [Dalton-Puffer, C. 2011.
"Content and Language Integrated Learning: From Practice to Principles?"
Annual Review of Applied Linguistics 31: 182-183], the paper will also draw
parallels between the secondary and the tertiary levels of education. At
the same time, it will also be shown why insights drawn from research
conducted in secondary education cannot simply be transferred to the
tertiary level of education.
The main focus of the paper is on the "English-medium Paradigm", a
framework created to identify prevalent instructional types in Englishtaught
programmes at universities in non-Anglophone countries
[Unterberger, B. 2014. "English-medium Degree Programmes in Austrian
Tertiary Business Studies: Policies and Programme Design." Dissertation,
University of Vienna, 45-52]. The paradigm is based on terminological
and conceptual considerations gained from the critical discussion of
English for specific purposes, English for academic purposes, Content and
language integrated learning and English-medium instruction literature
[e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional
Settings. London: Longman; Hyland, K. 2006. English for Academic
Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer,
C. 2007. "Academic Language Functions in a CLIL Environment". In Diverse
Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201-209.
Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang;
Dafouz, E., and U. Smit. 2014. "Towards a Dynamic Conceptual Framework
for English-medium Education in Multilingual University Settings". Applied
Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a
timely conceptualisation of the varieties of English-medium teaching in
higher education which also takes into account pedagogical
considerations as well as implications for curriculum design.
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Coley, Toby Franklin. "Wikis in the Teaching of Writing: Purposes for Implementation." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03272007-092830/.
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Throughout the documented history of the teaching of writing, educators have engaged in various methods through which to guide student learning in the textual medium. In recent years, the digital age has provided a plethora of educational opportunities from long-distance learning and virtual courses, to course management systems, blogs, and wikis. The wiki has emerged as a growing technology with the potential to transform the rhetoric of the writing classroom. The present project seeks to further the research available on wikis in the teaching of writing. This study is both definitional and explorational. The questions it seeks to address include: how are wikis being used in educator?s classrooms; to what purposes are the wikis being used; in what ways are wikis being used? To answer some of these questions, various instructor survey responses were evaluated and incorporated into this thesis. The six main purposes for which wikis are being used in education that are identified in this study are 1) collaboration, 2) facilitation of work, 3) audience extension, 4) knowledge building/reflecting, 5) effective writing, and 6) multimodal literacy. After gathering data on the above purposes, this research discusses the results of the data and considers future research for integrating wiki technology into the teaching of writing.
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Langroudi, Jahanbakhsh. "Evaluation of the English for specific purposes (ESP) programme in Iran." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285063.
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Roloff, Vera Lucia Posnik 1955. "English for specific purposes and the use of a specialist-informant." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/23909.
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Abstract: The teaching of highly specialized prose is often troublesome to a language teacher who is not trained in the subject-matter. To approach this pegagogical problem, it has been suggested that teachers should explore the feasibility of using a subject-matter specialist to assist them in reading this type of writing. Following that suggestion, the present study attempts to respond to a particular situation observed with the graduate students in the area of Soil Science at Universidade Federal do Parana. It examines four journal articles in the field of Soil Science in the light of (i) what the language teacher needs to know in order to understand the pieces, and (ii) what the subject-matter specialist brings to the successful reading of these materials. The results obtained reveal that relevant and valuable information can be gained and applied by the language teacher through this methodology. In addition to that, it stands as a useful means of providing the teacher with a certain confidence in the target subject-matter, a step which can result in more meaningful instruction.
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Gourlay, Lesley J. "Classroom discourse and participation in an 'English for specific purposes' context." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/23025.
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Lee, Ena Grace. "Negotiating the "critical" in a Canadian English for Academic Purposes program." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31379.
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This thesis represents a one-year critical ethnographic case study of an academic literacy program located within a major Canadian university. Pacific University's English for Academic Purposes program distinguished itself from "traditional" English as a Second Language programs in its innovative pedagogical approach. The program staff believed that the understanding of a language lies in the deeper understandings of the culture in which it is embedded. Because of this, the program emphasized the use of a critical dialogic approach to the analysis of how language is shaped by culture and vice-versa. My research revealed, however, that disjunctions existed between the pedagogy as it was conceptualized and the classroom practices of the instructors teaching there. Furthermore, classroom observations conducted over the course of the year suggested that student identities were being constructed and negotiated vis-à-vis those of the instructors and that the discourses of teachers essentialized culture and, in turn, student identities. I argue that the discourses we co-construct in the classroom can (re)create subordinate student identities, thereby limiting students' access not only to language-learning opportunities, but to other more powerful identities. I therefore propose that a reimagining of a critical language teacher identity and the negotiation of critical praxis can concomitantly serve to reimagine student identities in new and emancipatory ways.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.
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The research into aspects of EAP covers the twenty-five-year period from 1972 to 1997. The main focus of the submission is the use of needs analysis in relation to EAP, the implications of the findings, and their implementation with regard to teaching materials, course design and methods of teaching. Various methods are used to investigate the language and study skills needs of international students, mostly postgraduates at Manchester University: these include - language tests, self-assessment, questionnaires and surveys, observation and monitoring in class. Evaluation, feedback and follow-up investigations are used to assess the effectiveness of EAP courses and materials. The research covers the common core or study skills strand of EAP which includes the main study skills of listening and note-taking, academic writing, academic reading, speaking and discussion, reference skills, and examination skills. In addition, it covers subject-specific areas, exemplified here through Economics. One of the results of the investigations and the trial of teaching materials is the production of several books catering for students' needs in the main areas of study skills, especially academic writing. Co-operation with the Department of Economics enabled a framework to be developed which was used as the basis for designing and constructing materials for postgraduate students of Economics who needed to improve their study skills and English for Economics. The result of the co-operation was an improved language service for the students and the joint production of a book for their use. One of the main methods of collecting data for use in analysing the needs of students was the structured questionnaire and survey. The findings enabled the needs of students to be prioritised, and enabled EAP courses to be structured so that they met the students' changing needs. Course design was assisted by conducting the first national survey of EAP courses in British universities. Although the main focus of the research is upon the needs of students, the needs of EAP teachers are not overlooked. It had been discovered years ago that no single book catered specifically for the needs of EAP teachers. This had been -confirmed while writing a state-of-the-art article on EAP. Consequently, the first guide and resource book for EAP teachers and those undergoing training to become EAP teachers was written, and published in 1997.
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Hanks, Judith Ingeborg. "Exploratory practice in English for academic purposes : puzzling over principles and practices." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595649.
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Exploratory Practice (EP) is a relative newcomer to the field of practitioner research in language education. Distinctive in attempting to integrate research and pedagogy via a process of puzzlement, it advocates the inclusion of learners alongside teachers as researchers into their own classroom practices. A1though EP appears to be thriving in different places around the world (notably Brazil), it is rarely to be found in the context of teaching English for Academic Purposes (EAP) in the UK. Studies which explicitly include learner perspectives are also unusual. This thesis examines the principles underpinning the EP framework as it was implemented on two pre-sessional courses at a university in the north of England. Two case studies investigating the practical challenges and theoretical implications of the innovation are presented. Taking a qualitative approach, participants (both teachers and learners) were interviewed at regular intervals during their courses and artefacts such as student posters and course timetables were collected. Template analysis was used to draw out and correct themes from the data, and the cases were presented as a series of interconnected narratives. Although the open-ended, flexible nature of EP had seemed inimical to the goal-oriented, highly pressured circumstances of EAP, it became clear that EP was enthusiastically adopted by participants. The findings suggest that EP can be successfully incorporated in an EAP context, but that doing so throws belief structures about research and pedagogy into sharp relief. These beliefs are subject to cognitive dissonance, and are often ideologically loaded, consequently attempts to reconcile them require more thought. Issues of relevance, ownership, and puzzling rather than problem-solving suffused the study. Two options are therefore presented: first, a more politic approach is to reframe EP as a form of pedagogy rather than research; second, more radically, the notion of what 'counts' as research needs to be redefined to allow for more innovative, locally relevant, co-constructions of knowledge
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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.
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Rafik, Khan Shameem Mohd. "The development of a materials training framework for English for academic purposes." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30947.
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There seems to be a significant gap in research on how teachers develop EAP teaching - learning materials and the various types of problems they encounter when developing these materials. This is regardless of whether the teaching is for English for General Purposes or English for Academic Purposes (EAP). This study explores how training in EAP materials development might be improved, and it sets out:;(1) to develop a task-based materials Framework and then. (2) to explore its effectiveness with trainees on the context of a Malaysian university (Universiti Pertanian Malaysia [UPMS]). In devising the Framework, guidance was sought from task and content-based approaches to language teaching, genre theory, Bloom's Taxonomy of educational objectives, a needs survey and various other sources. The Framework was trialled with Malaysian teachers studying at various British universities and further revised. To evaluate and explore the effectiveness of the Framework an intact group or within - subjects design and workshop procedures were used. A materials design course already exists at UPM and hence the method taught could be compared with the use of the Framework. One hundred and seven pre and in-service TESL teachers participated in this comparison and they designed materials by the existing method, and then using the Framework. The attitudes of the teachers, their perceptions of the Framework, and the materials produced, were compared and analysed using a variety of qualitative and quantitative methods. These included questionnaires before and after the experience, a 'Materials Evaluation Checklist' and a collaborative progress log which the teachers kept. The results show a significant improvement in the materials produced, and in the attitudes, beliefs and perception of the teachers, when the Framework is used.
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Simões, Deolinda. "Making connections: engineering and language issues in teaching english for specific purposes." Doctoral thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2014. http://hdl.handle.net/10362/12329.
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Tese
apresentada
para
cumprimento
dos
requisitos
necessários
à
obtenção
do
grau
de
Doutor
em
Línguas,
Literaturas
e
CulturasEsta tese apresenta uma análise dos elos que unem a área de ensino de Inglês para Fins Específicos em engenharia à área específica de engenharia. Dedica-se, particularmente, ao estudo de Inglês para Fins Específicos em contextos académicos, tecnológicos e profissionais em Portugal e pretende apresentar sugestões para o material didáctico, as ferramentas de ensino e as abordagens consideradas adequadas. Este trabalho expõe uma análise geral bem como um enquadramento teórico de Inglês para Fins Específicos e Inglês para Engenharia. Partindo desta análise inicial, ir-se-á proceder à identificação de diferentes grupos de estudantes que necessitam de inglês específico em áreas de engenharia. Será feita uma classificação de quatro grupos distintos, nomeadamente: alunos em cursos pós-secundários conhecido por CET; estudantes em cursos de licenciaturas; professores e investigadores de ensino superior; e finalmente os tradutores em áreas tecnológicas. O estudo é criado a partir de estudantes e académicos de um instituto politécnico de engenharia em Portugal. Será também desenhado um perfil que define professores de inglês para fins específicos. Neste âmbito, são analisados os aspectos singulares deste profissional e comparados com o professor de Inglês geral. O uso de instrumentos de levantamento de dados – desde um questionário a ser preenchido pelos participantes; resultados de testes diagnósticos; registo de assiduidade e notas finais; análise de testes; até uma corpora de trabalhos científicos – contribuiu para a obtenção de informação para a análise de necessidades distintas dos diversos grupos de participantes. Esta informação foi usada para apoiar sugestões para material didáctico para cursos que possam atender às necessidades específicas de cada grupo de participantes em questão. Neste âmbito são apresentadas as necessidades linguísticas bem como as abordagens de ensino da língua mais adequadas. Constatou-se que havia variações consideráveis entre os diferentes grupos em análise. A partir dos resultados verifica-se que é necessário a elaboração de material didáctico e de estratégias específicas adaptadas para cada curso de Inglês para Fins Específicos em engenharia. Constatou-se também que existem elos bastante estreitos entre a área de engenharia e o ensino de Inglês para essa mesma área. Deste modo, recomenda-se que o docente de inglês em áreas de engenharia tenha noções sobre a respectiva área específica. Os resultados da investigação permitirão fornecer aos professores de ESP e aos docentes de disciplinas de formação científica e tecnológica uma contribuição para um ensino efectivo do inglês neste âmbito.
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Palmé, Anna. "Assessing and monitoring genetic patterns for conservation purposes with special emphasis on Scandinavia." Doctoral thesis, Stockholms universitet, Zoologiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42942.
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Genetic variation is essential for biological evolution, for maintaining viability of populations, and to ensure ecosystem resilience. Increased human exploitation and environmental change result in rapid loss of biological variation, including genetic diversity. Measures to halt this trend require that biological diversity is assessed and monitored. Assessment of biodiversity includes identifying patterns of distribution of genetic variation within individual species. This thesis focuses on spatial genetic structure and assessment of units for conservation in continuous environments without apparent migration barriers. Empirical data refer to Scandinavia and the model species are northern pike (Esox lucius), brown trout (Salmo trutta), and harbour porpoise (Phocoena phocoena). Questions regarding monitoring genetic diversity and releases of alien populations are also addressed. The spatial genetic structure of the northern pike in the Baltic Sea is characterized by isolation by distance and continuous genetic change. Positive genetic correlation was found among pike within geographical distances of less than 150 km. This distance may be used to suggest management units in this area. For the brown trout, genetic monitoring identified two sympatric populations within a small mountain lake system. The situation is characterized by a clear genetic but no apparent phenotypic dichotomy. Scientific support for a genetically distinct Baltic harbour porpoise population is limited, and the spatial genetic structure of the harbour porpoise in Swedish waters needs to be clarified. Data for launching conservation genetic monitoring programs is available for only a few Swedish species. Millions of forest trees, fish, and birds are released annually in Sweden and the documentation on these releases is poor. To meet responsibilities of safeguarding biodiversity and surveying biological effects of releases, there is an urgent need for studies aimed at evaluating genetic diversity.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.
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Holmes, Ashley Joyce. "Web logs in the Post-Secondary Writing Classroom: A Study of Purposes." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-03222005-205901/.
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In the past few decades, education research has been thriving in the areas of computers and new technologies. Often, teachers turn to what is popular in the technological world for new ideas to use in their classrooms. One such technology that has become extremely popular in Web culture is Web logs, now most often referred to as ?weblogs,? or simply ?blogs.? The present work seeks to further research on weblogs in education by identifying the various ways in which current post-secondary writing course teachers are using them in their courses. This definitional study attempts to answer the question: for what educational, or non-educational, purposes are weblogs in post-secondary writing courses being used? The study looks at the way educators claim to be using weblogs in their courses based on how they explain their blog assignments to students (either on a course syllabus or course blog posting). Adding depth to the analysis, the study also explores survey responses from thirty-two college writing teachers across the country. The eleven main uses for weblogs in writing courses that this study identifies are as follows: 1) as a public space with a broad audience, 2) to post student work, 3) as a journal, 4) to reflect on course-related assignments, 5) for student discussion and interaction, 6) to explore and share ideas, as well as brainstorm, 7) to engage with and respond to assigned readings, 8) for collaborative projects, 9) to link to Web materials, 10) to ask and answer questions related to the course, and 11) to discuss topics not necessarily related to the course. After compiling data as to these current uses of weblogs in college writing courses, this researcher explores the implications of these uses, offering suggestions and drawing conclusions as to how the new technology of weblogs has impacted and will impact college level writing courses.
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Tsegay, Tesfay Solomon. "English for specific academic purposes : a case study of English for law at the Ethiopian Civil Service College." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405242.
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The study aimed at exploring the English language problems adult students of law in the Ethiopian Civil Service College (ECSC) face, establishing their needs for the language to succeed in their studies and function effectively in their legal profession and proposing guidelines for English for law courses that would address the established needs and constraints. In addition to solving a practical problem, it was also the objective of the study to contribute to the scarce theory and practice in Ethiopia and worldwide in the fields of English for Specific Academic Purposes (ESAP) in general and English for law in particular. In order to address these issues, the study employed the qualitative case study approach that used varied instruments for data collection and involved different stakeholders in the teaching and learning of English for law. It mainly used semi-structured interviews, participant observation and direct observation, focus group discussions, as well as questionnaires, test results and document analyses. Law students, law and English language instructors, law graduates working in legal and non-legal offices and their immediate heads and or sponsors selected from half of the regional states of Ethiopia participated in the study. It was found out that law students manifested English problems at all levels of the language, that is, in the four skills and also faced serious lexico-grammatical problems. It was also found out that student background, the mechanisms employed by the College in the processes of selection and admission of students, lack of relevance of the current English courses to law study, among others, also contributed to the failure of law students to gain the most out of the English courses offered by the College. This in turn contributed to the difficulty students faced in studying law effectively because it was also established that there is a strong relationship between law discipline and the language it is embodied in and taught thro~ that is, English. It was, thus, concluded that if law students at the ECSC are to study and function in law effectively, the English courses offered by the College need to be relevant for these purposes and address the specified target and learning needs. This could be achieved, it is recommended, by introducing a new English for law syllabus that addresses the needs and alleviates the English language problems of law students.
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Burnett, D. F. "Towards a taxonomy of items for listening comprehension in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380816.
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Lima, Adriana Monteiro. "The Canadian language benchmarks and English for academic purposes : a socio-semiotic approach." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28368.
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In the British Columbia context, English for Academic Purposes (EAP) curricula have been articulated and aligned to the Canadian Language Benchmarks (CLB) in an attempt to facilitate transference nationwide (See the Articulation Guide for English as a Second Language Programs in the British Columbia Post-secondary Transfer System, 2008). Because the CLB is designed to be used as a standardized framework to assess ESL learners' proficiency across Canada, learners may need to achieve CLB levels 8-9 to enter mainstream academic programs. Nevertheless, CLBs have only partially impacted on curricula. This study examined EAP programs in relation to the CLB in a local BC college. It investigated the use of the CLB in the EAP program syllabus and its influence on curricular decisions. I interviewed teachers and administrators using structured-questions that targeted their perceptions of a) the CLB concept and critiques and b) theoretical and practical issues that affect the functionality of the CLB when used for academic purposes. The findings show that some of the reasons for implementational shortcomings seem to involve the uncertainties and ambiguities of the CLB Theoretical Framework. In addition, participants voiced their concerns about the usefulness of CLBs for preparing learners to achieve academic readiness, questioning the benchmarks functionality in such context and adopting other frameworks. Thus, I explored some of the dilemmas participants face having to assess how learners function from the CLB 'can do' standpoint in relation to a given, more generic context, i.e. English for academic purposes. Nevertheless, the findings revealed that the CLB has partially impacted on the syllabus of programs, which also prepare learners to enter mainstream post-secondary courses, namely Applied programs. For this reason, I claim that if a socio-semiotic approach would be taken in account, examining the contexts where communication takes place, these practitioners could be better equipped to achieve the goals of the program, as well as those of the learners. Additionally, because the CLB outcomes are not goal-oriented, if a clear purpose were to be achieved, one could be able to foresee implementational demands in relation to contextual needs.
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Rees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.
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This study is motivated by concerns about the adequacy of current corpus-based methods for the selection of vocabulary in studies of English for Academic Purposes (EAP) lexis. It is hypothesised that lists of general-academic vocabulary cannot reflect differences in word meaning between disciplines, and furthermore, that discrete-item wordlists cannot account for the role of context in conditioning meaning. The relatively recent turn towards discipline-specific lists of phrases represents a positive development in this regard. However, its impact is limited by the methods of phrase extraction typically employed.
These beliefs are tested via an innovative corpus-based experiment which compares the syntagmatic patterns of frequently occurring verbs in a corpus of research articles from the disciplines of history, microbiology, and management studies. The results demonstrate that, in many cases, the prototypical meaning of a given verb varies according to the discipline it is found in. Moreover, in order to fully appreciate these differences, a means of phrase extraction which accounts for both syntactic and semantic concerns is necessary.
In addition to the methodological contribution represented by the experimental procedure, the study demonstrates how approaches to language which might be termed phraseological provide plausible explanations for many of the differences in verb behaviour observed in the corpus. From a practical perspective, the combination of the findings with best practice in EAP pedagogy and lexicography allows the creation of guidelines for, and an illustrative example of, useful lexicographical resources for the EAP community.
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Abdulkader, Abdulkader. "A sociolinguistic study of postgraduate students' perceptions of using English for academic purposes." Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/848.
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English for Academic Purposes (EAP) has been increasingly researched in recent years. However, in this research the learner's voice is still not clearly evident. The current study investigates postgraduate students' perceptions of using EAP in studying for higher degrees in Wales and Syria. The study makes a contribution to the field by focusing on the learner's voice in two different contexts, where English is a native language or a foreign language. The students in the study were either home students in Syria or international students in Wales. The juxtaposition of two different contexts allowed for key points of comparison and contrast to be observed. The methodology employed in the research was that of a main and associated case study. A range of data were gathered from University Wales and University Syria through the two case studies. It was found that most University Wales interviewees, as international students, perceived cultural context as an inseparable part of their concept of EAP. They were also aware that they were engaged with a number of overlapping cultures in their use of English. By contrast, the majority of University Syria interviewees, as home students, often perceived clear boundaries between EAP and the cultures surrounding it. It was also found that both groups of interviewees perceived particular features of teaching styles and resources as important elements in their use of EAP. The study findings are valuable in illustrating the similarities and differences of the students' perceptions of their use of EAP in two different contexts. They are also valuable in highlighting the students' identity as EAP learners, a pragmatic one in response to EAP and one that was evolving in response to the broad context of their studies. A central finding was the key role enacted by context in students' overall perception of EAP. Context highlighted the necessity of re-defining EAP, closely considering the different contexts in which it occurs.
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James, Gregory Cyril. "Considerations in the design of an oral test in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534676.
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This work seeks to describe the development of the oral component of the Associated Examining Board's Test in English for Educational Purposes, a test devised to assess the language proficiency of overseas students intending to pursue a course of academic study in the UK. In introducing the allied twin themes of the discussion, that of the sociolinguistic consequences of academic study abroad and that of the criteria of assessment in oral proficiency assessment.
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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.
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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.
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SILVA, WILLIAM EDUARDO DA. "TEACHING AND LEARNING READING IN ENGLISH FOR SPECIFIC PURPOSES IN THE DIGITAL CONTEXT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20596@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO foco principal desta pesquisa é a aprendizagem de leitura em inglês para fins específicos em uma disciplina on-line para graduandos de Química. A pesquisa foi desenvolvida seguindo os princípios da abordagem de inglês para fins específicos (SCOTT, 1986; HUTCHINSON E WATERS, 1987; DUDLEY-EVANS E ST-JOHN; 1998), a visão de estratégias de leitura (LEFFA, 1996; SOLÉ, 1998), as teorias de gêneros textuais (BAKHTIN, 2003; SWALES, 1990; BHATIA, 1993; entre outros) e o uso das tecnologias de informação e comunicação no ensino-aprendizagem de línguas (KERN E WARSCHAUER, 2001; WARSCHAUER, 2004; LAMY E HAMPEL, 2007). Baseado nessas teorias, foram colocadas as seguintes perguntas de pesquisa: (a) Como os aprendizes constroem o conhecimento de leitura em inglês para fins específicos em uma disciplina on-line? (b) De que forma os recursos e as atividades contribuíram para o aprendizado de leitura? A pesquisa compreendeu um estudo de caso de cunho etnográfico virtual dos dados gerados (postagens em fóruns, anotações em diários de pesquisa e respostas de questionários de auto-avaliação). Além disso, as ferramentas utilizadas na plataforma de ensino-aprendizagem (Moodle) foram passíveis de análise, no intuito de averiguar quais os recursos que mais facilitaram e colaboraram para o desenvolvimento da habilidade leitora dos aprendizes. Por fim, os resultados apontam para uma maior conscientização no que diz respeito ao processo de leitura em inglês. Além disso, os recursos e as atividades proporcionaram maior flexibilidade de tempo e espaço, autonomia, satisfação, interação e colaboração entre os participantes.
The main focus of this research is the learning of reading in English for specific purposes in an online course for undergraduate students of Chemistry. The research was carried out following the principles of English for Specific Purposes (SCOTT, 1986; HUTCHINSON AND WATERS, 1987; DUDLEY-EVANS AND ST-JOHN, 1998), the view of reading strategies (Leff, 1996; SOLE, 1998 ), the theories of textual genres (BAKHTIN, 2003, SWALES, 1990; BHATIA, 1993, among others) and the use of information and communication technologies in language teaching and learning (KERN AND WARSCHAUER, 2001, WARSCHAUER, 2004; LAMY AND HAMPEL, 2007). Based on these theories, we asked the following research questions: (a) How do learners construct knowledge of reading in English for academic purposes in na online course? (b) How did the resources and activities contribute to the learning of reading? The research included a qualitative analysis based on virtual ethnography generated data (forum postings, learning diary notes and responses to self-assessment questionnaires). In addition, the tools used in the teaching-learning platform (Moodle) were subject to analysis in order to determine what resources facilitated and contributed to the development of learners‟ reading skills. Finally, the results point to an increased awareness regarding the process of reading in English. In addition, resources and activities provided greater flexibility in time and space, autonomy, satisfaction, interaction and collaboration among participants.
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Kirk, Steven Ewen. "Enacting the curriculum in English for Academic Purposes : a legitimation code theory analysis." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12942/.
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This doctoral research project sought to better understand and articulate how English for Academic Purposes (EAP) is locally enacted. The context selected was a university summer pre-sessional programme for international students. At the time of data collection, I was the course director and the questions shaping the research emerged over a number of years in this role, primarily through the observation of teaching staff. Taking a case study approach and informed by a social realist lens (Bernstein, 1990; 2000; Maton, 2014), the research asked: How is EAP locally enacted? What are the organising principles underpinning this enactment? Drawing on Bernstein's notion of recontextualisation and theorising of the epistemic pedagogic device (Maton, 2014, after Bernstein, 1990), the study explored the 'double enactment' of EAP: firstly, from the values and beliefs shaping the pre-sessional ethos into curriculum, and then from pedagogic materials into classroom practices. Data collection and analysis combined interviews with the course designers, examination of curriculum materials, and exploration of videos of teaching. The analytical framework drew on two dimensions of Maton's Legitimation Code Theory, or 'LCT' (Maton, 2014), a development of Bernstein's code theory (Bernstein, 1977; 1990; 2000). These two dimensions were Specialisation and Semantics (Maton, 2014). Specialisation's component concepts of epistemic relations (relations between knowledge and its object of study) and social relations (relations between knowledge and knowers) were used to explore the macro-orientation and goals of the pre-sessional programme. The Semantics concept of semantic gravity (the relative context dependency of meaning) was then enacted to analyse the structuring principles of materials design and classroom recontextualisation. LCT Specialisation analysis revealed a programme characterised by a stronger orientation to knowledge practices than to knower practices - i.e. an emphasis on understanding particular concepts and developing particular analytical skills, what Maton calls a trained gaze (Maton, 2014). Some curriculum-internal variation was also observed, however, enabling a nuanced view into practices. This orientation was found to shape programme thinking and design in important ways, informing both materials development and expectations of teaching. LCT Semantics analysis revealed a local curriculum characterised by a relatively wide semantic range. Learning outcomes are geared towards both explicit understanding of core course concepts and scaffolded, spiralling opportunities for students to ground these concepts in academic writing and speaking practice. Movements across curriculum threads between concepts and practice create shifts in the context-dependency of curricular knowledge. These semantic gravity waves (Maton, 2013; Macnaught, Maton, Martin & Matruglio, 2013) over curriculum time may enable students to transfer some pre-sessional learning to texts, tasks and assessments not met on the course. LCT Semantics analysis of the principles structuring lesson design and classroom practice suggest there may be underlying patterns, or what might be considered 'signature profiles'. Illustrations of practice are analysed and interpreted as exhibiting shifts in semantic gravity. These shifts are theorised as perhaps enhancing, but also sometimes hindering, effective enactment of the espoused curriculum. LCT tools enacted for this research study enable making visible how local course values are reflected and refracted throughout an EAP programme, from the macro-design of curriculum, through individual lessons on the page to their material enactment in the classroom as pedagogic practice. The findings and the conceptual toolkit itself have implications and applications for EAP programme development, teacher education and wider sector understandings of the situated realisation of university-based curriculum and pedagogy.
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Bell, Douglas E. "Practitioners, pedagogies and professionalism in English for Academic Purposes (EAP) : the development of a contested field." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38570/.
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This thesis examines key developments and changes which have taken place within the field of English for Academic Purposes (EAP) from the 1960s until the present day. It critically evaluates the effects that these developments have had on EAP as an academic discipline; on the positioning and status of EAP within the academy; and on the work carried out by EAP practitioners, particularly with regard to conceptualizations of professionalism, and understandings of what constitutes practitioner expertise. Drawing on qualitative data generated from in-depth semi-structured interviews with 15 internationally-recognised scholars from EAP, the study presents a particular history of the different stages and developments which have occurred in EAP, and maps how these have impacted not only upon EAP as a discipline, but also upon the work of its practitioners. Grounded in a series of narratives provided by individuals recognized for their key contributions to the field, the analysis utilizes ideas from socio-cultural theories developed by Becher (1989), Bernstein (1971) and Bourdieu (1977) to account for EAP’s current status and positioning in the academy. It then draws on theoretical concepts developed by Shulman (1986), Schön (1983), and Lave and Wenger (1991) to suggest ways in which EAP teachers build their knowledge and go about developing their particular professional expertise. The thesis proposes that EAP has now reached an important crossroads in its development. It argues that factors such as a poor appreciation for and understanding of EAP from within the academy at large; a lack of clarity and consistency around professional standards and teacher development within EAP itself; the current marketization of UK higher education and the resulting influx of private educational providers seriously threaten the longer-term security and future development of EAP within UK university contexts.
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Hartill, Julie Ann. "The role and application of descriptive research to course design in EAP." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.
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Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.
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Abstract
The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and Bay Area Regional TESOL (BART) and resulted in 134 responses.
Results indicated that the most frequently used practice was "provide rubrics and progress reports to students" (M = 4.26), followed closely by "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.24). The least frequently used practice was "include lessons about anti-immigrant discrimination or bias" (M = 2.51), followed by "students work independently, selecting their own learning activities" (M = 2.76).
Also, results indicated that the two most important practices were "provide rubrics and progress reports to students" (M = 4.13) and "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.13). Five culturally responsive teaching practices were perceived to be the least important. They were "include lessons about anti-immigrant discrimination or bias" (M = 2.58), "learn words in students' native languages" (M = 2.89), "ask for student input when planning lessons and activities" (M = 2.90), "students work independently, selecting their own learning activities" (M = 2.91), and "encourage students to speak their native language with their children" (M = 2.96).
This study revealed a trend of adult education ESOL and EAP teachers' regular use of culturally responsive teaching practices. These findings add to the limited knowledge of how teachers in ethnically and linguistically heterogeneous classrooms create and support a learning environment for all learners.
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Anthony, Elizabeth M. "Problem-based learning in undergraduate English for specific purposes context : language use & development." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520179.
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Problem-Based Learning (PBL) is an alternative pedagogical model that differs considerably from the traditional chalk and talk didactic approach. However, to date there are still very few studies into its operation and effectiveness especially in the field of language learning. This study focuses on PBL in English for Specific Purposes (ESP) course at a higher learning institution and thus extends our understanding of PBL in general and in the context of second language learning in particular. This ethnographic approach case study research investigated an ESP classroom over a semester in University Technology Tun Hussein Onn Malaysia (UTHM) to determine (i) students' and learners' perceptions and experiences of PBL, (ii) what students learn and how they learn; the learning process and (iii) the impact of PBL on the students' English language use and development. Data were collected through classroom observations, field notes, lecturer and student interviews, reflective journals and course documents. The data were transcribed using Transana, a qualitative video analysis software, then coded and analysed for emerging themes. The findings reveal that the PBL approach is well received by the ESP lecturers in the study context; it is seen to offer advantages in terms of student motivation, attitude, confidence, engagement; (MACE) and their independent self-directed learning and team-working (IT) skills; increased the English usage among the students under study which in turn have a positive impact on their language development. Furthermore, the findings suggest that the MACE-IT model conceptualises the potential of PBL as an educational initiative for change in the classroom culture which also assists language learning.
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Li, Lan. "A study of dictionary use by Chinese university learners of English for specific purposes." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244407.
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Lee, Jing-Min. "English for airline purposes in Taiwan : directive speech acts for the check-in counters." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/16211.
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The study aims to investigate the effect of airline one-year placement experience on Taiwanese students’ development and acquisition of L2 pragmatic competence focusing on their English speech act behaviours. 50 subjects participated in this study, including 10 airline staff and 40 hospitality university students. Two instruments - the Discourse Completion Test and the Focus Group Interview were used to elicit the request strategies from three research groups for analysis. The results of the study demonstrated that exposure to the target speech community specifically a year-long airport placement is relatively influential for the pragmatic development of Taiwanese hospitality university students. The findings in this study also showed that there is a positive relationship between linguistic proficiency and pragmatic ability. It is observed that the participants with better performance in the linguistic and grammatical knowledge tend to show equivalent pragmatic development more than the participants with lower proficiency. The study is believed to significantly contribute in three directions. Firstly, the findings of this study provide valuable data for the development of pragmatic competence in airline English learning. An overall review of the relevant literature shows that there are no studies until now that have explored the effects of airline placement on the pragmatic development of Taiwanese hospitality university students in terms of their English request realisation. Secondly, the results of the study can serve as important practical evidence and can provide guidelines for airline English instructors to start considering how to integrate effective instruction with intercultural pragmatic learning in their teaching materials and curriculum design in order to assist Taiwanese hospitality university students to acquire the pragmatic and social cultural abilities to meet the airline workplace language requirement in the future. Thirdly, the results of the study also revealed information about the pragmatic performance of Taiwanese ground staff; senior employees and supervisors. Therefore, it is hoped that the results of the study can raise the awareness of both English course planners and administrators in Taiwanese airlines to develop appropriate airline English courses for ground staff in order to improve ground staff’s English communication competence when dealing with passengers and also reach the standard of good service quality.
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Al, Ismaili Anwar A. S. "Ensuring the context validity of English reading tests for academic purposes (EAP) in Oman." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15710.
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Students entering academic programmes are frequently overwhelmed by the demand for extensive reading and comprehension of information derived from multiple and contrasting sources. This entails both careful and expeditious reading. The latter has been generally neglected in research and has not been the focus of many tests. Both types of reading were investigated in this study through a validation process of the summative English reading test for academic purposes taken at the end of the Foundation Programme in Oman. In particular, context validity was established through focusing on the interaction between the linguistic demands and task setting parameters and also the cognitive processes through which the students engaged with the test tasks. To establish the context validity of the test, this study adopted Khalifa and Weir’s (2009) model which not only embraced the complex and multi-componential nature of reading but also provided a workable validation framework. A multi-strategy approach was adopted. A natural experiment utilising Verbal Protocol Analysis captured the cognitive processes through which students engaged in reading. Automated analysis software and opinions of expert judges were used to compare test passages with text extracts drawn from first year academic courses. Correlation tests and factor analysis revealed these cognitive processes and established the robustness of the Khalifa and Weir (2009) model, which was thus validated in a second language context. Passages in the foundation tests were found to be generally representative of academic texts although certain features such as abstractness were under-represented.