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Relevant bibliographies by topics / ESP syllabus

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Academic literature on the topic 'ESP syllabus'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "ESP syllabus"

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Mohamed, Omaymah Elkheir, and Ahmed Gasm Alseed Ahmed. "Investigating and Evaluating Computer Sciences ESP Syllabus in Tabouk University, Saudi Arabia." Advances in Social Sciences Research Journal 7, no. 7 (July 19, 2020): 127–56. http://dx.doi.org/10.14738/assrj.77.8592.

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This paper is conducted to investigate and evaluate the ESP computer sciences syllabus in Tabuk University Saudi Arabia. The samples are 80 students of ESP and 15 computer sciences teachers. To collect data, the researchers used questionnaires and an interview .The paper adopted the descriptive analytical approach. For data analysis, the researchers used the computer program (SPSS). The findings showed that the computer sciences ESP syllabus is not based on the students needs , it also showed that the ESP syllabus lacks the strategic objectives. The ESP syllabus is not efficient enough to bridge the gap between English for academic purpose and English for occupational purpose. . Therefore, the researchers recommend taking students needs into account when setting the computer sciences syllabus , involving strategic objectives in the syllabus and establishing sufficient computer sciences goals.

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Jamaluddin, Jamaluddin, Muhammad Hanafi, and Andi Sadapotto. "Correlation between ESP syllabus design and material adaptation based on needs analysis: A review of literature." UAD TEFL International Conference 2 (January 18, 2021): 90. http://dx.doi.org/10.12928/utic.v2.5742.2019.

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This paper aims to review the development of ESP Syllabus design theory and material adaptation based on the need’s analysis of the students. Besides, it explores and presents the references on the relationship between ESP syllabus design and material adaptation. ESP syllabus design deals with the kinds and importance of a syllabus. The materials in it discuss authenticity, material evaluation, and material writing. Need analysis covers the meaning, type, practice, and register of an analysis.

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Mc Ginley, Kevin. "ESP syllabus change and simulation." System 13, no. 3 (January 1985): 269–71. http://dx.doi.org/10.1016/0346-251x(85)90043-0.

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Antić, Zorica. "Teacher Education in English for Special Purposes." Acta Facultatis Medicae Naissensis 33, no. 3 (September 1, 2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.

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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequate knowledge, teaching and professional skills, interests and attitudes towards teaching.

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Kavalir, Monika. "Culture in Esp Syllabus: Why and How." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 113–22. http://dx.doi.org/10.2478/rjes-2013-0009.

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Abstract While language and culture are generally recognised to be intimately linked, English for Specific Purposes has typically been seen as “acultural”. This paper argues that cultural information is a necessary component of any ESP course and that a contrastive-comparative approach can help the learner in appropriating other cultures.

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Jones, Colin. "An integrated model for ESP syllabus design." English for Specific Purposes 10, no. 3 (January 1991): 155–72. http://dx.doi.org/10.1016/0889-4906(91)90022-o.

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Miftakh, Fauzi. "The Relevance Between An ESP Syllabus And The Students’ Needs." Journal of English Education Studies 1, no. 1 (May 5, 2018): 20–30. http://dx.doi.org/10.30653/005.201811.10.

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In learning English for specific purpose, students sometimes do not get appropriate materials with their needs. ESP materials are more specific than general English, so students should receive materials related to their background of field. This research aimed at finding out the relevance between an ESP syllabus and the students’ needs. This research used qualitative method that deals with a single or small-case studied in detail. The population was taken from the 1st semester students of Mechanical Engineering Department at University of Singaperbangsa Karawang. Random sampling was 24 students that was taken from two classes out of 120 students. The data was taken by distributing questionnaire to students and analyzing the syllabus designed by teacher. The result of this research shows that most students who are working in companies need to learn speaking skill as the most important skill as well as grammar. In addition, the ESP syllabus provided by teacher is quite relevant to the students’ needs. Therefore, it is suggested that teacher conducts a need analysis to students before designing syllabus, so it can be relevant with the students’ needs.

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Dewi, Sri Utami. "Syllabus of Vocational High School Based on ESP Approach." DINAMIKA ILMU 15, no. 2 (December 10, 2015): 273. http://dx.doi.org/10.21093/di.v15i2.73.

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Huang, Xiaorui. "The Effectiveness of Needs Analysis Informing ESP Syllabus Design." Journal of Education, Society and Behavioural Science 28, no. 3 (January 9, 2019): 1–7. http://dx.doi.org/10.9734/jesbs/2018/46327.

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Huerta, Teresa, Ignacio Ibáñez, and Angélica Kaulen. "Balancing institutional and motivational factors in ESP syllabus design." English for Specific Purposes 5, no. 2 (January 1986): 189–95. http://dx.doi.org/10.1016/0889-4906(86)90023-2.

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Dissertations / Theses on the topic "ESP syllabus"

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Remache, Abdel Ghani. "A needs analysis approach to ESP syllabus design with special reference to English for science and technology in the Algerian ESP centres." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385790.

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Barus, Irma Rasita Gloria, and n/a. "Towards an ESP reading syllabus for the first year undergraduate students at Bogar Agricultural University (IPB)." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060607.170018.

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The never ending argument among linguists and teachers about whether reading difficulties of the non native speakers of English are a reading problem or a language problem is an interesting study to start with. This was one of the questions examined in the study leading to the development of an ESP syllabus for undergraduate students at Bogor Agricultural University (IPB). Chapter One outlines the current English course at IPB where the focus of language teaching is on teaching grammar and reading. Chapter Two looks at the theoretical background and the development of ESP as well as the role of the ESP teachers which is different from the role of General English teachers. Since reading is the only target skill students need to acquire, Chapter Three looks at the theory of reading, outlines necessary reading skills and examines a 'good1 reading teacher. Chapter Four consists of a study and its analysis into whether difficulties in reading is a reading problem or a language problem. These findings are expected to give a clearer idea to the teachers of reading about the problems encountered by the students in reading English texts so they can decide whether the focus of the course should be on grammar development or reading development. Chapter Five discusses several types of syllabus as well as relating to the importance of needs analysis in designing a course, and suggests an outline syllabus for the IPB students i.e. the proportional syllabus including the profile of communication needs, aims and objectives of the course, language content, and the syllabus content.

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Jabbour, Georgette. "Corpus linguistics, contextual collocation and ESP syllabus creation : a text-analysis approach to the study of medical research articles." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342109.

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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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Loi, Nguyen Van, and n/a. "Towards a syllabus for teaching academic writing to Vietnamese senior students of English." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.

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Writing is one of the four macro language skills which a student of language should master. However it remains the one receiving the least attention so far in Vietnamese teaching of English. Senior students of English at a college or university are required to demonstrate in writing that they have mastered their studies; therefore, writing plays an important role in their academic success. It is noted that "learning to write fluently and expressively is the most difficult of the macroskills for all language users regardless of whether the language in question is a first, second or foreign language" (Nunan: 1989:35). Therefore, writing English, especially for academic purposes , remains difficult for Vietnamese students. Obviously, such writing, as a study skill, affects the learning process, hence, the effectiveness of the training. Writing ability in general, and EAP writing in particular, need attention right from the teacher training stage, and then at the teaching stage at schools. This study reviews the theory of writing and the teaching of writing, with strong emphasis on the writing process to identify the point where a teacher of writing should intervene to yield the optimum effect - to develop students' writing ability by developing their awareness of the strategies which can be applied to writing for academic purposes, including strategies in analysis of their own writing as both process and product. The study examines the teaching of English, writing and academic writing in the Vietnamese perspective and identifies the problems in reference to the theoretical bases in an eclectic manner. A syllabus is suggested to cater for the needs of the target population.

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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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Luque, Jenna Silver. "Neural and Behavioral Mechanisms of Clear Speech." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7053.

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Clear speech is a speaking style that has been shown to improve intelligibility in adverse listening conditions, for various listener and talker populations. Clear-speech phonetic enhancements include a slowed speech rate, expanded vowel space, and expanded pitch range. Although clear-speech phonetic enhancements have been demonstrated across a variety of talkers, only a subset of these changes may be required for listeners to benefit perceptually from clear speech. Furthermore, while current literature has provided some understanding of the phonetic enhancements that are typical of clear speech and the improvements in intelligibility resulting from its use, less is understood regarding how listeners benefit from clear speech. Understanding the mechanisms underlying the effectiveness of clear speech will provide insight into speech processing more generally. To that end, two studies were conducted to investigate the possible mechanisms underlying clear-speech benefits. The first study tests the hypothesis that clear speech reduces the amount of information needed for syllable identification. The amount of information presented to listeners was controlled using a silent-center syllable paradigm, in which various amounts of the center or edge of the syllables were removed. The second study tests the hypothesis that phonetic processing of clear speech requires fewer neuro-cognitive resources than typical, or conversational, speech. An Event Related Potential (ERP) paradigm, focused on the Phonological Mismatch Negativity (PMN) component, was used to compare participants’ neurophysiological responses to conversational- and clear-speech stimuli. Results from the first experiment supported the hypothesis of a clear-speech benefit in partial syllables, although the effect was stronger for some vowels than for others. The second experiment demonstrated differences in the way the brain responds to clear versus conversational speech, for syllables in which only the nucleus varied across stimuli. Match-mismatch differences were found in the MMN and PMN components, while the N600 component was found to respond to style differences.

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Chambisse, Ernesto Daniel. "Ensino de filosofia em Moçambique: Filosofia como Potência para Aprendizagem Significativa." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/9949.

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Made available in DSpace on 2016-04-27T14:31:54Z (GMT). No. of bitstreams: 1 Dissertacao ERNESTO DANIEL CHAMBISSE.pdf: 302415 bytes, checksum: da2f26ae38346f8abd51bad512289378 (MD5) Previous issue date: 2006-08-03
This dissertation examines the conditions under which happens Philosophy teaching in ESG II (Grades 11 and 12) in Mozambique, by testing the hypothesis that the way Pilosophy is taught at the moment does not contribute to enhacing its potencial for significant learning in the classroom. The work departs from observations of Philosophy teaching practice carried out by teacher trainees from the Universidade Pedagógica. It was made a revision of specialized and complementary literature and a field research in three selected schools one for pre-testing and the other two for in-depth research. The methodological approach is based on qualitative research in the form of a case study. The results of this research lead to the conclusion that there is a need of urgent changes in the conditions under which Philosophy and other ESG II subjects are taught, such as: precarious working conditions, lack of teachinglearning materials, lack of stimuli for the teachers, excess of rigor in MEC planning. This dissertation demonstrate the potential contributions of Philosophy in enhancing the teaching-learning process in Philosophy and other subjects of the curriculum and it has as a purpose the improvement of teaching, especially of Philosophy teaching in Mozambique
Este estudo analisa as condições em que o ensino de filosofia se realiza no Ensino Secundário Geral do 2º ciclo em Moçambique, procurando testar a hipótese segundo a qual a forma como aí se ensina a Filosofia não contribui para a realização da sua potência de aprendizagem significativa na sala de aulas. O estudo tem origem em preocupações vivenciadas no acompanhamento das práticas e estágios pedagógicos dos futuros professores de filosofia em formação na Universidade Pedagógica. Foi realizada uma revisão da bibliografia referente ao tema e um trabalho de campo em 3 escolas previamente seleccionadas, sendo uma para pré-testagem e outras duas para o trabalho mais profundo. A abordagem metodológica baseou-se na investigação quantitativa e foi orientada para o estudo do caso. Os resultados da pesquisa apontam para uma necessidade premente da mudança nas condições em que decorre o ensino de Filosofia e de outras disciplinas nas escolas moçambicanas do 2º ciclo. Constatou-se a existência de falhas que se revelam, entre outras, em condições precárias de trabalho, falta de material didáctico, superlotação das turmas, falta de estímulos para os professores, rigidez nas planificações do Ministério da Educação e Cultura. Na conclusão procura-se apresentar uma breve proposta tendo em vista o melhoramento das condições do ensino e muito especialmente do ensino de Filosofia em Moçambique

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Books on the topic "ESP syllabus"

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Faiq, Said. ESP in the Arab World: towards a text-linguistics approach to syllabus design. Salford: University of Salford, 1986.

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Jabbour, Georgette. Corpus linguistics, contextual collocation and ESP syllabus creation: A text-analysis approach to the study of medical research articles. Birmingham: University of Birmingham, 1998.

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Susilo, Atiq. Integrating process and product in designing a syllabus for an in-company intensive ESP training. 1993.

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Ehrenhofer, Lara, Adam C. Roberts, Sandra Kotzor, Allison Wetterlin, and Aditi Lahiri. Asymmetric processing of consonant duration in Swiss German. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198754930.003.0010.

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In Swiss German, which encodes a phonological contrast in consonant length, consonant duration signals the segment’s geminate status and, in medial position, indicates the word’s syllable structure. The present work investigates the interaction between these aspects of durational processing using the N400, an electrophysiological component which offers a fine-grained measure of the success of lexical access. A cross-modal semantic priming ERP study tested to what extent words with medial consonants whose duration had been phonetically lengthened or shortened (leading to an incorrect syllable structure) trigger lexical access. Behavioural and ERP results revealed a processing asymmetry: lengthening a singleton does not negatively impact lexical access, but shortening a geminate does. This asymmetry supports an underspecification account of the geminate/singleton contrast, and may indicate a bias towards initially parsing acoustic input according to a CV template.

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Sergi, Matthew. Our Subject Is Each Other. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0025.

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This chapter introduces a set of exercises, assignments, lecture topics, and syllabus adjustments that have helped me attune my HEL pedagogy to undergraduates’ increasingly diverse prior experiences of English. I focus on one diversity-oriented exercise in particular, a “fieldwork” assignment that has formed the keystone of all of my HEL and HEL-based courses, with a detailed description of various iterations of the exercise. Then I provide examples of curricular adjustments—examples drawn, for brevity’s sake, primarily from my units on PDE (rap and standard English) and ME (dialects)—that encourage ESL, EFL, and NSHV students to make use of the inherent advantages and perspectives that they can bring to HEL. Undergirding all these ideas is my conviction that HEL instructors can be most effective when they yield enough authority to allow the varied range of native expertise held by their students to continually augment their perspective on, and mastery of, our radically variegated subject.

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Book chapters on the topic "ESP syllabus"

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"EAP syllabus and course design." In English for Academic Purposes, 56–84. Cambridge University Press, 1997. http://dx.doi.org/10.1017/cbo9780511733062.005.

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"Syllabus Design and Lesson Planning in ESL Composition Instruction Syllabus Development: Principles and Procedures Needs Assessment: A Tool for Syllabus Design Setting and Meeting Goals for Learning and Teaching From Goals to Objectives: The Syllabus as a." In Teaching ESL Composition, 86–137. Routledge, 2013. http://dx.doi.org/10.4324/9781410611505-7.

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"Appendix B Syllabus, EDC 385G Teacher Leadership for Bilingual/ESL: Mentoring, Coaching and Professional Development." In Teacher Leadership for Social Change in Bilingual and Bicultural Education, 179–83. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788921442-011.

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Rumyantseva, Elena. "IDENTIFICATION OF PHD STUDENTS’ SUBJECT SPECIFIC AND GENERIC COMPETENCES AND THEIR INTEGRATION IN EAP SYLLABUS." In Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities, 268–79. International Science Group, 2021. http://dx.doi.org/10.46299/isg.2021.mono.ped.ii-268-279.

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Nyitrai, Erika, Balázs Varga, and Adam Tarcsi. "Towards an Ontology-Based Educational Information System." In Enterprise Resource Planning Models for the Education Sector, 123–44. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2193-0.ch008.

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Nowadays in higher education, we create lots of documents and datasets for every activity. We have to maintain course, program, and syllabus information, and also the connections between the course themes. We can download some documentation for this information, but there are many questions difficult to answer. Also we can find some HR related or organizational issues. The authors are working for an ontology which is able to picture the connections between the actors of a higher education system. Their ontology is built with integrating some existing one, for example AIISO (Academic Institution Internal Structure Ontology), FOAF (Friend of a Friend) and DC (Dublin Core). The ontology has four connected parts. These can describe an organization with its internal structure, the program and courses of a University, the people connected with the organizations, the courses or some documents. The authors can also characterize course materials, such as documents, books, or multimedia contents and can connect the knowledge base with ERP systems also.

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Conference papers on the topic "ESP syllabus"

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Ardinal, Bima Trisnu, and Desvalini Anwar. "An Analysis of ESP Syllabus at SMK Nusatama Padang Based on Needs Analysis Result." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.040.

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Wang, Maolin, and Yi Xu. "How Syllables Group in Chinese." In 2008 6th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2008. http://dx.doi.org/10.1109/chinsl.2008.ecp.88.

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Gao, Jie, Qingwei Zhao, Yonghong Yan, and Jian Shao. "Efficient System Combination for Syllable-Confusion-Network-Based Chinese Spoken Term Detection." In 2008 6th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2008. http://dx.doi.org/10.1109/chinsl.2008.ecp.103.

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Liang, Wei-Bin, Chung-Hsien Wu, and Yu-Kai Kang. "Recognition of Syllable-Contracted Words in Spontaneous Speech Using Word Expansion and Duration Information." In 2008 6th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2008. http://dx.doi.org/10.1109/chinsl.2008.ecp.68.

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