Journal articles: 'English for Specific Purposes'

1

Robinson, Pauline. "English for specific purposes." System 15, no. 1 (January 1987): 104. http://dx.doi.org/10.1016/0346-251x(87)90056-x.

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Johns, Ann M., and Tony Dudley-Evans. "English for Specific Purposes: International in Scope, Specific in Purpose." TESOL Quarterly 25, no. 2 (1991): 297. http://dx.doi.org/10.2307/3587465.

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3

Netikšienė, Nijolė. "Teaching English for Specific Purposes." Santalka 14, no. 4 (December 11, 2006): 80–82. http://dx.doi.org/10.3846/coactivity.2006.47.

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Kharatova, Shahlo Khakimovna. "TEACH ENGLISH FOR SPECIFIC PURPOSES." Theoretical & Applied Science 103, no. 11 (November 30, 2021): 690–92. http://dx.doi.org/10.15863/tas.2021.11.103.69.

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SHISHIDO, MAKOTO. "Teaching English for Specific Purposes." Juntendo Medical Journal 46, no. 1 (2000): 139–45. http://dx.doi.org/10.14789/pjmj.46.139.

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6

Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.

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Антоненко, Наталія. "ENGLISH FOR SPECIFIC PURPOSES: BRIEF HISTORY." Інноватика у вихованні 1, no. 11 (May 30, 2020): 181–85. http://dx.doi.org/10.35619/iiu.v1i11.215.

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Abstract. The paper describes the development of English for Specific Purposes, its linguistic features and role in modern linguistics. The beginning of the 21st century has been marked by speedy and great changes in various professional areas. These changes have seriously modified professional communication, particularly in terminology and vocabulary for special purposes. These changes created new challenges for professionals, including teachers of special-purpose language and communication instructors and called for a number of focused research based on historical estimation of the special purpose vocabulary in the second half of the twentieth century and until modern times. The article goes back to establishment of the term ESP within the framework of cognitive linguistics. With English becoming the lingua franca of international communication in all spheres, there arose a need for developing methods of teaching the English language that would meet modern demands. So ESP went through five approaches which are described in the article: register analysis, rhetorical or discourse analysis, target situation analysis, analysis of study skills and strategies and learning-centered approach. And it is still of great interest to researchers.

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8

Hyon, Sunny. "Responses to English for Specific Purposes." English for Specific Purposes 22, no. 1 (January 2003): 99–101. http://dx.doi.org/10.1016/s0889-4906(01)00027-8.

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9

SHISHIDO, MAKOTO. "Teaching English for Specific Purposes : Theory." Juntendo Medical Journal 44, Supplement (1999): S22—S26. http://dx.doi.org/10.14789/pjmj.44.s22.

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10

Bekteshi, Edita, and Brikena Xhaferi. "An Analysis of English for Specific Purposes among University Students." Educational Process: International Journal 9, no. 2 (June 15, 2020): 90–102. http://dx.doi.org/10.22521/edupij.2020.92.2.

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11

Kim, Ji-Eun, and Ho Yoo. "Sports English Education as English for Specific Purposes(ESP)." Journal of the Korea Contents Association 14, no. 11 (November 28, 2014): 509–17. http://dx.doi.org/10.5392/jkca.2014.14.11.509.

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12

García-Sánchez, Soraya. "English Public Speaking: Presentations for English for Specific Purposes." International Journal of Literacies 26, no. 2 (2019): 35–51. http://dx.doi.org/10.18848/2327-0136/cgp/v26i02/35-51.

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13

De Araujo, Aniceto Jordao. "Pembelajaran bahasa Inggris for specific purposes." LingTera 5, no. 2 (October 23, 2018): 162–69. http://dx.doi.org/10.21831/lt.v5i2.10700.

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Penelitian ini bertujuan untuk mengungkapkan profil STM Negeri Dili Timor Leste, guru bahasa Inggris, dan pihak-pihak yang terkait dengan pembelajaran bahasa Inggris; dan proses pembelajaran bahasa Inggris for specific purposes. Metode penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah guru-guru bahasa Inggris, siswa/i kelas XI dan XII STM Negeri Dili serta dua orang penanggungjawab kurikulum dari Kementerian Pendidikan Timor Leste. Pengumpulan data melalui wawancara, observasi, dokumentasi, dan angket. Analisis data dengan klasifikasi data, transkripsi, verifikasi, dan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran bahasa Inggrisfor specific purposes tidak didukung oleh (1) kemampuan sumber daya manusia dan kreativitas guru; (2) perangkat pembelajaran; (3) pelatihan bagi guru bahasa Inggris yang relevan; (4) peningkatan kesejahteraan dan kinerja; (5) budaya dan lingkungan dalam proses pembelajaran siswa. The learning of English for specific purposes AbstractThis study aims to reveal the profiles of STM Negeri Dili, Timor Leste, English teachers, and parties related to the English learning; and the English learning process for Specific Purposes. The study employed the qualitative descriptive method. The research subjects were English teachers, male and female students of Grades XI and XII of STM Negeri Dili, Timor Leste, and two people in charge of curriculum the Ministry of Education of Timor Leste. The data were collected by interview, observation, documentation, and a questionnaire. The data analysis through data classification, transcription, verification and conclusion drawing. The results of the study show that the learning of English for Specific Purposes is not supported by (1) the human resources’ competencies, teachers’ creativity; (2) learning kits; (3), the training for English teachers is relevant; (4) improvement of welfare and performance; (5) culture and environment in students’ learning.

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14

Stezhko, Yuriy. "PHRASEOLOGICAL UNITS IN ENGLISH FOR SPECIFIC PURPOSES AND ENGLISH FOR GENERAL PURPOSES: COMPARATIVE ANALYSIS." Advanced Linguistics, no. 9 (August 6, 2022): 23–28. http://dx.doi.org/10.20535/2617-5339.2022.9.252730.

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Features of phraseologisms in the Language for Special Purposes and their role as markers for the professional subculture of the aviation community are reflected in the paper. The relevance of the chosen topic is due to the need to study the semantic and functional specifics of the phraseology of the aviation thesaurus. In contrast to existing researches of Aviation English, the linguistic and social analysis role of phraseology in international communication with the organization of professional activities is proposed. Shying away a danger to repeat the already studied aspects of the problem of professional communication, our aim is to highlight the specifics of standard phraseologisms as a form of commands verbalization in the field of aviation communication. The study is based on the theoretical provisitions of the mutual condition for language, culture and thinking in the works by V.V. von Humboldt, Sepir E. and phraseology by Balli Sh, and on the materials of foreign researchers on the practice of aviation phraseology as well. The paper opens the semantic difference between special and commonly phraseoligisms. The functional unambiguity of special phrases in Aviation English is substantiated by conventionality and a common for communicators logical way for comprehending reality. In the paper is emphasized the danger of using a non-standard phraseologisms and non-logical judgment forms. Promoting an idea of a need for the complex and professional competence of an aviation specialist. The result of the done researches is outputs about its own phraseology justified formation by every professional community with a clearly defined function of the activities regulation of multilanguage speakers, who are united by the activity character, ways of thinking and a professional subculture.The provisions, which are mentioned in the conclusions of our study, define as a promising direction for further development so a problem of forming the communicative competence of a perspective aviation specialist. Keywords: aviation English; English for Specific Purposes; English for General Purposes; phraseolism; subculture.

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Bošković, Dražena, and Ivona Šetka Čilić. "English for Specific Purposes - Yesterday, Today, Tomorrow." Društvene i humanističke studije (Online) 7, no. 4(21) (December 30, 2022): 283–306. http://dx.doi.org/10.51558/2490-3647.2022.7.4.283.

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The phenomenon of English for specific purposes (ESP) occurred in 1960 as a result of a fast revolution in theoretical linguistics, followed by worldwide demands for a faster and better learning of the English language in both professional and academic environments, as well as a result of an increased pressure on educators and educational institutions to focus more on needs of students. English for specific purposes occurred within English Language Teaching (ELT); however, later, it became an autonomous subfield of applied linguistics. This article deals with major definitions of the concept, its origin, basic characteristics, followed by a discussion about the most prominent evolution phases of English for specific purposes. Furthermore, it tries to predict the future of this extremely important field. The article begins with an introduction where we present basic definitions and characteristics of the term. After that, we discuss the early years of English for specific purposes, key concepts with an emphasis on the notion of needs analysis and the modern era in which the genre becomes the central topic of study, but we also overview recent research in the field of corpus linguistics and ethnography. The conclusion discusses possible future directions and development of English for specific purposes.

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16

Dressen-Hammouda, Dacia. "Anthony, Laurence, Introducing English for Specific Purposes." ASp, no. 79 (March 9, 2021): 121–27. http://dx.doi.org/10.4000/asp.7251.

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Salmani-Nodoushan, Mohammad Ali. "English for specific purposes: Traditions, trends, directions." Studies in English Language and Education 7, no. 1 (March 2, 2020): 247–68. http://dx.doi.org/10.24815/siele.v7i1.16342.

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English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.

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18

Saidvalieva, D. "Teaching Methods of English for Specific Purposes." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 481–85. http://dx.doi.org/10.33619/2414-2948/67/62.

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Foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.

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19

Dudley-Evans, Tony. "English for Specific Purposes : a European perspective." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 13, no. 4 (1994): 51–60. http://dx.doi.org/10.3406/apliu.1994.3370.

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Flowerdew, John. "English for Specific Academic Purposes (ESAP) Writing." Writing & Pedagogy 8, no. 1 (February 23, 2016): 1–4. http://dx.doi.org/10.1558/wap.v8i1.30077.

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21

BHATIA, VIJAY K. "ENGLISH FOR SPECIFIC PURPOSES: AN INTERNATIONAL PERSPECTIVE." World Englishes 9, no. 1 (March 1990): 103–6. http://dx.doi.org/10.1111/j.1467-971x.1990.tb00692.x.

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22

Hoang, Hien. "Laurence Anthony, Introducing English for specific purposes." Australian Review of Applied Linguistics 43, no. 2 (July 3, 2020): 219–23. http://dx.doi.org/10.1075/aral.00033.hoa.

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23

Yigitoglu, Nur. "Developing courses In English for specific Purposes." System 39, no. 4 (December 2011): 565–66. http://dx.doi.org/10.1016/j.system.2011.06.007.

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24

McCallum, Lee. "L. Anthony. Introducing English for Specific Purposes." Register Studies 2, no. 2 (August 6, 2020): 350–54. http://dx.doi.org/10.1075/rs.20007.mcc.

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25

Paltridge, Brian. "English for Specific Purposes, vol. 28, 1." English for Specific Purposes 28, no. 1 (January 2009): 1–3. http://dx.doi.org/10.1016/j.esp.2008.12.002.

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26

Laborda, J. G. "Developing Courses in English for Specific Purposes." ELT Journal 66, no. 1 (December 15, 2011): 143–44. http://dx.doi.org/10.1093/elt/ccr072.

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Gholami, Javad, and Masoumeh Samadi Osalu. "Developing Courses in English for Specific Purposes." Journal of English for Academic Purposes 11, no. 2 (June 2012): 170–71. http://dx.doi.org/10.1016/j.jeap.2011.07.004.

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South, Besa Bytyqi. "The Importance of Materials Development in Teaching English for Specific Purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 5 (July 23, 2017): 104–10. http://dx.doi.org/10.18844/prosoc.v3i5.2010.

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Gordyeyeva, Anzhela. "HOW TO DEVELOP ORAL FLUENCY WHEN TEACHING ENGLISH FOR SPECIFIC PURPOSES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 192–94. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-192-194.

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The article deals with the problem of oral fluency when teaching English for specific purposes. It highlights the importance of the development of fluency in English speaking class and investigates the factors that can make speaking more fluent. In this research we try to explain why speaking is complicated showing the functions of speech production, analyzing the notion of speaking competence and demonstrating the best speech conditions under which speaking fluency can be increased. With this purpose we describe the ways of developing fluency focusing on pretask planning and task repetition as some of the best ways of enhancing the ability to speak a foreign language easily well and quickly.

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Mikhnenko, Galyna. "REALIZATION OF BLENDED LEARNING IDEAS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 1(69)/2 (March 29, 2018): 32–34. http://dx.doi.org/10.25264/2519-2558-2018-1(69)/2-32-34.

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31

Musikhin, I. A. "ENGLISH FOR SPECIFIC PURPOSES: TEACHING ENGLISH FOR SCIENCE AND TECHNOLOGY." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences III-6 (June 6, 2016): 29–35. http://dx.doi.org/10.5194/isprsannals-iii-6-29-2016.

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In the era of globalization, English communication for scientists and engineers whose native language is not English has become as important as their major related abilities. The paper describes the results of a four-year experience in the development of English for specific purpose manuals in the field of photogrammetry, interferometry, and GNSS technologies, as well as key teaching methods and didactic approaches used in class and out-of-class activities. The focus of the present study is to provide a detailed description of the development and systematic updating of a relevant manual, aimed at professional language training of learners. The findings of the study reflect the importance of an ESP course for scientists and engineers: conducting a needs analysis for carrying out a specific search of relevant and reliable authentic materials, defining proper teaching methods, software and didactic approaches used in the educational process to develop the language skills necessary to be active and contributive players in the competitive world.

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Musikhin, I. A. "ENGLISH FOR SPECIFIC PURPOSES: TEACHING ENGLISH FOR SCIENCE AND TECHNOLOGY." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences III-6 (June 6, 2016): 29–35. http://dx.doi.org/10.5194/isprs-annals-iii-6-29-2016.

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In the era of globalization, English communication for scientists and engineers whose native language is not English has become as important as their major related abilities. The paper describes the results of a four-year experience in the development of English for specific purpose manuals in the field of photogrammetry, interferometry, and GNSS technologies, as well as key teaching methods and didactic approaches used in class and out-of-class activities. The focus of the present study is to provide a detailed description of the development and systematic updating of a relevant manual, aimed at professional language training of learners. The findings of the study reflect the importance of an ESP course for scientists and engineers: conducting a needs analysis for carrying out a specific search of relevant and reliable authentic materials, defining proper teaching methods, software and didactic approaches used in the educational process to develop the language skills necessary to be active and contributive players in the competitive world.

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33

Abdullayeva, Saida. "Effective approaches in teaching English for specific purposes." Общество и инновации 4, no. 4/S (May 28, 2023): 296–99. http://dx.doi.org/10.47689/2181-1415-vol4-iss4/s-pp296-299.

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Nowadays the English language is the language of international communication. It is used by representatives of various professional spheres. Consequently, there is high demand for ESP (English for Specific Purposes) courses. ESP focuses on the specific needs of learners who require English for their professional or academic pursuits. This study aims to explore the most effective teaching methods for English for Specific Purposes (ESP) as well as present an overview of various teaching approaches and highlights their effectiveness in ESP courses.

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Yu, Xia, and Chengyu Liu. "Curriculum Reform of College English Teaching in China: From English for General Purposes to English for Specific Purposes." ESP Today 6, no. 2 (2018): 140–60. http://dx.doi.org/10.18485/esptoday.2018.6.2.1.

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35

Nadiia, Vilkhovchenko. "USING TED TALKS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT UNIVERSITY LEVEL." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (June 15, 2023): 8–16. http://dx.doi.org/10.32342/2522-4115-2023-1-25-1.

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This study considers TED talks as an effective authentic resource for mastering English. The purpose of the article is to outline a methodology for using TED talks in teaching English for specific purposes (ESP) at the university level. To achieve this goal, we set the following objectives: to introduce and describe the steps of utilizing TED talks, as well as provide examples to each step. We applied a number of methods which helped to fulfil the task of the paper. They include establishing the cognitive and educational value of ESP and its place in the system of university education; defining the tasks and its content of the discipline; developing methodical means and organizational forms of training according to these tasks and content. TED talks are informative presentations delivered by experts in their fields. They provide a great opportunity for language teachers to incorporate authentic listening and speaking tasks in their teaching methods. A welldesigned lesson plan that utilizes TED talks as a teaching tool can benefit ESP students in various ways. The methodology of incorporating TED talks in the teaching process should involve a series of steps that aim to maximize effective learning outcomes. These steps include selecting the theme of the talk, searching the TED talk, delivering the speech, designing pre-listening and post-listening activities. The article presents examples of exercises that can be done at each step with reference to specific TED talks from the site https:// ed.ted.com. The first step ensures that the chosen TED talks are suitable and engaging. Teachers can provide students with choices and allow them to vote. The aim of the second step is to support students’ understanding of the TED talk. The third step develops listening comprehension skills. The fourth step engages and promotes students’ active listening skills. The fifth step helps to develop skills of discourse analysis. The video content that the teacher chooses for the lesson should correspond to the professional interests of students. In such a way this video will be able to increase the motivation to study not only a foreign language but also specialized disciplines. The work with TED talks, however, differs from ordinary academic lectures and presentations. Thus, it requires special training of both the teacher and students. Firstly, students` level of English is an important factor defining the choice of a lecture. The teacher considers the level of listening skills, knowledge of the topic, and terminology. Secondly, it is important to take into account the duration of the presentation. If students are not familiar with the topic, they can have some difficulties with comprehension. Therefore, they will need to listen to the lecture twice. So, the preferable length of the video should be about 5-6 minutes. Incorporating TED talks as a teaching tool in English for Specific Purposes can be a highly effective way of promoting active learning in the classroom. TED talks are a source of authentic and relevant topics for students to engage in while providing a more enjoyable and efficient way of learning. The methodology of using videos from the resource has clear benefits. They include improving comprehension skills, vocabulary acquisition, note-taking, and speaking skills. By following the steps mentioned in this paper, lecturers can deliver enriching, pedagogical sessions that will provide students with a foundation to become successful professionals in their respective fields.

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36

Nadiia, Vilkhovchenko. "USING TED TALKS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT UNIVERSITY LEVEL." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (June 15, 2023): 8–16. http://dx.doi.org/10.32342/2522-4115-2023-1-25-1.

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This study considers TED talks as an effective authentic resource for mastering English. The purpose of the article is to outline a methodology for using TED talks in teaching English for specific purposes (ESP) at the university level. To achieve this goal, we set the following objectives: to introduce and describe the steps of utilizing TED talks, as well as provide examples to each step. We applied a number of methods which helped to fulfil the task of the paper. They include establishing the cognitive and educational value of ESP and its place in the system of university education; defining the tasks and its content of the discipline; developing methodical means and organizational forms of training according to these tasks and content. TED talks are informative presentations delivered by experts in their fields. They provide a great opportunity for language teachers to incorporate authentic listening and speaking tasks in their teaching methods. A welldesigned lesson plan that utilizes TED talks as a teaching tool can benefit ESP students in various ways. The methodology of incorporating TED talks in the teaching process should involve a series of steps that aim to maximize effective learning outcomes. These steps include selecting the theme of the talk, searching the TED talk, delivering the speech, designing pre-listening and post-listening activities. The article presents examples of exercises that can be done at each step with reference to specific TED talks from the site https:// ed.ted.com. The first step ensures that the chosen TED talks are suitable and engaging. Teachers can provide students with choices and allow them to vote. The aim of the second step is to support students’ understanding of the TED talk. The third step develops listening comprehension skills. The fourth step engages and promotes students’ active listening skills. The fifth step helps to develop skills of discourse analysis. The video content that the teacher chooses for the lesson should correspond to the professional interests of students. In such a way this video will be able to increase the motivation to study not only a foreign language but also specialized disciplines. The work with TED talks, however, differs from ordinary academic lectures and presentations. Thus, it requires special training of both the teacher and students. Firstly, students` level of English is an important factor defining the choice of a lecture. The teacher considers the level of listening skills, knowledge of the topic, and terminology. Secondly, it is important to take into account the duration of the presentation. If students are not familiar with the topic, they can have some difficulties with comprehension. Therefore, they will need to listen to the lecture twice. So, the preferable length of the video should be about 5-6 minutes. Incorporating TED talks as a teaching tool in English for Specific Purposes can be a highly effective way of promoting active learning in the classroom. TED talks are a source of authentic and relevant topics for students to engage in while providing a more enjoyable and efficient way of learning. The methodology of using videos from the resource has clear benefits. They include improving comprehension skills, vocabulary acquisition, note-taking, and speaking skills. By following the steps mentioned in this paper, lecturers can deliver enriching, pedagogical sessions that will provide students with a foundation to become successful professionals in their respective fields.

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37

Rajguru, Santosh Pundalik. "ESTABLISHING ENGLISH FOR SPECIFIC PURPOSES POSITION IN ELT CONTEXT." Journal of Teaching English for Specific and Academic Purposes 5, no. 3 (October 12, 2017): 515. http://dx.doi.org/10.22190/jtesap1703515r.

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The present paper tries to explain how English language can be useful in establishing dominant positions in various situations. Globalization has become a reality, a fact that cannot be avoided by any nation in the world. As an Eastern country and nation, India now has to prepare a strategy – how to face the Post-Globalization Era. English for Specific Purposes (ESP) is a sphere of teaching English Language including technical English, Scientific English, English for medical professionals, English for waiters, English for tourism. Aviation English as ESP is taught to pilots, air traffic controllers and civil aviation cadets who are going to use it in radio communications. A great deal can be written about the origins of ESP. But there are three notable reasons common to the emergence of all ESP: the demands of a brave new world, a revolution in linguistics, and focus on the learner. This paper would focus on the rise and origin of ESP and how it has acquired its place in the broader categories of language. It is also categorized in different types with its special and unique characteristic features. In the latter part of the paper the learning methodology and future are discussed.

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Fadlia, Fadlia, Evi Zulida, Surya Asra, Rahmiati Rahmiati, and Allif Syahputra Bania. "ENGLISH SUBJECT ON ENGLISH FOR SPECIFIC PURPOSES (ESP) IN VOCATIONAL SCHOOLS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (December 28, 2020): 358–67. http://dx.doi.org/10.30743/ll.v4i2.3064.

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This study aimed to analyze the English subject in two vocational schools in Kota Langsa based on English for Specific Purposes (ESP) approach and how it was implemented in the classroom. This study applied a descriptive qualitative method. The two vocational schools involved in the research are Hotel Hospitality Management and Maritime Fishing Vessel Engineering. The data were gained from the teachers and students by conducting observation, interview, Focus Group Discusssion (FGD), and document analysis of syllabus and teaching materials. The data were analyzed by comparing the real condition of teaching-learning process and the ideal condition based on ESP approach. The finding showed that the two schools used General English (GE) frequently rather than ESP on English subject. Despite the common use of GE in these two schools, they had the option to adjust their English subject into ESP standard. One school had the ESP subject called English for Maritime and another school chose Mandarin subject as the option. As a result, the school only had GE for English subject. Thus, the English subject was taught and designed as English for General Purposes rather than English for Specific Purposes.

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Akopova, Asya S. "English for Specific Purposes: Tailoring English language instruction for history majors." Training, Language and Culture 7, no. 3 (September 25, 2023): 31–40. http://dx.doi.org/10.22363/2521-442x-2023-7-3-31-40.

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Dido, N., O. Kravets, and O. Mynda. "Teaching English neologisms for the students learning English for specific purposes." Pedagogical sciences reality and perspectives, no. 91 (2023): 80–84. http://dx.doi.org/10.31392/npu-nc.series5.2023.91.17.

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Mamatkarimova, Barno, and Nuriddin Khujayarov. "MOTIVATION IN TEACHING ENGLISH FOR SPECIFIC PURPOSES CLASSES." Nauka v sovremennom mire 39, no. 6 (2019): 165–70. http://dx.doi.org/10.31618/2524-0935-2019-39-6-165-170.

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Balatska, L. P., and I. M. Vyslobodska. "NEEDS ANALYSIS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES." Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 2, no. 1 (2020): 16–19. http://dx.doi.org/10.32838/2663-6069/2020.1-2/04.

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Kucirkova, Lenka, Petr Kucera, and Hana Vostra Vydrova. "ENGLISH FOR SPECIFIC PURPOSES E-LEARNING EXPERIMENTAL RESEARCH." Journal on Efficiency and Responsibility in Education and Science 7, no. 3-4 (December 31, 2014): 80–86. http://dx.doi.org/10.7160/eriesj.2014.070306.

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Robinett, Betty Wallace, Tom Hutchinson, and Alan Waters. "English for Specific Purposes: A Learning-Centred Approach." Modern Language Journal 72, no. 1 (1988): 73. http://dx.doi.org/10.2307/327576.

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Garcia Laborda, Jesus, and Mary Frances Litzler. "Current Perspectives in Teaching English for Specific Purposes." Onomázein Revista de lingüística, filología y traducción, no. 31 (June 5, 2015): 38–51. http://dx.doi.org/10.7764/onomazein.31.1.

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Ivić, Liliana. "TEACHING ENGLISH FOR SPECIFIC PURPOSES TO ELEMENTARY LEARNERS." Tourism and hospitality management 10, no. 3-4 (October 2004): 169–74. http://dx.doi.org/10.20867/thm.10.3-4.13.

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The aim of this paper is to give a few suggestions on the methods of teaching the adult elementary learners of English in order to achieve basic communication skills. Very important is the selection of the most essential grammatical structures as well as the most appropriate vocabulary. The final result should be to enable the Elementary learners to acquire the basic knowledge of Business English.

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Kavaliauskienė, Galina, and Lilija Anusienė. "English for Specific Purposes: Podcasts for Listening Skills." Santalka 17, no. 2 (June 5, 2009): 28–37. http://dx.doi.org/10.3846/1822-430x.2009.17.2.28-37.

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Deakin, Greg. "Developing oral fluency in English for specific purposes." Volume 2 2 (January 1, 1985): 140–53. http://dx.doi.org/10.1075/aralss.2.10dea.

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Rahman, Momtazur. "English for Specific Purposes (ESP): A Holistic Review." Universal Journal of Educational Research 3, no. 1 (January 2015): 24–31. http://dx.doi.org/10.13189/ujer.2015.030104.

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Lyne, Susanna. "Review of Nelson ((2006)): English for Specific Purposes." International Journal of Corpus Linguistics 11, no. 4 (December 8, 2006): 513–14. http://dx.doi.org/10.1075/ijcl.11.4.14lyn.

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Journal articles on the topic 'English for Specific Purposes'

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