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Dissertations / Theses on the topic 'English for specific academic purposes'

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Published: 5 June 2025

Last updated: 1 August 2025

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1

Tsegay, Tesfay Solomon. "English for specific academic purposes : a case study of English for law at the Ethiopian Civil Service College." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405242.

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The study aimed at exploring the English language problems adult students of law in the Ethiopian Civil Service College (ECSC) face, establishing their needs for the language to succeed in their studies and function effectively in their legal profession and proposing guidelines for English for law courses that would address the established needs and constraints. In addition to solving a practical problem, it was also the objective of the study to contribute to the scarce theory and practice in Ethiopia and worldwide in the fields of English for Specific Academic Purposes (ESAP) in general and

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2

Schmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." Taylor&Francis Group, 2018. http://epub.wu.ac.at/6416/1/13670050.2018.pdf.

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The discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. "Content and Language

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3

Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.

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The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and tea

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4

Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.

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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students app

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5

Hyppolito, Fernando de Barros [UNESP]. "Ensino e aprendizagem de inglês para fins específicos: um estudo de caso." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151298.

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Submitted by Fernando de Barros Hyppolito null (fbhyppolito@yahoo.com.br) on 2017-07-21T19:24:40Z No. of bitstreams: 1 Versão Final Dissertação julho 2017.pdf: 4381643 bytes, checksum: 69ee3f854438ad8f571cb258d5b59d2b (MD5)<br>Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido está sem a ficha catalográfica. A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija esta informa

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6

Karoro, Muhirwe Charles. "Developing Academic Literacies in Times of Change : Scaffolding Literacies Acquisition with the Curriculum and ICT in Rwandan Tertiary Education." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-80417.

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Inspired by the Bologna Process and other globalising influences from modern higher education, and driven by policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reforms that have ushered in expectations, requirements and demands that call for both reinvigorated and new academic literacies in undergraduate study since 2007. With its aim of producin

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7

Rosa, Stéfanie Fernanda Pistoni Della. "Análise das reflexões estabelecidas por pesquisadores entre conhecimento de língua inglesa e desempenho acadêmico." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/5759.

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Made available in DSpace on 2016-06-02T20:25:17Z (GMT). No. of bitstreams: 1 4990.pdf: 2214757 bytes, checksum: 6e39b9f422ae997bf8a869bb474e5be2 (MD5) Previous issue date: 2013-02-25<br>Financiadora de Estudos e Projetos<br>This study aims at identifying and discussing needs and interests of researchers of a public university in regard to learning or improving their knowledge of English for academic purposes. As a theoretical foundation, we rely on the studies developed by Robinson (1991), Hutchinson and Waters (2006), and Dudley-Evans and St. John (2010) to base discussions regarding Englis

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8

Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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9

Tomashevska, A. Yu. "The origin of English for specific purposes." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18283.

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10

Nigi, Tamara <1961&gt. "Around and beyond English for specific purposes." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/11986.

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When, starting from an educational background in translation, I became an English Language tutor to adults in corporate and professional settings, I happened to notice some distorted expectations among recipients of tuition about the outcomes of self-contained, non academic language courses. The key question I have thus posed myself over time has thus always been: what are the actual possibilities of mediating along this polarity? The above question eventually sparked a couple more which are the ones I am going to be addressing in my dissertation: “What is language learner autonomy and

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11

Sokolova, I. V. "English for Specific Purposes: English for Economic Cybernetics Course Design." Thesis, Publishing House Education and Science s.r.o.(Praha), 2005. http://essuir.sumdu.edu.ua/handle/123456789/62086.

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Матеріал містить вимоги щодо курсу з англійської мови для студентів Екномічної кібернетики"б завдання курсу та систему вправ. Крім того, в статті надаються результати аналізу потреб студентів.<br>The article presents the requirements of English coures for Economic Cybernetics, the tasks of the course and the system of assignments. It also contains the results of students' needs analysis.

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12

Qattous, Kathem Mohammed. "The cultural dimension of English for specific purposes." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5478/.

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In the variation of English for Occupational Purposes, ESP is usually considered to be culture-free. This thesis investigates, as an example, a vocational ESP program in Saudi Arabia to establish, first, what cultural values might be present in the course materials, and second, how the ESP programme relates to the school system in which workers have been educated. The study proposes that there is a cultural content even in what appears to be a culture-free ESP program, and that this cultural content is expected to provide the non-native target population learners with values and thinking abili

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13

Denysenko, V. "Teaching methods for teaching English for specific purposes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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14

Wallace, Ray B. Brosnahan Irene. "English for specific purposes in ESL undergraduate composition classes rationale /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514787.

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Thesis (D.A.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 22, 2005. Dissertation Committee: Irene Brosnahan (chair), Russell Rutter, William Piland, Ronald Fortune, Maurice Scharton. Includes bibliographical references (leaves 92-96) and abstract. Also available in print.

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15

Tan, Shen Wen. "English for Occupational Purposes: Elastomer English." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463096101.

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16

Pham, Huong Thi Lan. "Teacher perceptions of English for Specific Purposes (ESP) programs." Thesis, Argosy University/San Francisco Bay Area, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663239.

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<p> The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the

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17

Albassri, Israa A. "Needs-Analysis-Informed Teaching for English for Specific Purposes." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/274.

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Reconceptualization is needed for English language teaching as a response to English-as-an-international language (EIL) contexts. Correspondingly this will lead to what is called “an ecological approach” that invites accommodation of language-learning instruction to the local needs within discourse communities. In this research, the researcher will investigate the English for specific purposes (ESP) needs of business students to explore how best to address their expressed needs through subsequent tutoring. The ecological approach along with vocabulary teaching approach may look deeply into stu

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18

Medlin, Laura. "English for Specific Purposes (ESP) Nursing in the U.S. Hospital /." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/173.

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19

Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.

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The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.

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20

Hinckfuss, Janice. "Rethinking English for academic purposes : towards a performance-centred pedagogy." Thesis, Department of Performance Studies, Faculty of Arts and Social Sciences, 2012. http://hdl.handle.net/2123/13290.

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21

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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22

Roloff, Vera Lucia Posnik 1955. "English for specific purposes and the use of a specialist-informant." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/23909.

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Abstract: The teaching of highly specialized prose is often troublesome to a language teacher who is not trained in the subject-matter. To approach this pegagogical problem, it has been suggested that teachers should explore the feasibility of using a subject-matter specialist to assist them in reading this type of writing. Following that suggestion, the present study attempts to respond to a particular situation observed with the graduate students in the area of Soil Science at Universidade Federal do Parana. It examines four journal articles in the field of Soil Science in the light of (i) w

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23

Langroudi, Jahanbakhsh. "Evaluation of the English for specific purposes (ESP) programme in Iran." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285063.

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24

Gourlay, Lesley J. "Classroom discourse and participation in an 'English for specific purposes' context." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/23025.

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Lee, Ena Grace. "Negotiating the "critical" in a Canadian English for Academic Purposes program." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31379.

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This thesis represents a one-year critical ethnographic case study of an academic literacy program located within a major Canadian university. Pacific University's English for Academic Purposes program distinguished itself from "traditional" English as a Second Language programs in its innovative pedagogical approach. The program staff believed that the understanding of a language lies in the deeper understandings of the culture in which it is embedded. Because of this, the program emphasized the use of a critical dialogic approach to the analysis of how language is shaped by culture and vice-

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26

Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.

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The research into aspects of EAP covers the twenty-five-year period from 1972 to 1997. The main focus of the submission is the use of needs analysis in relation to EAP, the implications of the findings, and their implementation with regard to teaching materials, course design and methods of teaching. Various methods are used to investigate the language and study skills needs of international students, mostly postgraduates at Manchester University: these include - language tests, self-assessment, questionnaires and surveys, observation and monitoring in class. Evaluation, feedback and follow-up

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27

Simões, Deolinda. "Making connections: engineering and language issues in teaching english for specific purposes." Doctoral thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2014. http://hdl.handle.net/10362/12329.

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Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Línguas, Literaturas e Culturas<br>Esta tese apresenta uma análise dos elos que unem a área de ensino de Inglês para Fins Específicos em engenharia à área específica de engenharia. Dedica-se, particularmente, ao estudo de Inglês para Fins Específicos em contextos académicos, tecnológicos e profissionais em Portugal e pretende apresentar sugestões para o material didáctico, as ferramentas de ensino e as abordagens consideradas adequadas. Este trabalho expõe uma análise geral bem co

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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.

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Rafik, Khan Shameem Mohd. "The development of a materials training framework for English for academic purposes." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30947.

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There seems to be a significant gap in research on how teachers develop EAP teaching - learning materials and the various types of problems they encounter when developing these materials. This is regardless of whether the teaching is for English for General Purposes or English for Academic Purposes (EAP). This study explores how training in EAP materials development might be improved, and it sets out:;(1) to develop a task-based materials Framework and then. (2) to explore its effectiveness with trainees on the context of a Malaysian university (Universiti Pertanian Malaysia [UPMS]). In devisi

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Hanks, Judith Ingeborg. "Exploratory practice in English for academic purposes : puzzling over principles and practices." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595649.

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Exploratory Practice (EP) is a relative newcomer to the field of practitioner research in language education. Distinctive in attempting to integrate research and pedagogy via a process of puzzlement, it advocates the inclusion of learners alongside teachers as researchers into their own classroom practices. A1though EP appears to be thriving in different places around the world (notably Brazil), it is rarely to be found in the context of teaching English for Academic Purposes (EAP) in the UK. Studies which explicitly include learner perspectives are also unusual. This thesis examines the princ

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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Written peer response is an important tool in English for academic purposes." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65219.

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Over the past fifteen years, the process approach to composition, which was originally developed for first language instruction, has become popular among ESOL writing teachers. A key component of this approach is peer response (also known as peer review, peer feedback, peer editing, and peer evaluation),in which students read each other’s papers and provide feedback to the writer, usually answering specific questions the teacher has provided. In most cases the questions focus on organization and style, rather than surface-level grammar or spelling mistakes.

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SILVA, WILLIAM EDUARDO DA. "TEACHING AND LEARNING READING IN ENGLISH FOR SPECIFIC PURPOSES IN THE DIGITAL CONTEXT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20596@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O foco principal desta pesquisa é a aprendizagem de leitura em inglês para fins específicos em uma disciplina on-line para graduandos de Química. A pesquisa foi desenvolvida seguindo os princípios da abordagem de inglês para fins específicos (SCOTT, 1986; HUTCHINSON E WATERS, 1987; DUDLEY-EVANS E ST-JOHN; 1998), a visão de estratégias de leitura (LEFFA, 1996; SOLÉ, 1998), as teorias de gêneros textuais (BAKHTIN, 2003; SWALES, 1990; BHATIA, 1993; entre outros) e o uso das tecnologias de informação e comunicação no ensino-aprendizagem de líng

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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.

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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teachi

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Devi, Sarojani. "Validating aspects of a model of academic reading." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.

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In the past, the focus in language testing, teaching and research has largely been on careful reading while expeditious (quick, efficient and selective) reading has been largely ignored. However, some research suggests that careful reading ability alone is inadequate for students to meet the demands of undergraduate academic reading. In the main English for Academic Purposes (EAP), test instruments have been previously based on careful reading models which assume reading to be unicomponential. If this is not the case, the issue for language testing is whether the construct of academic reading

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Attia, M. H. "A critical analysis of ESP courses at Kuwait technical-vocational institutes with special reference to Kuwait Business Institute." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370141.

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Burnett, D. F. "Towards a taxonomy of items for listening comprehension in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380816.

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Rees, Geraint Paul. "A Phraseological multi-discipline approach to vocabulary selection for English for academic purposes." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/543839.

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This study is motivated by concerns about the adequacy of current corpus-based methods for the selection of vocabulary in studies of English for Academic Purposes (EAP) lexis. It is hypothesised that lists of general-academic vocabulary cannot reflect differences in word meaning between disciplines, and furthermore, that discrete-item wordlists cannot account for the role of context in conditioning meaning. The relatively recent turn towards discipline-specific lists of phrases represents a positive development in this regard. However, its impact is limited by the methods of phrase extraction

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Lima, Adriana Monteiro. "The Canadian language benchmarks and English for academic purposes : a socio-semiotic approach." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28368.

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In the British Columbia context, English for Academic Purposes (EAP) curricula have been articulated and aligned to the Canadian Language Benchmarks (CLB) in an attempt to facilitate transference nationwide (See the Articulation Guide for English as a Second Language Programs in the British Columbia Post-secondary Transfer System, 2008). Because the CLB is designed to be used as a standardized framework to assess ESL learners' proficiency across Canada, learners may need to achieve CLB levels 8-9 to enter mainstream academic programs. Nevertheless, CLBs have only partially impacted on curricul

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Abdulkader, Abdulkader. "A sociolinguistic study of postgraduate students' perceptions of using English for academic purposes." Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/848.

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English for Academic Purposes (EAP) has been increasingly researched in recent years. However, in this research the learner's voice is still not clearly evident. The current study investigates postgraduate students' perceptions of using EAP in studying for higher degrees in Wales and Syria. The study makes a contribution to the field by focusing on the learner's voice in two different contexts, where English is a native language or a foreign language. The students in the study were either home students in Syria or international students in Wales. The juxtaposition of two different contexts all

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Kirk, Steven Ewen. "Enacting the curriculum in English for Academic Purposes : a legitimation code theory analysis." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12942/.

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This doctoral research project sought to better understand and articulate how English for Academic Purposes (EAP) is locally enacted. The context selected was a university summer pre-sessional programme for international students. At the time of data collection, I was the course director and the questions shaping the research emerged over a number of years in this role, primarily through the observation of teaching staff. Taking a case study approach and informed by a social realist lens (Bernstein, 1990; 2000; Maton, 2014), the research asked: How is EAP locally enacted? What are the organisi

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James, Gregory Cyril. "Considerations in the design of an oral test in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534676.

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This work seeks to describe the development of the oral component of the Associated Examining Board's Test in English for Educational Purposes, a test devised to assess the language proficiency of overseas students intending to pursue a course of academic study in the UK. In introducing the allied twin themes of the discussion, that of the sociolinguistic consequences of academic study abroad and that of the criteria of assessment in oral proficiency assessment.

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Dodson, Eric Dean. "Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1639.

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This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used. Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic

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Hartill, Julie Ann. "The role and application of descriptive research to course design in EAP." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.

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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 lang

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Anthony, Elizabeth M. "Problem-based learning in undergraduate English for specific purposes context : language use & development." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520179.

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Problem-Based Learning (PBL) is an alternative pedagogical model that differs considerably from the traditional chalk and talk didactic approach. However, to date there are still very few studies into its operation and effectiveness especially in the field of language learning. This study focuses on PBL in English for Specific Purposes (ESP) course at a higher learning institution and thus extends our understanding of PBL in general and in the context of second language learning in particular. This ethnographic approach case study research investigated an ESP classroom over a semester in Unive

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Li, Lan. "A study of dictionary use by Chinese university learners of English for specific purposes." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244407.

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Hamakali, Hafeni Pamwenase Shikalepo. "Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction." University of the Western Cape, 2018. http://hdl.handle.net/11394/6621.

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Magister Educationis - MEd<br>This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to resea

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Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.

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Bell, Douglas E. "Practitioners, pedagogies and professionalism in English for Academic Purposes (EAP) : the development of a contested field." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38570/.

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This thesis examines key developments and changes which have taken place within the field of English for Academic Purposes (EAP) from the 1960s until the present day. It critically evaluates the effects that these developments have had on EAP as an academic discipline; on the positioning and status of EAP within the academy; and on the work carried out by EAP practitioners, particularly with regard to conceptualizations of professionalism, and understandings of what constitutes practitioner expertise. Drawing on qualitative data generated from in-depth semi-structured interviews with 15 intern

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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.

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