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Dissertations / Theses on the topic 'English for Specific Purposes'
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1
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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Tomashevska, A. Yu. "The origin of English for specific purposes." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18283.
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Nigi, Tamara <1961>. "Around and beyond English for specific purposes." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/11986.
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When, starting from an educational background in translation, I became an English Language tutor to adults in corporate and professional settings, I happened to notice some distorted expectations among recipients of tuition about the outcomes of self-contained, non academic language courses.
The key question I have thus posed myself over time has thus always been: what are the actual possibilities of mediating along this polarity?
The above question eventually sparked a couple more which are the ones I am going to be addressing in my dissertation:
“What is language learner autonomy and can it be fostered in the context of Italian SMEs (small-medium enterprises)? “Can a flexible context-based approach to teaching help sketch an idea of ecology of second language development and use in such dynamic contexts”.
To try and answer the above questions, I shall be drawing guidance from some recent developments and insights in the study of learner autonomy against the backcloth of the CEFR and ELP.
I will also offer some historical background on internationalizaton and the Italian SMEs scenary.
4
Sokolova, I. V. "English for Specific Purposes: English for Economic Cybernetics Course Design." Thesis, Publishing House Education and Science s.r.o.(Praha), 2005. http://essuir.sumdu.edu.ua/handle/123456789/62086.
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Матеріал містить вимоги щодо курсу з англійської мови для студентів Екномічної кібернетики"б завдання курсу та систему вправ. Крім того, в статті надаються результати аналізу потреб студентів.The article presents the requirements of English coures for Economic Cybernetics, the tasks of the course and the system of assignments. It also contains the results of students' needs analysis.
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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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Denysenko, V. "Teaching methods for teaching English for specific purposes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.
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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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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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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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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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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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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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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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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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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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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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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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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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Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.
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Максимівна, Василишина Наталія. "Challenges in teaching English for tourism." Thesis, National aviation university, 2019. http://er.nau.edu.ua/handle/NAU/42710.
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The present paper aims at giving an overview of the particular challenges of teaching English to students in tourism, a field which has seen a considerable development over the recent period. The paper is divided into four parts: the first part offers an introduction to the importance of English for tourism specialty students; the second part focuses on the appropriate syllabus development framed with foreign language activities; the third part makes reference to the teaching materials to be used with a view to enhancing students ’language proficiency; the last part presents some possible challenges language teachers and their students have to cope with to successfully accomplish the learning objectives.
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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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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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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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Lai, Man-wai Conttia. "The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38713615.
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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, and Viktoriia Semenivna Kurochkina. "Розвиток навиків читання у викладанні англійської мови для спеціального вжитку - ESP (English for Specific Purposes)." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26025.
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Головною відзнакою ESP є те, що англійська мова не відокремлюється від реального світу студентів; навпаки, вона інтегрується в сферу важливих для них питань.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/26025
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Tarawhiti, Nancy Waireana. "The Development of a Certified Nursing Assistant English for Specific Purposes Curriculum: Teaching Materials and Methods." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd967.pdf.
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Lai, Man-wai Conttia, and 黎雯慧. "The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38713615.
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Nguyen, Thi Chau Ngan. "Aligning English for Specific Purposes (ESP) curriculum with industry needs: Language practices for Vietnam's globalised workplaces." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110536/1/Thi%20Chau%20Ngan_Nguyen_Thesis.pdf.
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The case study reported in this thesis investigated the types of English used in workplaces at the forefront of globalisation in Vietnam, namely Customs in an international airport and an import/export company. The level of alignment was then sought between these naturally-occurring genres and the English for Specific Purposes (ESP) curricula designed for graduates. Through an understanding of the sociolinguistics of mobility, the study found that the workplaces demanded functional English with a focus on communication whereas the courses largely taught lexico-grammatical knowledge. The findings contribute to greater understanding of the need for alignment and how it can be achieved.
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Hoa, Nguyen Thi, and n/a. "The role of the ESP teacher." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060725.104331.
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The demand for English for Specific Purposes (ESP) in Vietnam is very
great. In Hanoi alone, there are more than 20 universities and colleges in
which English Foreign Language (EFL) is taught in the curriculum. Much has
been done to improve the task of teaching and learning ESP. Not much work
has been done, however, about ESP teachers, their roles, responsibilities and
position in the process of learning and teaching. It is inevitable that the teacher
plays a decisive part in English learning and teaching. It is therefore the
purpose of this study is to explore and investigate the roles and functions of
the ESP teacher. This investigation has been carried out through
questionnaire, class observation and interviews with teachers. Factors are
identified which make ESP teachers successful and effective. The study
concludes by suggesting ways in which ESP teachers training in Vietnam
could be improved
33
Alsulami, Iftikar Saeed, and Danyah Abdulaziz Aleisa. "BUILDING BRIDGES FROM CURRENT ENGLISH CONTENT TO AN IMAGINED ENGLISH FUTURE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/380.
Full textAbstract:
Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning.
34
Huyen, Tan Thanh, and n/a. "Meeting the need for business English in the new Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060801.105057.
Full textAbstract:
As a result of the New Economic Reform in Vietnam, the need for more
business people proficient in the English language is constantly growing.
This need requires the Hanoi Foreign Trade College, which is officially
charged with the training of business people for the whole country, to
devise relevant curricula for short courses in Business English.
The purpose of this report is to examine some major theoretical and
practical issues in English for Specific Purposes (ESP) and in syllabus
design that can provide course designers at the Hanoi Foreign Trade
College with a deeper insight into the problems essential to the
development of their work.
The report consists of five chapters:
(i) Chapter One is the Introduction. It gives the background to the
study, pointing to changes in Vietnam and the role of the HFTC in
adapting to meet the new need created by these changes.
(ii) Chapter Two deals with the methodology employed in the data
collection and discusses its findings.
(iii) Chapter Three looks at some major theoretical issues in English for
Specific Purposes with a view to applying this theory to the practical
needs for Business English in Vietnam.
(iv) Chapter Four is directly concerned with the planning of the short
courses in Business English for Vietnam which are the central focus
of this study.
(v) Chapter Five is the Summary and contains recommendations for
future development of the proposed short courses.
35
Farhat, Dima. "Becoming a doctor in Syria : learning and identity in English for specific purposes at a Syrian university." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3633.
Full textAbstract:
This thesis explores the teaching and learning of English for Medical Purposes (EMP) in a Syrian Arab university (Tishreen University). It investigates the inherent contradictions in the position of EMP in an Arab-medium university by drawing on the socio-political and economic factors shaping English language education policy in Syria. It also critiques “mainstream” ESP through examining the “purpose” in English for Medical Purposes. Rather than viewing learning as an end product, this study suggests that learning English is part of a dynamic process of learning to become a doctor in Syria and as part of constructing the 21st Century Syrian “doctor” identity. I draw on aspects of poststructuralism and complexity theory to take the analysis of English for Specific Purposes beyond issues of needs analysis, content, and materials development. ESP, from its outset, has been proposed for decades as a commodity that meets students’ linguistic and communicative needs. However important these concerns are for the development of the discipline, as I argue in this thesis, ESP seems to adopt a “mechanistic” approach by predetermining “needs” and “purposes” which fails to account for the complexity of human beings’ behaviours and responses in educational contexts. The deterministic conceptualisation of ESP places rigid boundaries between ESP and the reality of the medicine profession, therefore, fails to meet students’ needs which transcend boundaries of classroom in aspiration for recognition by the medical community worldwide. English for Medical Purposes, in this study, goes beyond “specific purposes” to account for the role of English as a foreign language in constructing doctor identity and in the process of becoming a doctor. Data in this qualitative research were collected through focus groups with students of medicine in Tishreen University, semi-structured interviews with medical tutors and management officials in the Faculty of Medicine and the Higher Institute of Languages, as well as ESP teachers. Policy documents were analysed, and field notes were taken in classroom and hospital observations. Based on the analysis of these sources, a deeper understanding of EMP at Tishreen University is reached through the lens of poststructuralism and complexity theory. Finally, this thesis ends by drawing an ESP/Applied Linguistics relationship among the implications the findings have for policy makers, teachers and medical students, alongside recommendations for future ESP research directions.
36
Hakim, Badia. "Facing change : understanding reactions to ICT adoption in teaching English for specific purposes at King Abdulaziz University." Thesis, Goldsmiths College (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497783.
Full text
37
Sadkovska, V. A. "Lesson planing in ESP." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38039.
Full text
38
Cai, Yuyang [Verfasser]. "Examining the Interaction among Components of English for Specific Purposes Ability in Reading : The Triple-Decker Model / Yuyang Cai." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2020. http://d-nb.info/1221487752/34.
Full text
39
Garmash, Sergii. "ESP in teaching foreign students of engineering specialities (tasks, problems and solutions)." Thesis, НТУ "ХПІ", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/29578.
Full text
40
Quesada, Vázquez Leticia. "The Introduction of Rhythm Instruction in the English as a Foreign Language Classroom to Improve the Comprehensibility and Fluency of English for Specific Purposes Students." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/668385.
Full textAbstract:
Durant les últimes dècades, s’ha recuperat l’interès per l’ensenyament de la pronunciació per millorar la producció oral en segones llengües tot i que el seu propòsit ja no és entrenar parlants que sonin com nadius, sinó ajudar-los a expressar-se eficaçment. En aquest sentit, el present estudi examina l’eficàcia d’introduir instrucció explícita en ritme a la classe d’anglès per millorar la comprensibilitat i fluïdesa. Els participants eren estudiants de primer any d’enginyeria en un curs obligatori d’anglès tècnic. Es va dissenyar un mòdul de pronunciació setmanal de sessions de trenta minuts amb un marc comunicatiu. Els estudiants es van dividir en un grup experimental, amb instrucció explícita en ritme, i un grup control, sense aquesta. Els estudiants es van enregistrar abans i després del tractament i les seves intervencions es van comparar per examinar el seu progrés.
El mètode d’avaluació va ser mixt. Primer, els valors de VarcoV i les pauses de les frases es van analitzar acústicament. Segon, nadius van qualificar la comprensibilitat i fluïdesa dels discursos. A més, una enquesta de satisfacció, el diari de la professora i les sessions enregistrades en video van informar sobre la implementació de l’experiment.
Les mesures acústiques van revelar diferències entre les mitges dels grups i una mida dels efectes significativa tot i que els resultats generals no sempre ho eren. D’altra banda, es va detectar un efecte de sostre a les qualificacions, el qual planteja preguntes interessants sobre la fiabilitat d’aquest tipus de dades. Tot i així, la combinació de resultats quantitatius i qualitatius suggereix que la instrucció en aspectes suprasegmentals del discurs, com el ritme, pot beneficiar els estudiants i que la instrucció de la pronunciació s’ha de considerar en qualsevol context d’anglès com a llengua estrangera.En las últimas décadas se ha recuperado el interés por la enseñanza de la pronunciación para mejorar la producción oral en segundas lenguas, aunque su propósito ya no es entrenar hablantes que suenen como nativos, sino ayudarles a expresarse eficazmente. En este sentido, el presente estudio examina la eficacia de introducir instrucción explícita en ritmo en la clase de inglés para mejorar la comprensibilidad y la fluidez. Los participantes eran estudiantes de primer año de ingeniería en un curso obligatorio de inglés técnico. Se diseñó un módulo de pronunciación semanal de sesiones de treinta minutos con marco comunicativo. Se dividió a los estudiantes en un grupo experimental, con instrucción explícita en ritmo, y un grupo control, sin ella. Los estudiantes se grabaron antes y después del tratamiento y sus intervenciones se compararon para examinar su progreso. El método de evaluación fue mixto. Primero, los valores de VarcoV y las pausas de las frases se analizaron acústicamente. Segundo, nativos calificaron la comprensibilidad y fluidez de los discursos. Además, una encuesta de satisfacción, el diario de la profesora y las sesiones videograbadas informaron sobre la implementación del experimento. Las medidas acústicas revelan diferencias entre las medias de los grupos y un tamaño de los efectos significativo aunque los resultados generales no siempre lo fueran. Por otro lado, se detecta un efecto de techo en las calificaciones, el cual suscita preguntas interesantes a cerca de la fiabilidad de este tipo de datos. A pesar de ello, la combinación de resultados cuantitativos y cualitativos sugiere que la instrucción en aspectos suprasegmentales del discurso, como el ritmo, puede beneficiar a los estudiantes y que la instrucción de la pronunciación debe considerarse en cualquier contexto de inglés como lengua extranjera.
For the last few decades, teaching pronunciation has regained the interest of researchers as a tool to improve oral production in a second language. Its purpose, however, is not longer focused on training speakers to sound native, but on helping them express themselves effectively. Along these lines, the present study looks into the effectiveness of introducing explicit rhythm instruction in the language classroom to improve the students’ comprehensibility and fluency in English. First-year engineering students attending a technical English course participated in a weekly pronunciation module of ten thirty-minute sessions based on a communicative framework. Participants were divided into an experimental group, which received explicit rhythm instruction, and a control group, which did not. Students were recorded before and after the treatment and their performances were compared to examine their progress. A mixed-method assessment was conducted. First, the VarcoV values and the pauses of the sentences were acoustically analyzed. Second, native English speakers rated the comprehensibility and fluency of the students’ extemporaneous productions. Also, a student satisfaction survey, the teacher’s journal and the video-recorded sessions provided evidence of the implementation of the experiment. The findings reveal differences between group means and significant effect sizes for the acoustic measurements despite general results not always being significant. Also, a ceiling effect is detected in the ratings, which poses some interesting questions regarding the validity of this kind of data. Despite this, the combination of quantitative and qualitative results suggest that explicit instruction in suprasegmental aspects of speech, like rhythm, can be beneficial for all learners and that pronunciation instruction has to be taken into consideration in any English as a Foreign Language context.
41
Al-Razaq, Muwaffaq Awad Abd. "Designing a communicative English programme for the specific purposes of science students in the secondary stage of education in Jordan." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5467.
Full textAbstract:
The terminal objective of the study was to suggest a communicative programme of English for Scientific Purposes (EScP) for science students at the secondary schools in Jordan. The problem of this study was that the target students' needs for EScP were not assessed when introducing the English curriculum for this stage. Besides, the community concerned in teaching English for science students was not involved in developing this curriculum. Moreover, there was a lack of research on English for Specific purposes (ESP) at the school level in Jordan. The researcher founded this programme on: 1) content analysis of the national philosophy of teaching English, 2) assessing the learners' needs for learning English for Scientific Purposes (EScP), and the concerned community's perspectives of teaching EScP, 3) Communicative and ESP approaches to ELT and course design and 4) the pertinent theoretical and empirical literature. The research proceeded through two major phases, i. e. the documentary phase and the empirical phase. In the former, the researcher analysed: 1) the national documents related to ELT in particular as well as those related more precisely to English curriculum development in the country, and 2) the content of the existing curriculum and textbooks used in the public schools of the secondary stage. In the latter phase, the semi-structured interview technique was applied to explore the actual situation by interviewing the concerned stakeholders to assess their needs and perspectives in learning and teaching English for scientific purposes (EScP). The stakeholders included the learners, teachers, education supervisors, curriculum developers and university lecturers. The quantitative data were collected by developing two questionnaires addressed to two target groups. The first questionnaire was devised to identify the scientific characteristics of the suggested programme in terms of the topics, concepts and terms. The second aimed to identify the English language-based characteristics in terms of the language sub-skills, functions and contexts. The construction and the application of the data collection tools were co-operative processes executed mostly by teamwork that involved teachers, education supervisors and members in the national committees for developing educational curriculum and training. The pyramid network technique was also adopted to administer the questionnaires and the pre-post-test. The main findings were that the First Year Scientific Stream Students (FYSSS) of the secondary stage in Jordan needed to learn EScP for future careers or to pursue their education at the university or college levels. The female students showed higher perception of their needs than the males did. The levels of agreement of the FYSSS on items of the Science-based Content Questionnaire were not as high as those of the university students, educators and university lecturers who were more supportive of the needs for EScP. However, 21 scientific items were identified and ranked as the most important topics to be introduced in the suggested programme. On the other hand, the respondents to the English Language Questionnaire agreed on 24 items as the important language functions to be presented in this programme. Thus, the researcher set the characteristics of the proposed programme in a framework describing the general and specific descriptions, components, layout and design exemplified in two trial units. These two units were constructed to test its applicability and effectiveness in actual classrooms at 12 schools selected randomly using the cluster sampling technique from the six regions in Irbid Governorate in the north of Jordan. Then, an achievement test was constructed and administered to 839 students chosen randomly and grouped into an experimental and control groups. The SPSS programme was used to analyse the two groups' scores on both the pre-test and post-test. The results showed that the experimental group students were very much interested in the units and they gained more from them than the control group, because they felt that their needs were met and they were involved and consulted in what they needed to learn. The researcher concluded that applying ESP programmes needs a flexible system of education to meet the specific needs of the students, as there were significant differences between the males and females in some skills and between the regions where this study was conducted. Such a flexible system needs more active involvement of the stakeholders in developing such programmes. Finally, the researcher recommended that on applying the ESP programme, the MOE in Jordan should revise the management system of education to meet the various needs of the learners taking into its account the effect of students' gender and differences among regions. Learners, teachers and the concerned community should be actively involved in the development of educational programmes. To make the ESP communicative programmes effective, teachers should receive special training on pair-group-work and on how to develop student-centred activities. Schools in Jordan should be delegated the authority to develop school-based programmes and activities meeting their students' needs and train the school staff to do so.
42
Lear, Darcy Whilldin. "Communicative Needs Of English-Speaking Health Care Professionals Who Work With Spanish-Speaking Clients: A Case Study." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1053113899.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xii, 318 p.: ill. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 308-318).
43
Sokolova, I. V. "Correction of Mistakes: Does it Work?" Thesis, ХНУ, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58908.
Full textAbstract:
Effective correction of mistakes is one of essential elements of the process of teaching writing in English for students of Economics. The report highlight the main stages of mistakes' correction.Ефективна робота над помилками є одним з найважливіших елементів у процесі викладання написання англійською мовою для студентів економічних наук. У доповіді висвітлено основні етапи корекції помилок.
44
Dehrab, Badrieh Ahmed. "A study of code-switching in four English for specific purposes (ESP) classrooms at the College of Business Studies in Kuwait /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1384525714.
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45
Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
46
Baloglu, Ezgi. "Senior Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613852/index.pdf.
Full textAbstract:
Self-efficacy refers to people&rsquos judgments of their own abilities about a specific situation. The present study examined self-efficacy beliefs of senior students about using ESP (English for Specific Purposes) in their prospective careers. For this purpose, a new scale was developed by the researcher. The predictive power of certain variables (gender, English course grade, watching English language films, reading English language books, listening to English language songs) was investigated through multiple regression analysis. The study was conducted at a private university in Ankara and 303 senior students participated in the study. Exploratory factor analysis (EFA) was performed to determine the factor(s) in the questionnaire. EFA provided evidence for two factor solution and they were named as Academic Reading-Writing Skill (ARWS) and Academic Communication Skill (ACS). Cronbach&rsquo
s alpha coefficients of both ARWS and ACS scales were .97 for each which was a satisfactory result. The results of multiple regression analysis showed that the model of the combination of variables which were gender, reading English language books, watching English language films, listening to English language songs and English grade significantly predicted both ARWS and ACS scores of the participants. The variables which were reading English language books, watching English language films and English course grade significantly predicted both ARWS and ACS scores of the participants. Listening to English language songs predicted ACS scores but not ARWS scores. However, gender predicted neither of them.
47
Khodtseva, A. "Modular organization of ESP course: problems and possible solutions." Thesis, Дніпропeтровськ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/62106.
Full textAbstract:
The problems of modular organization of an ESP course in our institution are raised and possible solutions are suggestedВисвітлено проблеми модульної організації курсу англійської мови спеціального вжитку в нашому закладі та запропоновано можливі рішення
The problems of modular organization of an ESP course in our institution are raised and possible solutions are suggested
48
Silva, Fabrício Oliveira da. "Análise de necessidades de inglês jurídico para advogados." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13589.
Full textAbstract:
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Previous issue date: 2012-08-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims at carrying out a needs analysis of English for lawyers from a countryside city of São Paulo state and for students of a reading and a writing course of Legal English. The theoretical background in Language for Specific Purposes this study is based upon are the ones by Hutchinson & Waters (1987), Dudley-Evans & St John (1998) and Ramos (2004), among others. This qualitative research relies on study case methodology according to Lüdke (1983), Lüdke & André (1986), Gil (1987), Johnson (1992), Stake (1998) and Denzin & Lincoln (1998). Interviews were carried out with two specialist informants, which allowed information to be gathered; from the gathered information two questionnaires were designed and administered to a group of participants: 8 professionals from Sorocaba-SP, 17 reading course students and 6 writing course students (both courses are given in São Paulo) which sums up 31 participants. Due to the lack of research focusing on the needs of legal professionals, this research provides an original contribution to Language for Specific Purposes and may assist in a better understanding of this context for professionals who are involved with English for Lawyers teaching. These results will help to design English courses in Sorocaba, as well as evaluate and redesign the Legal English courses in the capital, São Paulo, identifying learning needs and target situation needs
Esta pesquisa tem por objetivo desenvolver uma análise de necessidades de inglês para advogados de uma cidade do interior do Estado de São Paulo e para alunos de cursos de leitura e redação jurídica. O arcabouço teórico em Ensino-Aprendizagem de Línguas para Fins Específicos está fundamentado especialmente nos preceitos de Hutchinson e Waters (1987), Dudley-Evans e St John (1998) e Ramos (2004), entre outros. A pesquisa tem caráter qualitativo com referencial metodológico do estudo de caso, segundo as orientações de Lüdke (1983), Lüdke e André (1986), Gil (1987), Johnson (1992), Stake (1998) e Denzin e Lincoln (1998). Foram realizadas entrevistas com dois informantes especialistas, que permitiram levantar informações que resultaram na elaboração de dois questionários aplicados ao grupo de participantes, composto por 8 profissionais de Sorocaba-SP, 17 alunos do curso de leitura e 6 alunos do curso de redação, ambos ministrados na cidade de São Paulo, totalizando 31 participantes. Em razão da carência de pesquisas que busquem levantar as necessidades de inglês de profissionais do Direito, esta pesquisa traz uma contribuição original para a área de Línguas para Fins Específicos e pode auxiliar no melhor entendimento desse contexto de trabalho para profissionais que se envolvem com o ensino de inglês para advogados. Os resultados deste trabalho fornecem dados que permitem elaborar cursos de inglês para advogados em Sorocaba, bem como avaliar e redesenhar os cursos de inglês jurídico da capital paulista, identificando necessidades de aprendizagem e da situação-alvo
49
Makarova, Anna. "An examination of the concept of "genre" as a tool for the design of speaking activities for English for specific purposes (ESP)." Thesis, Open University, 2013. http://oro.open.ac.uk/49069/.
Full textAbstract:
This action research is aimed to investigate the application of the concept of genre for the selection, design and teaching of oral genres relevant to the needs of students of Political Management and Political Science at Bremen University. Although the genre approach has become widely accepted for teaching field-specific content in English for Specific purposes (ESP), the literature review revealed that the focus of its application was writing and that oral genres have been under-researched. A framework for developing academic English courses suggested by Swales {1990) helped to identify the genre of discussion as the most important for these students. The research comprises several stages with distinct methodology and findings for each of them. The stages include studies of a discourse community of students who returned from a semester abroad; the selection of a corpus for modelling the genre of argumentative discussion; discourse analysis of the corpus; designing activities on the basis of the results of this analysis; video recording learners' discussions; and analysing the effectiveness of the methodology. The research addresses several aspects of researching and teaching oral genres. The first one is related to. the development of theory for the analysis of oral genres relevant to students needs and examining which concepts and ideas used for studying written interaction in ESP and SFL are applicable to researching spoken communication. The aim of the theoretical part was to conduct discourse analysis of a corpus of extracts from TV discussion programmes, selected to exemplify the genre, in order to reveal phonological and lexico-grammatical features in relation to the rhetorical function of persuasion of the genre of politics-related argumentative discussion. Concepts from Systemic Functional Linguistics (SFL) applied to prosody and pragmatics were used to identify language features important for raising students' awareness of characteristics of this genre. The most important aspect addressed in this research was investigating the iritpattof genre- based pedagogy for teaching the genre of discussion in the academic classroom. Activities for three teaching and learning cycles (Rothery, 1996) were designed and used in two rounds of teaching. The effectiveness of genre-based methodology was evaluated on the basis of quantitative and qualitative analysis of data collected at all phases of the teaching, and learning cycles in the first round of teaching. Another important issue addressed in this research was assessment. Using formative assessment in the form of self-assessment reports demonstrated how the focus of genre based assessment can be shifted from the products to the processes of genre learning. At , the same ti.me developing and introducing a CEFR- based (Common European Framework of Reference) discussion assessment form with detailed descriptors was one of the key elements in optimising genre-based classroom teaching. The research may be seen as a contribution to the conceptualisation of the teaching of oral genres in academic settings. Combining elements of the two schools of genre English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL) helped to develop a comprehensive approach for identifying, characterising and teaching the genre of discussion relevant to the needs of the selected group of ESP students. This approach places emphasis on the combination of fostering genre awareness and providing maximum opportunities for genre acquisition in the genre-based classroom. The research has been helpful improving the pedagogical practice of teaching the genre of discussion in one tertiary-level academic setting and the results are potentially transferrable to similar contexts in other universities.
50
Макаренко, О. Є. "On Differences Between GE Teaching anf ESP Teaching." Thesis, ПолтНТУ, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60162.
Full textAbstract:
The objective of the paper is to give a brief comment on differences in GE teaching and ESP Teaching speaking about purposes of learning, syllabus design, role of a teacher and responsibilities of a learner.Тези пропонують короткий огляд різноманітностей у викладанні англійської загального вжитку і англійської для спеціальних цілей стосовно цілей навчання, навчальної програми, ролі вчителя та обов'язків учня.