Relevant bibliographies by topics / ESP

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ESP'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "ESP"

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Nayanarangani, M. D. P., R. A. A. S. Rathnayaka, and M. G. T. S. Amarasekara. "Short-Scale Soil Spatial Variability of a Salt-Affected Land Allotment in <em>Maha-Illuppallama</em>, Sri Lanka." Sri Lankan Journal of Agriculture and Ecosystems 5, no. 1 (June 30, 2023): 21–49. http://dx.doi.org/10.4038/sljae.v5i1.114.

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The development of salt-affected soils is a serious limitation for sustainable agricultural crop production in Sri Lanka. This study was conducted to explore the short-scale spatial variability of a salt-affected land allotment at Maha-Illupallama in dry zone, Sri Lanka. Seventy soil samples from a depth of 0 - 30 cm were randomly collected within the study site. Soil Electrical Conductivity (EC), pH, Cation Exchange Capacity (CEC), Exchangeable (Ex.) cations; Ex.K, Ex.Na, Ex.Mg and Ex.Ca were measured using established techniques. Sodium Adsorption Ratio (SAR), Exchangeable Na percentage (ESP), K (EPP), Mg (EMP), and Ca (ECP) were estimated based on the relevant measured soil properties. Exploratory data analysis found considerable spatial variability in EC, ESP, SAR, and EPP while CEC, EMP, and ECP showed moderate spatial variability. The soil pH and BS exhibited lesser spatial variability within the study field. Variogram analyses revealed the presence of strong structured spatial variability for each analyzed soil parameter within the study site. Four Potential Management Zones (PMZs) i.e., PMZ1, PMZ2, PMZ3, and PMZ4 were demarcated using Fuzzy k means classification. Highest EC (1.19 ± 0.70 dS m-1) and SAR (19.05 ± 13.09) mean values were observed in PMZ2. Higher EMP mean values were observed in PMZ 1 and 3 in comparison to PMZ 2 and 4. Other evaluated soil properties varied among the designated PMZs. Soils in several places revealed pH > 8.5, EC < 4.5 dS m-1, ESP > 15%, and SAR > 13 values indicating an occurrence of sodic soil. The results underline the considerable potential for the use of Site-Specific Soil Management (SSSM) practices based on the PMZs in the examined salt-affected soil to boost productivity.
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Ren, Xiaobin. "Evaluating Lexical Complexity From EGP to ESP Textbooks." Journal of Language Teaching and Research 13, no. 5 (September 1, 2022): 974–80. http://dx.doi.org/10.17507/jltr.1305.09.

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ESP classes are usually designed for college students after they finish EGP learning. Accordingly, ESP textbooks are used after they use the EGP ones. Logically, ESP textbooks should be lexically more sophisticated than EGP ones, because linguistic contents are also important concerns for ESP teaching, and ESP classes should also promote students’ language development in addition to their professional advancement. This research aims to compare lexical complexity between EGP and ESP textbooks used among college students. With lexical sophistication as an index for lexical complexity, this study found some ESP textbooks were lexically easier than the EGP ones in this study, which contrasts with input hypothesis. This implicates that ESP textbook writers should consider the contents of EGP textbooks when writing textbooks.
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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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Yeung, May, and Eaman Mah. "From EAP to ESP." TESL Canada Journal 40, no. 1 (March 3, 2024): 137–50. http://dx.doi.org/10.18806/tesl.v40i1/1388.

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English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are language training pathways for students to meet target language proficiency requirements towards further tertiary studies (Keefe & Shi, 2017; Walková & Bradford, 2022). Yet, these can be highly debatable terms, controversial over their appropriate usage (Flowerdew, 2016; Li, 2020; Maleki, 2008; Mpofu & Maphalala, 2021; Wette, 2018). A main reason for this discord is a lack of firm definitions between these two constructs, which leads to vague and blurred boundaries. This article will describe the process where a small western Canadian university modified an existing EAP course consisting of broad reading and writing topics into an ESP one with a narrow culturally and medically themed focus towards internationally educated nurses (IENs). These modifications assisted in the identification of the similarities and differences of both EAP and ESP for the institution. The new ESP course, piloted over two terms was found to have strengthened student outcomes in their non-native target language, commonly known as L2 (Saville-Toike, 2012) while their disciplinary knowledge contributions also enriched the curriculum. Rooted within the debate between determining appropriate language pathways, recommendations to determine the suitability of an EAP versus an ESP course within a “negotiated syllabus” utilizing learner input are offered (Breen & Littlejohn, 2000; Prior, 2020).
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Qadi, Ahmad. "Engineering and Technology Faculty’s and Students’ Perceptions and Attitudes towards ESP in EFL Context in Saudi Arabia." English Language Teaching 16, no. 5 (April 21, 2023): 20. http://dx.doi.org/10.5539/elt.v16n5p20.

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This paper repopulates faculty and students&rsquo; perceptions and attitudes towards ESP in EFL context. It uncovers both parties&rsquo; patricians&rsquo; thoughts about the significance of ESP in Saudi for the provision professional strength and contemporary suitability language practices in academics and institutions by EFL learners. It has revealed that teachers have shown ESP effectiveness for students of EFL program to inculcate language stuffs and solve learners&rsquo; queries. Also, Instructors concluded that the emergence of ESP flourishes learner&rsquo;s knowledge of language for the codification in specific domains. Correspondingly, learners have expressed their discernments of ESP contents to capitalize them in real life situations. ESP materials assist the learners leading to use language accordance to circumstances. The research has illustrated that ESP replacement with EGP is lucrative to drive effectively learners to prepare them for current challenges of English use. Obtaining collective insights of both teachers and students demonstrated positive implications about ESP. They consciously negotiated and reflected regarding ESP constructive impacts on EFL learners. Moreover, the researcher used two questionnaires to conduct this study from faculty and students of EFL. Their perceptions and attitudes about ESP have identified significant disparity in comparison with EGP. Data have been analyzed through difference of all participants&rsquo; options selections. Thus, it could be concluded that ESP is considered more effectual rather than EGP for EFL learners in Saudi environment.
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Azalmad, Nor Eddine. "Reconsidering the Distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) - Towards a Unified Perspective." Journal of Innovative Research 1, no. 3 (October 7, 2023): 35–39. http://dx.doi.org/10.54536/jir.v1i3.2010.

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This article critically examines the distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) within language teaching contexts. It argues that the traditional dichotomy between ESP and EGP is inadequate and proposes a unified perspective. The rationale behind this argument is that all English language teaching experiences involve specificity, as learners’ language needs are influenced by their particular goals, domains, and contexts. The article challenges the prevailing assumptions and highlights the limitations of the ESP vs. EGP dichotomy. The key findings reveal that the boundaries between ESP and EGP are blurred and that considering all English language teaching as ESP provides a more comprehensive and inclusive approach. This reevaluation has significant implications for language pedagogy, curriculum design, and teacher training, urging a shift in perspective toward recognizing the specific nature of all language learning and teaching contexts.
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MUHAMMAD, Anugrah Puspita Ayu, and Mustakim MUSTAKIM. "Specialised English: New Directions in ESP and EAP Research and Practice by Ken Hyland & Lillian L.C. Wong (2019): Routledge." Research and Innovation in Applied Linguistics-Electronic Journal 1, no. 1 (February 15, 2023): 58. http://dx.doi.org/10.31963/rial-ej.v1i1.3749.

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The Book “Specialised English: New Directions in ESP and EAP Research and Practice by Ken Hyland & Lillian L.C. Wong (2019): Routledge” is a must-read book for ESP and EAP researchers and practitioners. It consists of three main sections: 1) conceptualizing issues in specialized language use (five chapters), 2) focusing on texts (six chapters), and 3) focusing on practice (six chapters). This book addresses some challenges in teaching and researching ESP courses across disciplines (Enesi et al., 2021). For example, contextualizing ESP teaching as “workplace English” is currently demanding, thus allowing ESP curriculum developers to formulate and infuse English materials in the workplace (V. K. Bhatia & Bremner, 2012).
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Raikhanova, D. K., and G. M. Kassymova. "FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE IN TEACHING ENGLISH FOR ACADEMIC PURPOSES FOR CHEMISTRY - BIOLOGY STUDENTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 125–31. http://dx.doi.org/10.51889/2020-1.1728-5496.22.

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English for Specific Purposes (ESP) is categorized into two main classification areas English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). In this article authors briefly describe the differences between these two sub-branches of ESP. At the same time this article deals with the implementing English for Academic Purposes (EAP) in teaching Combined Major Program 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University (SDU). Some of higher-leveled students like to enhance their comprehension of Academic English. Thus, EAP course was introduced to meet higher-leveled students’ academic and professional interests. The main purpose of the EAP course was to provide learners with all basic abilities to conduct research and generate a piece of extended writing in their own subjectspecific area. Students not only needed to work on their study skills such as techniques, note-taking, and compiling bibliography, but also on acquiring study competencies which involved development of critical questioning, allocating the tasks, compiling an abstract book, and organizing conference skills
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Basturkmen, Helen. "ESP teacher education needs." Language Teaching 52, no. 3 (December 13, 2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.

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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.
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Zohrabi, Mohammad. "Trends in ESP and EGP." Journal of Language Teaching and Research 6, no. 3 (April 28, 2015): 679. http://dx.doi.org/10.17507/jltr.0603.27.

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Dissertations / Theses on the topic "ESP"

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Kou, Leimin. "ESP." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/22523.

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Resumo: Esta dissertação descreve um experimento prático do qual participaram três grupos de alunos universitários matriculados na disciplina de Língua Inglesa Instrumental da Universidade Federal do Paraná em 1984. O experimento foi elaborado a fim de investigar até que ponto o uso de textos específicos relacionados às áreas de estudo dos alunos poderia resultar num melhor desempenho dos mesmos na compreensão de leitura. Assim, o principal objetivo do estudo foi o de descobrir um procedimento satisfatório e eficaz para desenvolver a habilidade de leitura que possibilitaria aos alunos um aperfeiçoamento na compreensão de leitura. 0 método experimental constituiu-se de três tipos de procedimentos ao ensino da compreensão de leitura aplicados a três grupos de alunos. O Grupo A (grupo misto) trabalhou com textos considerados de 'interesse geral', o Grupo B (grupo misto) trabalhou com textos relacionados â área de estudo de cada aluno, enquanto o Grupo C (grupo específico) trabalhou com textos relacionados â área de Nutrição. Os modelos psicolingüísticos do processo de leitura de Goodman e Smith foram usados como base teórica para o planejamento do curso de leitura especialmente elaborado para esta pesquisa. Um pré-teste e um pós-teste foram aplicados para medir o desempenho inicial e final dos alunos na compreensão de leitura. Os resultados da análise estatística demonstraram que grupos homogêneos levando-se em consideração o ano acadêmico, a área de estudo e interesse dos alunos, desempenham melhor do que grupos heterogêneos, especialmente quando trabalham com textos específicos relacionados a suas áreas de estudo. Embora os resultados obtidos não nos ofereçam conclusões mais definidas sobre os grupos heterogêneos, eles nos fornecem diversas implicações pedagógicas úteis ao ensino e aprendizagem da compreensão de leitura.
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Bredsten, Robin. "ESP screening tool." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for petroleumsteknologi og anvendt geofysikk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-18663.

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Installing an electrical submersible pump can be a way to increase the production in a well. This report will explain some ways the electrical submersible pump can be installed and describe the different components in an electrical submersible pump. The report will also give an insight in how electrical submersible pumps have been used and improvements done to the electrical submersible pump on two different fields. The main part will describe a method to screen wells and find out if installing an electrical submersible pump will be profitable. The method is to estimate future oil production, based on real-time production, with and without an ESP installed, and calculate the net present value. The method takes into account costs of installing, running and removing an electrical submersible pump. The ESP screening tool is screening the wells automatically. In addition it does an ESP simulation to find applicable pumps. For the ten wells screened by the ESP screening tool, the net present values have been negative, due to weak water cut estimation.
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Дорда, Світлана Володимирівна, Светлана Владимировна Дорда, and Svitlana Volodymyrivna Dorda. "Evaluation in ESP." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/59635.

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There are many definitions of evaluation; fundamentally evaluation is asking questions and acting on the responses. Evaluation is usually described as formative or summative.Evaluation can be both qualitative and quantitative.
Існує багато дефініцій оцінювання. Часто оцінювання описується як формуюче або підсумовуюче.Оцінювання може бути як якісним, так і кількісним.
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Zhai, Shengjie. "From EGP to ESP: University EFL Teachers’ Professional Identities in China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29892.

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Research on English as a Foreign Language (EFL) teachers’ identities in the curriculum shifting period from English for General Purposes (EGP) to English for Specific Purposes (ESP) has just begun to draw attention from scholars in China (e.g., Ai et al., 2019; Jiang, 2022; Jiang et al., 2020; Qi et al., 2021; Tao & Gao, 2018) and other similar contexts (e.g., Mahendra, 2020; Mohamed et al., 2016; Rebenko, 2020), but there was a scarcity in terms of empirical research. To help fill the gap, this study sought to examine a cohort of EFL teachers based in a Chinese university in the transitional process from EGP to ESP. Conceptualized within a sociocultural approach, this study was framed with four theoretical constructs: teacher professional identity (Barkhuizen, 2017; Kayi-Aydar, 2019; Varghese, 2017) sits in the center, surrounded by teacher knowledge (Shulman, 1987), teacher autonomy (Benson, 2017; Littlewood, 1999) and teacher practices. Informed by these theoretical constructs, a qualitative multiple-case study was adopted in this research to investigate EFL teachers’ professional identities in the curriculum transitional phase from EGP to ESP. These categories such as teacher knowledge, teacher autonomy, and teacher practices were associated with research informed by the sociocultural approach. While these theoretical constructs were important to guide the conceptualization of the thesis, they were used to help, at the methodological level, with literature review and data collection and analysis. Also, these aspects carried essential qualities that collectively contributed to the dynamics and display of EFL teachers’ professional identities in the process of their responding to and embracing the curriculum changes from EGP to ESP. This study endeavored to address a set of key research questions as follows: iv (1) What are the characteristics of EFL teachers’ professional identities in the transitional process from EGP to ESP? (2) How and in what ways did EFL teachers display their professional identities in the transitional process from EGP to ESP? (3) What factors (and/or how these factors) may have or not impacted their professional identities in the transitional process from EGP to ESP? Methods employed in this qualitative case study encompassed questionnaires, interviews, and documents to collect data. Data were analyzed through content analysis (Churchill, 2013) and successive approximation (Neuman, 2014). Findings derived from different data sets were cross-checked and compared to map a general pattern or tendency. The major findings are: (1) Chinese EFL teachers’ professional identities as emerged in the transitional process were shown with complexity and multiplicity, which were also dynamic, emotional, relational, and interactional as observed in three broad aspects of teacher knowledge, teacher autonomy, and teacher practices; (2) Chinese EFL teachers’ professional identities were specifically displayable by way of program preparing, classroom instruction, as well as professional development in relation to their knowledge, autonomy, and practices; and (3) key factors having impacted the development and display of Chinese EFL teachers’ professional identities were found to include internal factors (i.e., educational background, corporate work experience, knowledge of learners, intrinsic motivation, and personal traits/preferences) and external factors (i.e., policy, mentoring role, syllabus, timetabling, institutional support, and connection with colleagues/professional community). v This study offered an integrated theoretical lens to look at EFL teacher professional identity and guide EFL teachers confronted with similar situations. As reviewed, research on language teacher identity primarily chose to examine the issue either from the perspective of knowledge, or autonomy, or teaching practice. There was very little research that tried to look at the three related aspects in combination. This thesis incorporated the three strands of research – teacher knowledge, teacher autonomy, and teacher practices – as a conceptual and analytical tool to investigate typical Chinese EFL teachers’ professional identities in the transitional process from EGP to ESP. The combined approach to examining the related core aspects would provide a better understanding of EFL teachers’ professional identities by looking at the dynamics of teacher knowledge, autonomy, classroom practices, and their interplay in the transitional period of centralized curriculum reform. This integration of related research and theoretical constructs, therefore, would provide an alternative theoretical lens. Empirically, it yielded a set of context-specific research evidence to contribute to the existing research on teacher knowledge, teacher autonomy and teacher professional identity, and an empirical base to inform the development of a framework for researching teacher professional development. Pedagogically, the empirical data and the findings could help EFL teachers in the transitional process to reflect upon their professional identities and teaching practice, thus providing an alternative approach to formulating professional training and development for the EFL teachers in China or a starting point for EFL programs moving from EGP to ESP.
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Hume, Ian R. "ESP and mental imagery." Thesis, Coventry University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396468.

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Lavrysh, Yu E. "Peer Assessment in ESP." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67269.

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In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, and problem solving skills.
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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Basic Features of ESP." Thesis, Publishing House I. Ivanchenka, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72723.

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Стаття надає опис основних рис викладання англійської мови за професійним спрямуванням, розкриває компоненти і думки зарубіжних авторів.
Статья предоставляет описание основных черт преподавания английского языка по профессиональному направлению, раскрывает компоненты и мысли зарубежных авторов.
The article provides a description of the main features of teaching English in a professional manner, revealing the components and thoughts of foreign authors.
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Sadkovska, V. A. "Lesson planing in ESP." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38039.

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Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.

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The increasing number of economic and cultural aid programmes for Vietnam to reconstruct its war-torn economy in recent years from the United Nations Development Programme and other international and governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems that face Vietnamese scientists and technicians working in these aid programmes have been a major concern of many educational institutions in Vietnam and a reason for the author of this Study Report to take up this study. Chapter one of this study covers major stages of development of the teaching of English for Specific Purposes (ESP) and various factors that influence the teaching of ESP. Chapter two discusses some current issues in the teaching of ESP in Vietnam with special reference to course organization, syllabus and material design at the Hanoi Foreign Language College. It also points out some misunderstanding and misconception in the teaching of English to Vietnamese scientists and technicians. Chapter three looks at major language problems that Vietnamese students meet when they go to study at different colleges or universities in English speaking countries. A close investigation will be carried out over a number of Vietnamese veterinary doctors studying at the university of Queensland in Australia. Chapter four is concerned with the selection of suitable syllabus models for ESP/EAP courses at HFLC and also attempts to work out appropriate syllabuses for EAP courses for Vietnamese students going to study overseas. The final chapter suggests some further considerations for organizing ESP/EAP courses at HFLC especially for material production, ESP teacher training and ESP testing. It is hoped that this Study Report will give language teachers in the ESP Department at the Hanoi Foreign Languages College a clearer picture of what ESP is all about and provide some guidelines for successful organization of teaching ESP and EAP to Vietnamese students.
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Roienko, L. V. "Key issues in ESP teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13155.

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Books on the topic "ESP"

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Stone, Adam. ESP. Minneapolis, MN: Bellwether Media, 2010.

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Hile, Kevin. ESP. Farmington Hills, MI: KidHaven Press, 2009.

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Kallen, Stuart A. ESP. San Diego, CA: ReferencePoint Press, 2013.

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Netzley, Patricia D. ESP. San Diego: Lucent Books, 2001.

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Landau, Elaine. ESP. Brookfield, Conn: Millbrook Press, 1996.

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Rodgers, Mary. ESP TV. New York: HarperTrophy, 1999.

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Perish, Patrick. Is ESP real? Mankato, Minnesota: Amicus, 2014.

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Millar, Jay. ESP: Accumulation sonnets. Toronto: BookThug, 2004.

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Millar, Jay. ESP: Accumulation sonnets. [Toronto]: BookThug, 2009.

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Michael, Martin. ESP: Extrasensory perception. Mankato, Minn: Edge Books, 2006.

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Book chapters on the topic "ESP"

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg, et al. "ESP." In Encyclopedia of Autism Spectrum Disorders, 1164. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100552.

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Bauer, Horst. "Fahrdynamikregelung ESP." In Fahrsicherheitssysteme, 206–43. Wiesbaden: Vieweg+Teubner Verlag, 1998. http://dx.doi.org/10.1007/978-3-322-91814-7_9.

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Hoffman, Jennifer. "Extreme ESP." In Teaching Gifted Children, 35–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-9.

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Hui, C. Harry. "Extrasensory Perception (ESP)." In Encyclopedia of Psychology and Religion, 857–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_214.

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Woodrow, Lindy. "ESP research design." In Introducing Researching English for Specific Purposes, 68–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003049678-5.

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Hui, C. Harry. "Extrasensory Perception (ESP)." In Encyclopedia of Psychology and Religion, 644–45. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_214.

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Reif, Konrad. "Elektronisches Stabilitätsprogramm ESP." In Bosch Grundlagen Fahrzeug- und Motorentechnik, 208–13. Wiesbaden: Vieweg+Teubner Verlag, 2011. http://dx.doi.org/10.1007/978-3-8348-8320-9_18.

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van Zanten, Anton T. "Elektronisches Stabilitätsprogramm (ESP)." In Fahrdynamik-Regelung, 169–211. Wiesbaden: Vieweg, 2006. http://dx.doi.org/10.1007/978-3-8348-9049-8_8.

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Douglas, Dan. "ESP and Assessment." In The Handbook of English for Specific Purposes, 367–83. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch19.

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Feak, Christine B. "ESP and Speaking." In The Handbook of English for Specific Purposes, 35–53. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch2.

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Conference papers on the topic "ESP"

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Chew, Elaine, Jie Liu, and Alexandre R. J. François. "ESP." In the 1st ACM workshop. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1178723.1178744.

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Das, Manuvir, Sorin Lerner, and Mark Seigle. "ESP." In the ACM SIGPLAN 2002 Conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/512529.512538.

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Kumar, Sanjeev, Yitzhak Mandelbaum, Xiang Yu, and Kai Li. "ESP." In the ACM SIGPLAN 2001 conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/378795.378862.

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OLIMJONOVNA, MIRABDULLAYEVA ZULFIYA. "ESP/EAP O‘QITISHDA MAXSUS TIL KO’NIKMALARINI RIVOJLANTIRISH." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-82.

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This article provides information on the functionality and effectiveness of the set of psychological-pedagogical and organizational-pedagogical conditions proposed in the ESP/EAP teaching process. It is important that ESP/EAP educate students to behave in different situations, verbally understand, evaluate, express, and regulate them. It is said that learning a foreign language helps to develop and improve communication competence as an integral element of professional training in a pedagogical institution.
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Belkina, Oksana, and Elena Yaroslavova. "DEVELOPING TRANSFERABLE SKILLS VIA EAP/ ESP TEACHING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2265.

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RAXMONKULOVNA, ABDULLAYEVA MARXABO. "ESP/EAP O‘QUVCHILARINING MAXSUS LUG’ATLARGA BO‘LGAN EHTIYOJLARI." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-56.

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This article provides information about ESP/EAP students' needs for special vocabulary, problems in the process of translating textbooks and works. Working with dictionaries made it possible to show how dictionaries are constructed, transformed, and ensure the communicative process of the language being studied.
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Eremina, Svetlana V. "ESP terminology." In SPIE Proceedings, edited by Vladimir L. Derbov, Leonid A. Melnikov, and Lev M. Babkov. SPIE, 2006. http://dx.doi.org/10.1117/12.696926.

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Okamoto, Kiyomi, Eiichi Yamamoto, Hiroshige Dan, and Masahiko Fuyuki. "Consolidative ESP." In 2007 IEEE International Professional Communication Conference. IEEE, 2007. http://dx.doi.org/10.1109/ipcc.2007.4464050.

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Edries, Tamer, Eid Sayed, Mahmoud Abuelneel, Ibrahim Gahlan, Jeff Dwiggins, Chase Dwiggins, and Safwat Ghazaly. "ESP Runlife Improvement through Auditing of ESP Workshops." In SPE Middle East Artificial Lift Conference and Exhibition. Society of Petroleum Engineers, 2018. http://dx.doi.org/10.2118/192511-ms.

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"The Combining Interactive Mode of EGP and ESP." In 2017 8th International Computer Systems and Education Management Conference. Francis Academic Press, 2017. http://dx.doi.org/10.25236/icsemc.2017.34.

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Reports on the topic "ESP"

1

Booker, Jack, and Brindesh Dhruva. High Temperature ESP Monitoring. Office of Scientific and Technical Information (OSTI), June 2011. http://dx.doi.org/10.2172/1017858.

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Atkinson, R. IP Encapsulating Security Payload (ESP). RFC Editor, August 1995. http://dx.doi.org/10.17487/rfc1827.

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Karn, P., P. Metzger, and W. Simpson. The ESP DES-CBC Transform. RFC Editor, August 1995. http://dx.doi.org/10.17487/rfc1829.

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Karn, P., P. Metzger, and W. Simpson. The ESP Triple DES Transform. RFC Editor, September 1995. http://dx.doi.org/10.17487/rfc1851.

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Kent, S., and R. Atkinson. IP Encapsulating Security Payload (ESP). RFC Editor, November 1998. http://dx.doi.org/10.17487/rfc2406.

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Kent, S. IP Encapsulating Security Payload (ESP). RFC Editor, December 2005. http://dx.doi.org/10.17487/rfc4303.

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Zapp, P. E. Revised minimum nitrite concentration for ESP. Office of Scientific and Technical Information (OSTI), October 1992. http://dx.doi.org/10.2172/10143994.

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ADAMS, M. R. EVALUATION OF ENVIRONMENTAL SIMULATION PROGRAM (ESP). Office of Scientific and Technical Information (OSTI), June 2003. http://dx.doi.org/10.2172/812323.

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Pereira, R., and R. Adams. The ESP CBC-Mode Cipher Algorithms. RFC Editor, November 1998. http://dx.doi.org/10.17487/rfc2451.

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Huttunen, A., B. Swander, V. Volpe, L. DiBurro, and M. Stenberg. UDP Encapsulation of IPsec ESP Packets. RFC Editor, January 2005. http://dx.doi.org/10.17487/rfc3948.

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