This book is designed to enable non-native English speakers to write science research for publication in English. It can also be used by English speakers and is a practical, user-friendly book ...intended as a fast, do-it-yourself guide for those whose English language proficiency is above intermediate. The approach is based on material developed from teaching graduate students at Imperial College London and has been extensively piloted. The book guides the reader through the process of writing science research and will also help with writing a Master's or Doctoral thesis in English.
This volume presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). Its purpose is to go beyond individual cases and practices to examine the ...approaches and ideas on which they are based. The aim is for readers to adopt an analytical stance toward the field and to identify current perspectives in ESP and the ideas driving them.
Ideas and Options in English for Specific Purposes does not promote any one approach, but rather identifies and illustrates those in evidence today. The main emphasis is on the links between theory and ESP teaching and research. Ideas from linguistics, sociolinguistics, education, SLA, and social theories are described. Links are then made between these ideas and ESP course designs, instructional materials, and research projects. Thus the book moves back and forth between descriptions of theories, teaching practice, and research.
Part I introduces the book's approach to description of ESP and the framework used to investigate it. Part II examines ideas of language, learning, and teaching in ESP. Recognizing that ESP is taught in many different countries and contexts, the author draws on a wide range of examples of teaching practice and research from around the world and from different branches of ESP, including English for Academic Purposes, English for Professional Purposes, and English for Vocational Purposes. From Chapter 3 onward, each chapter includes Questions for Discussion and Projects, to encourage readers to research and analyze the practices of ESP in their own contexts and to consider the ideas they draw on in their own teaching.
This text is geared toward graduate-level TESOL education courses.
Contents: Preface. Part I: Preliminaries. Introduction. Approach. Issues in ESP Course Design. Part II: Ideas and Options. Section A: Language. Language Systems. Language Uses. Combining Language Descriptions. Section B: Learning. Conditions for Learning. Processes of Learning. Section C: Teaching. Methodologies. Objectives in Teaching ESP. Part III: General. Synthesis.
This article investigates the importance of developing communicative competence through language skills in English for Specific Purposes (ESP) offered as a Technical English course in tertiary ...education. As Technical English courses are predominantly designed to prepare students for the future professional environments in the modern world, competent communication in English is to be mastered. For this reason, the integration of language skills in a Technical English course is imperative in teaching practices with students within a range of technical fields.
Ovaj rad istražuje važnost razvoja komunikacijske kompetencije kroz jezične vještine u engleskom jeziku struke koji se nudi kao kolegij tehničkog engleskog jezika u visokom obrazovanju. Budući da su kolegiji tehničkog engleskog jezika uglavnom osmišljeni za pripremu studenata za buduće radno okruženje u modernom svijetu, nužno je na njima intenzivno razvijati komunikacijsku kompetenciju na engleskom jeziku. Stoga integracija jezičnih vještina u kolegije tehničkog engleskog jezika predstavlja imperativ u podučavanju i nastavnoj praksi sa studentima iz raznih tehničkih područja.
In recent years, Information and Communication Technologies (ICT) have become a regular part of everyday English Language Teaching (ELT) practices in higher education and are merging with ...face-to-face activities. A hybrid modality, defined as Blended Learning (BL) (Sharma and Barrett 2007), has become established practice in Italian universities. The advantages of BL have long been recognized, particularly in ESP instruction (Luzón, 2009; Arnó-Macía, 2012), whose overall objective is to adapt the language learning experience to the learners’ specific needs. ESP practitioners who have experimented with BL to deliver their university courses may have recognized in it an efficient way of meeting the students’ needs and offering them an original experience. Having learned the lesson of the Covid-19 pandemic, and since they will very likely continue to teach their courses in hybrid or blended modalities in the future, it is arguably essential that ESP practitioners explore the full potential of ICT tools and are brought to reflect on the issues pertaining to their use. This paper aims to contribute to a reflection on the use of ICT in English language teaching (ELT) in higher education. It draws on the author’s personal experience of designing a Blended Learning (BL) syllabus for an undergraduate English for Specific Purposes (ESP) course in Technical English at the Department of Sciences and Methods for Engineering (DISMI) of the University of Modena and Reggio Emilia in the academic year 2021/2022. It describes the syllabus design process, illustrating how ICT tools and particularly online resources were used to analyze target students’ needs and customize the syllabus for the Technical English course.
Engineering lecturers' views on CLIL and EMI Aguilar, Marta
International journal of bilingual education and bilingualism,
09/2017, Letnik:
20, Številka:
6
Journal Article, Publication
Recenzirano
Odprti dostop
The present study aims to shed some light on how engineering lecturers teaching in English at a Spanish university view their work (teaching goals) within the current European internationalisation ...trend of offering courses and master programmes in English. A questionnaire where content and language integrated learning (CLIL) and English-medium instruction (EMI) were differentiated and with questions on their self-attributed duties, training preferences, assessment and internationalisation issues, among others, was prepared. The 41 lecturers who participated were asked to identify the modality they were following and their views related to the key factors in their courses. Findings point to the fact that EMI is the modality they follow and that they do not want to shift to CLIL because they refuse to teach language. To gain qualitative information about their beliefs, six lecturers were later interviewed. These interviews suggested that lecturers attach no importance to language integration. More specifically, they do not usually reflect on their lecturing, they welcome the idea of distinguishing both modalities in higher education (HE), they regard English proficiency as a key factor for all stakeholders and finally they think CLIL better suits less proficient students in HE.
The Routledge Handbook of Language in the Workplace provides a
comprehensive survey of linguistic research on language in the workplace written by
top scholars in the field from around the world. The ...Handbook
covers theoretical and methodological approaches, explores research in different
types of workplace settings, and examines some key areas of workplace talk that have
been investigated by workplace researchers. Issues of identity have become a major
focus in recent workplace research and the Handbook highlights some
core issues of relevance in this area, such as gender, leadership, and intercultural
communication. As the field has developed, applications of workplace research for
both native and non-native speakers have emerged. Insights can inform and improve
input from practitioners training workers in a range of fields and across a variety
of contexts, and the Handbook foregrounds some of the ways
workplace research can do this. This is an invaluable resource for researchers and
graduate students interested in learning more about workplace discourse.
Di era global saat ini lulusan politeknik harus bersaing semakin ketat dengan semakin banyak pekerja asing yang memiliki kemampuan komunikasi yang unggul. Agar lebih unggul, lulusan politeknik wajib ...menguasai bahasa asing internasional yaitu Bahasa Inggris sebagai persiapan mereka memasuki dunia kerja. Namun pada kenyataannya, skill Bahasa Inggris yang dimiliki oleh mahasiswa politeknik masih kurang, terutama dalam keterampilan berbicara (speaking) dan menulis (writing). Beberapa faktor yang berpengaruh dalam peningkatan kemampuan Bahasa Inggris di pendidikan vokasi adalah metode pembelajaran yang interaktif dan penggunaan teknologi yang tepat untuk memotivasi mahasiswa dalam belajar Bahasa Inggris. Oleh karena itu peneliti ingin mengembangkan aplikasi ‘Technical English’ berbasis Android yang telah ada dengan menambahkan fitur listening, writing dan toeic-based quiz untuk mendukung pembelajaran Bahasa Inggris Teknik di politeknik. Aplikasi ini diharapkan akan menjadi media pembelajaran yang dapat meningkatkan speaking, writing, dan listening skill mahasiswa dalam berkomunikasi menggunakan istilah-istilah di bidang Teknik. Materi Bahasa Inggris Teknik dalam aplikasi ini juga didukung oleh visual gambar yang menarik dan menunya disesuaikan dengan setiap Program Studi. Sehingga, dengan aplikasi ini mahasiswa diarahkan agar lebih termotivasi dalam belajar Bahasa Inggris diluar kelas seperti halnya ketertarikan mereka terhadap permainan atau games online. Penelitian ini merupakan penelitian pengembangan yaitu mengembangkan aplikasi ‘Technical English’ berbasis Android untuk memudahkan mahasiswa dalam belajar Bahasa Inggris Teknik. Software yang digunakan penelitian ini adalah React Native dan metode pengembangannya menggunakan model System Development Life Cycle (SDLC) dengan pendekatan Waterfall.
This study applied Edmodo as a supplementary environment for additional language practice in a semi-technical English course in an EFL context, with a quasi-experimental between-subjects (control ...versus experimental group) design. In addition to conventional classroom instruction and practice, the experimental group practiced additional language exercises using Edmodo application while the control group participants worked on similar exercises during extended classroom meetings. The results of paired and independent sample t-tests conducted on both groups' using 48-item, multiple-choice (vocabulary, grammar, and reading comprehension) pre and posttests revealed that while both groups demonstrated a statistically significant performance in the achievement posttest which was administered at the end of the course, the performance of the experimental group was significantly better than the control. The findings suggest that Edmodo is a valuable and cost-effective tool for language learning/practice beyond the physical and temporal confinements of conventional language classrooms.
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