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1
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 limitations of their contextual conditions and impose a higher level of impact on transformation and development of ESP programs.</p><p> The collected data were analyzed by using Statistical Package for Social Sciences (SPSS) software. The questionnaire included 32 items that were rated on a four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Descriptive statistics including means and standard deviations were used to answer Research Question 1. Independent samples t-tests and ANOVAs were used for research question 2 to determine how the groups were different from one another. The results pointed out aspects of ESP programs that were perceived similarly and differently by groups of respondents based on the gender, age, educational backgrounds, and ESP teaching experience.</p>
2
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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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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4
Sadkovska, V. A. "Lesson planing in ESP." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38039.
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Hoa, Nguyen Thi, and n/a. "The role of the ESP teacher." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060725.104331.
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The demand for English for Specific Purposes (ESP) in Vietnam is very
great. In Hanoi alone, there are more than 20 universities and colleges in
which English Foreign Language (EFL) is taught in the curriculum. Much has
been done to improve the task of teaching and learning ESP. Not much work
has been done, however, about ESP teachers, their roles, responsibilities and
position in the process of learning and teaching. It is inevitable that the teacher
plays a decisive part in English learning and teaching. It is therefore the
purpose of this study is to explore and investigate the roles and functions of
the ESP teacher. This investigation has been carried out through
questionnaire, class observation and interviews with teachers. Factors are
identified which make ESP teachers successful and effective. The study
concludes by suggesting ways in which ESP teachers training in Vietnam
could be improved
6
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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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 students’ needs. To assess their needs, a questionnaire was developed and administrated to international students in the College of Business and Public Administration (CBPA) at California State University, San Bernardino to investigate what students feel are their strengths as well as needs, in order to succeed in their business studies.
8
Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина та Viktoriia Semenivna Kurochkina. "Розвиток навиків читання у викладанні англійської мови для спеціального вжитку - ESP (English for Specific Purposes)". Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26025.
Full textAbstract:
Головною відзнакою ESP є те, що англійська мова не відокремлюється від реального світу студентів; навпаки, вона інтегрується в сферу важливих для них питань.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/26025
9
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.
Full textAbstract:
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.
10
Nguyen, Thi Chau Ngan. "Aligning English for Specific Purposes (ESP) curriculum with industry needs: Language practices for Vietnam's globalised workplaces." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110536/1/Thi%20Chau%20Ngan_Nguyen_Thesis.pdf.
Full textAbstract:
The case study reported in this thesis investigated the types of English used in workplaces at the forefront of globalisation in Vietnam, namely Customs in an international airport and an import/export company. The level of alignment was then sought between these naturally-occurring genres and the English for Specific Purposes (ESP) curricula designed for graduates. Through an understanding of the sociolinguistics of mobility, the study found that the workplaces demanded functional English with a focus on communication whereas the courses largely taught lexico-grammatical knowledge. The findings contribute to greater understanding of the need for alignment and how it can be achieved.
11
Tarawhiti, Nancy Waireana. "The Development of a Certified Nursing Assistant English for Specific Purposes Curriculum: Teaching Materials and Methods." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd967.pdf.
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Khodtseva, A. "Modular organization of ESP course: problems and possible solutions." Thesis, Дніпропeтровськ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/62106.
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The problems of modular organization of an ESP course in our institution are raised and possible solutions are suggested<br>Висвітлено проблеми модульної організації курсу англійської мови спеціального вжитку в нашому закладі та запропоновано можливі рішення<br>The problems of modular organization of an ESP course in our institution are raised and possible solutions are suggested
13
Garmash, Sergii. "ESP in teaching foreign students of engineering specialities (tasks, problems and solutions)." Thesis, НТУ "ХПІ", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/29578.
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Макаренко, О. Є. "On Differences Between GE Teaching anf ESP Teaching." Thesis, ПолтНТУ, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60162.
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The objective of the paper is to give a brief comment on differences in GE teaching and ESP Teaching speaking about purposes of learning, syllabus design, role of a teacher and responsibilities of a learner.<br>Тези пропонують короткий огляд різноманітностей у викладанні англійської загального вжитку і англійської для спеціальних цілей стосовно цілей навчання, навчальної програми, ролі вчителя та обов'язків учня.
15
Huyen, Tan Thanh, and n/a. "Meeting the need for business English in the new Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060801.105057.
Full textAbstract:
As a result of the New Economic Reform in Vietnam, the need for more
business people proficient in the English language is constantly growing.
This need requires the Hanoi Foreign Trade College, which is officially
charged with the training of business people for the whole country, to
devise relevant curricula for short courses in Business English.
The purpose of this report is to examine some major theoretical and
practical issues in English for Specific Purposes (ESP) and in syllabus
design that can provide course designers at the Hanoi Foreign Trade
College with a deeper insight into the problems essential to the
development of their work.
The report consists of five chapters:
(i) Chapter One is the Introduction. It gives the background to the
study, pointing to changes in Vietnam and the role of the HFTC in
adapting to meet the new need created by these changes.
(ii) Chapter Two deals with the methodology employed in the data
collection and discusses its findings.
(iii) Chapter Three looks at some major theoretical issues in English for
Specific Purposes with a view to applying this theory to the practical
needs for Business English in Vietnam.
(iv) Chapter Four is directly concerned with the planning of the short
courses in Business English for Vietnam which are the central focus
of this study.
(v) Chapter Five is the Summary and contains recommendations for
future development of the proposed short courses.
16
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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Dehrab, Badrieh Ahmed. "A study of code-switching in four English for specific purposes (ESP) classrooms at the College of Business Studies in Kuwait /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1384525714.
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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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19
Makarova, Anna. "An examination of the concept of "genre" as a tool for the design of speaking activities for English for specific purposes (ESP)." Thesis, Open University, 2013. http://oro.open.ac.uk/49069/.
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This action research is aimed to investigate the application of the concept of genre for the selection, design and teaching of oral genres relevant to the needs of students of Political Management and Political Science at Bremen University. Although the genre approach has become widely accepted for teaching field-specific content in English for Specific purposes (ESP), the literature review revealed that the focus of its application was writing and that oral genres have been under-researched. A framework for developing academic English courses suggested by Swales {1990) helped to identify the genre of discussion as the most important for these students. The research comprises several stages with distinct methodology and findings for each of them. The stages include studies of a discourse community of students who returned from a semester abroad; the selection of a corpus for modelling the genre of argumentative discussion; discourse analysis of the corpus; designing activities on the basis of the results of this analysis; video recording learners' discussions; and analysing the effectiveness of the methodology. The research addresses several aspects of researching and teaching oral genres. The first one is related to. the development of theory for the analysis of oral genres relevant to students needs and examining which concepts and ideas used for studying written interaction in ESP and SFL are applicable to researching spoken communication. The aim of the theoretical part was to conduct discourse analysis of a corpus of extracts from TV discussion programmes, selected to exemplify the genre, in order to reveal phonological and lexico-grammatical features in relation to the rhetorical function of persuasion of the genre of politics-related argumentative discussion. Concepts from Systemic Functional Linguistics (SFL) applied to prosody and pragmatics were used to identify language features important for raising students' awareness of characteristics of this genre. The most important aspect addressed in this research was investigating the iritpattof genre- based pedagogy for teaching the genre of discussion in the academic classroom. Activities for three teaching and learning cycles (Rothery, 1996) were designed and used in two rounds of teaching. The effectiveness of genre-based methodology was evaluated on the basis of quantitative and qualitative analysis of data collected at all phases of the teaching, and learning cycles in the first round of teaching. Another important issue addressed in this research was assessment. Using formative assessment in the form of self-assessment reports demonstrated how the focus of genre based assessment can be shifted from the products to the processes of genre learning. At , the same ti.me developing and introducing a CEFR- based (Common European Framework of Reference) discussion assessment form with detailed descriptors was one of the key elements in optimising genre-based classroom teaching. The research may be seen as a contribution to the conceptualisation of the teaching of oral genres in academic settings. Combining elements of the two schools of genre English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL) helped to develop a comprehensive approach for identifying, characterising and teaching the genre of discussion relevant to the needs of the selected group of ESP students. This approach places emphasis on the combination of fostering genre awareness and providing maximum opportunities for genre acquisition in the genre-based classroom. The research has been helpful improving the pedagogical practice of teaching the genre of discussion in one tertiary-level academic setting and the results are potentially transferrable to similar contexts in other universities.
20
Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
21
Kotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.
Full textAbstract:
Teaching through specifically designed and produced learning materials is a widely
used and accepted way of teaching in higher education both nationally and
internationally. Although this kind of teaching is used mainly in the field of distance
education, it has become increasingly popular at traditional universities in face-to-face
methods of education. Developing language-learning materials that meets the needs of
English for Specific Purposes learners is a process that requires meticulous planning as
English for Specific Purposes courses are aimed at meeting the career needs of the
learners.
An empirical study was conducted to determine the perceptions and concerns of
learners using the ENGL 122 study guide at the North-West University (Potchefstroom
Campus). The results of the study indicated that the learners were positive that the
study guide enhanced their learning process, but various concerns were also raised by
the learners.
This study also aimed to create a framework for the writing of English for Specific
Purposes (ESP) study guides. In order to achieve this, a literature study was done to
provide information about the relevant theories and principles that apply to ESP study
guide development. The literature study also included aspects that need to be taken
into consideration when designing or planning the development of an ESP study guide.<br>Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.
22
Shamsudin, Sarimah. "Computer-mediated communication (CMC) and English for specific purposes (ESP) : an investigation of the use of synchronous CMC to meet the needs of computer science students." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2586/.
Full textAbstract:
The purpose of this research was to investigate whether synchronous computer-mediated communication (CMC) would be an effective tool to meet the English for specific purposes (ESP) needs of language learners. A single tertiary education institution in Malaysia was used as the context of the study. A preliminary investigation was conducted to analyze present and target situation needs and lacks of Computer Science students at Universiti Teknologi Malaysia (UTM). Results revealed Computer Science students at UTM need training and practice in the specific communication skills of interviewing and group discussion for systems analysis and design for their current academic needs and future career as CSPs. In order to be successful CSPs the students need to be competent in both face-to-face and electronic forms of communication which include synchronous CMC to elicit information or conduct group discussions such as joint application design (JAD) with their clients. Findings also indicated that Computer Science students and CSPs who graduated from local universities experienced problems articulating orally in English due to speech anxiety, lack of confidence and lack of practice. A set of tasks called CMC ESP tasks were designed and conducted via a synchronous CMC environment to address these needs and lacks. Prior to the Main Study, I conducted two feasibility studies to find out the practicality and suitability of using CMC tools and CMC task types with Computer Science students at UTM. Seventy-two second year Computer Science students participated in the first feasibility study and tested the practicality of using two synchronous CMC tools: 1) NetMeeting for computer-mediated written interaction and 2) Device Duo for computer-mediated oral interaction. Results suggested it was logistically possible to use both synchronous CMC tools but it was more feasible to use Net Meeting because it can simulate real-time text-based discussions and meetings which are common among CSPs. Twenty-seven first year Computer Science students participated in the second feasibility study which confirmed the usability of several CMC ESP task types for investigating the effects of the CMC ESP method on Computer Science students at UTM. I then conducted a longitudinal study. During the main study, an intact group of 32 first year Computer Science undergraduates were subjected to the CMC ESP method (treatment) as part of the activities in their English for Academic Communication (EAC) module. Students were given pre- and post-treatment oral assessment to find out the short term effect of the CMC ESP method on the development of their interviewing and group discussion skills for systems analysis and design. Findings from these assessments were triangulated with the results of pre- and post-treatment self-assessment attitude questionnaires and the analysis of the chat transcripts from the tasks. Results were encouraging. Participants achieved a significant gain in their overall oral performance and in terms of task fulfilment, language and communication ability in the oral assessment.
23
Su, Hsiu-Hui. "English for specific purposes (ESP) in four technological and vocational higher education institutions in Taiwan, with particular reference to the Department of Applied Foreign Languages." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5493.
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This thesis examines problems in the teaching of English for Specific Purposes(ESP) in four technological and vocational higher education institutions in Taiwan,with particular reference to the Department of Applied Foreign Languages - English (DAFL-E)/ Department of Applied English (DAE), a newly established department intended to meet the high demand in the job market for English specialists with adequate business knowledge. The Department provides courses in English for specific purposes, in this study, for business purposes. However, students' low English proficiency results in inadequate meeting of the needs of industry. To understand ESP and the problems that arise in the DAFL-E/DAE, the writer conducted interviews with the Heads and teachers, and surveyed students, in four selected institutions, to seek their views and attitudes towards the work of the Departments and the difficulties they confronted. The policies regarding new teacher qualification requirements and discontinuation of the 5-year junior college programmes were reviewed. It was found that the DAFL-E/DAE face many challenges. First, specific goals and distinctive features have not been established. ESP is neither recognised nor its specific purposes served. Teacher training to teach ESP is also not developed. Secondly, the departments do not adequately prepare students for future employment, in terms of course design, English proficiency qualification and industrial placement. Students express dissatisfaction towards the Departments. Recommendations are made to the departments, teachers and students with respect to teacher training, team teaching, course design, needs analysis, English proficiency qualification and industrial placement. It is concluded that ESP should be incorporated in business-related English courses, in order to promote satisfactory attainment in English competence and business-related knowledge, and so contribute effectively to meeting the growing demands of industry.
24
Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.
Full textAbstract:
As a result of the development in foreign trade in
Vietnam, there is a growing need for trained business
executives and business people. A good command of spoken
English is one of the most important qualifications of a
foreign trade executive who needs English as a means of
communicating with English speaking people in various
business activities. At present, the responsibility for
training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in
general, and the teaching of speaking skills in particular
still leave much,to be desired. The students' oral
proficiency is far from satisfactory.
The purpose of this report is to explore the two
main problematic areas in teaching speaking skills to
students of commerce in Vietnam: syllabus design and
teaching methods.
The report consists of four chapters. Chapter one
looks at some major theoretical problems and practical
issues in English for Specific Purposes teaching. Chapter
two provides an analysis of the teaching and learning
situations at Hanoi Foreign Trade College and problems
in teaching oral skills. Chapter three is mainly concerned
with designing a communicative syllabus for the teaching
of speaking skills to students of commerce. Chapter four
deals with the theoretical assumptions and processes
involved in oral communication and discusses some classroom
methods and techniques in the light of the current
communicative approach.
This report should be regarded as an exploratory
attempt in adopting the communicative approach to teaching
oral skills to students of commerce in Vietnam.
25
Ekici, Nese. "A Needs Assessment Study On English Language Needs Of The Tour Guidance Students Of Faculty Of Applied Sciences At Baskent University:a Case Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/101348-1/index.pdf.
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The purpose of this study was to examine the English language needs of Tour Guidance students of Faculty of Applied Sciences at BaSkent University by referring to the perceptions of students, English instructors and curriculum coordinators and to see whether there was a relationship between students&<br>#8217<br>attitude towards English language and their self ratings of learning and target needs.
The data collection instruments used for the study were the attitude scale and student needs assessment questionnaire administered to forty-five students, ESP Identification Form administered to two curriculum coordinators and English Instructor Questionnaire administered to both of the curriculum coordinators and the three English instructors.
The descriptive analysis of the data revealed that there were both similarities and differences among the perceptions of students, English instructors and curriculum coordinators with respect to the learning needs and target needs of students. Paired-Samples T Test results indicated need for most of the skills referring to learning and target needs. The relationship between students&<br>#8217<br>attitude towards English language and their self ratings of learning and target needs came up to be of different values for the seven subdimensions of attitude.
On the basis of the results of the study, it is suggested that speaking, listening and specialist vocabulary be emphasised more in order to fulfill the ESP needs of Tour Guidance students. Applying skill based syllabus as primary and situational and content approaches to syllabus design as subordinate is suggested to be effective as well. Using instructional materials appealing to the subdimensions of attitude is another suggestion presented.
26
Lucas, Patricia de Oliveira. "A trajetoria de uma professora de leitura em LE (ingles) repensando sua pratica de ensino : contribuições para a formação do profissional reflexivo." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269562.
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Orientador: Matilde Virginia Ricardi Scaramucci<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-12T17:15:49Z (GMT). No. of bitstreams: 1
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Previous issue date: 2008<br>Resumo: Este estudo visa apresentar o percurso reflexivo de uma professora recém-graduada, em sua prática de ensino de leitura em inglês com propósitos específicos para funcionários de uma empresa de manutenção de aeronaves. O objetivo das aulas era ensinar esses funcionários a lerem manuais de manutenção, sem a necessidade de traduzi-los. O processo de reflexão sobre a prática da professora foi realizado a partir de seus relatórios, contendo as atividades desempenhadas e o material didático por ela utilizado. Para a fundamentação do trabalho, foram utilizados estudos sobre a reflexão na formação do professor: de Schön (1983; 1992), complementados por Smyth (1992), Zeichner & Liston (1996) e Vieira-Abrahão (2002). No percurso reflexivo da professora deste estudo, as questões pedagógicas propostas por Smyth (1992) foram fundamentais para a retomada de sua prática, mostrando quais eram as visões de leitura da professora e de que maneira esse percurso a ajudou a reformular algumas delas.<br>Abstract: The objective of this study is to present a period of reflection of a university graduate's teaching practice of reading in English having specific purposes, for workers from an aircraft maintenance company. The aim of the lessons was to teach these workers how to read maintenance manuals without having to translate them. The process of reflection concerning the teaching practice was done using reports, including activities which were carried out, and the teaching material used. Regarding the basis of the work, studies about reflection in teacher training from: Schön (1983; 1992), complemented by Smyth (1992), Zeichner & Liston (1996), and Vieira-Abrahão (2002) were used. In the teacher reflection process, in this study, educational questions proposed by Smyth (1992) were fundamental in getting back to the practice, showing the views of reading of the teacher and in which way this reflection helped her to reformulate some of these views.<br>Mestrado<br>Lingua Estrangeira<br>Mestre em Linguística Aplicada
27
Oliveira, Sandra Magalhães de 1965. "Ingles instrumental em cursos tecnicos : as quatro hablidades." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269338.
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Previous issue date: 2007<br>Resumo: Este é um estudo etnográfico que analisa o inglês técnico (¿Inglês para Propósitos Específicos¿ ou IPE) a partir do ponto de vista de alunos de diferentes áreas: Computação, Meio Ambiente e Enfermagem. O objetivo principal é determinar as preferências e as necessidades de cada grupo no que se refere às quatro habilidades (ouvir, falar, ler e escrever). O pressuposto básico contesta a noção de que ensinar IPE deveria significar ensinar ¿leitura¿. Os dados foram coletados através de (1) questionário investigativo, centrado nas preferências dos alunos; (2) gravação de aula em áudio, na qual professora e alunos discutem as respostas ao questionário com o objetivo de negociar o conteúdo do curso; (3) questionário final, que avalia as respostas dos participantes, à luz de suas preferências. O embasamento teórico deste estudo inclui o trabalho de vários pesquisadores, com uma ênfase especial em AUGUSTO (1997) e CELANI (1988) sobre IPE; LEFFA (1999; 2001; 2003) e PAIVA (2005), sobre o papel do inglês como uma língua multinacional; NUNAN (1988; 1999; 2003) e TUDOR (1996) sobre a abordagem centrada no aluno. Os dados coletados mostram que a produção oral, que tende a ser menos focada no inglês técnico, é considerada a mais importante das habilidades pelos alunos de Enfermagem e de Computação. Segundo a opinião dos estudantes de Meio Ambiente, a produção oral vem em segundo lugar. Os resultados são consistentes com a concepção de linguagem dos participantes, isto é, aprender uma língua significa aprender a falar. Além disso, eles corroboram a noção amplamente difundida de que os possíveis candidatos a um emprego devem falar inglês fluentemente a fim de se tornarem competitivos no mercado de trabalho<br>Abstract: This is an etnographic study that analyzes technical English (¿English for Special Purposes¿ or ESP) from the point of view of students in different fields: Computer Science, Environmental Science and Nursing. The main goal is to determine the preferences and needs of each group as far as the four learning abilities (listening, speaking, reading and writing) are concerned. The basic assumption challenges the notion that teaching ESP should be synonymous with teaching ¿reading¿. The data have been collected by means of (1) an investigative questionnaire, which focuses on students¿ preferences; (2) in-class tape recording, in which teacher and students discuss the answers to the previous questionnaire with intent to negotiate course content material; (3) a final questionnaire, which assesses students¿ responses in light of their preferences. The theoretical underpinnings of this study include the work of a number of researchers, with a special emphasis on Augusto (1997) and Celani (1988), on ESP; Leffa (1999; 2001; 2003) and Paiva (2005), on the role of English as a multinational language; Nunan (1988; 1999; 2003) and Tudor (1996) on student-centered approach. The data show that speaking, which tends to take a back-seat in technical English, is considered the most important of the four abilities by the Nursing and Computer Science students. In the opinion of the Environmental Science students, it comes in second. The results are consistent with the subjects¿ conception of language, that is, learning a language means learning to speak. In addition, they corroborate the widespread notion that prospective candidates must know how to speak English fluently in order to be competitive in the job market<br>Mestrado<br>Lingua Estrangeira<br>Mestre em Linguística Aplicada
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Lopes, Cleusa Leite. "As representações de alunos de um curso superior de Turismo e Hotelaria acerca da disciplina Inglês Instrumental." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13675.
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Previous issue date: 2014-06-13<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Undergraduate students start the ESP course at university with representations that influence the process of language learning. A more consistent analysis of those representations and their possible changes has motivated this research. This study aimed to investigate the transformations that occurred with the representations of students of a Tourism and Hotel Undergraduate Program. The research was carried out by comparing the previous representations of English language and initial and final representations in order to find out which of them reflected some of the notions of the Language for Specific Purposes approach. This study is grounded on the concepts of Social Representation discussed by Moscovici (2000/2011), Jodelet (1989/2001); language of emotions, by Ekman (2011); Languages for Specific Purposes (LSP) approach, of which English for Specific Purposes makes part, discussed by Hutchinson and Waters (1987-1996), Dudley-Evans and St. John (1998) and on The Brazilian ESP Project, by Celani, Holmes, Scott and Ramos (1988), Celani et al. (2005) and Ramos (2005, 2008) and on a brief view of new directions for Specific Purposes research (BELCHER et al., 2011). It is a case study (Stake, 1995) and was developed at a private higher education institution, located in the state of São Paulo, Brazil. The participants were thirteen students enrolled in the Tourism and Hotel Undergraduate Program. The data were collected using one questionnaire at the beginning and one questionnaire at the end of the discipline, one report at the beginning and one report at the end of the discipline, and also by interviewing the students at the end of the discipline. The results showed that there were expressive changes in the students' representations and that the Language for Specific Purposes approach is related to these changes. This research indicates the importance of the teacher s awareness regarding his/her students representations. This comprehension may contribute better classroom management, considering the importance of individuals representations within a social group, in a specific context in which the learning process takes place. It may also provide the student with the possibility of participating in a new experience and, based on that experience, change a situation or a felling that disturbs him/her. I consider these concerns relevant for development process of higher education students as professionals<br>Os alunos de ensino superior iniciam a disciplina Inglês Instrumental trazendo
consigo representações que influenciam o processo de aprendizagem da língua.
Uma análise mais consistente dessas representações e suas possíveis mudanças
motivou o desenvolvimento desta pesquisa. O objetivo foi investigar as
transformações ocorridas nas representações de alunos universitários matriculados
em um Curso Superior de Turismo e Hotelaria, com base na comparação entre as
suas representações prévias acerca da língua inglesa, e iniciais e finais acerca da
disciplina Inglês Instrumental. Esta pesquisa está fundamentada no conceito de
Representação Social (MOSCOVICI, 2011; JODELET, 1989/2001), na linguagem
das emoções (EKMAN, 2011), na Abordagem Instrumental, da qual Inglês para Fins
Específicos é parte integrante (HUTCHINSON e WATERS, 1987/1996; DUDLEYEVANS
e St. JOHN, 1998), no Projeto Ensino de Inglês Instrumental em
Universidades Brasileiras, a partir dos autores Celani, Holmes, Scott e Ramos
(1988), Celani et al. (2005) e Ramos (2005, 2008), e em um breve panorama das
novas direções da pesquisa em ESP (BELCHER et al., 2011). A pesquisa insere-se
no quadro metodológico qualitativo, cracterizando-se como um estudo de caso
(STAKE, 1995) e foi desenvolvida em uma instituição de educação superior
particular, situada em um município da Grande São Paulo. Os participantes foram
treze alunos devidamente matriculados no Curso Superior de Turismo e Hotelaria.
Os dados foram coletados por meio de questionários iniciais e finais, relatos iniciais
e finais e, também, entrevistas semi-estruturadas ao final da disciplina. Os
resultados obtidos demonstram que houve transformações expressivas nas
representações dos alunos, decorrentes da abordagem instrumental. Esta pesquisa
evidencia a importância do professor conhecer as representações de seus alunos
para melhor desenvolver o trabalho em sala de aula à luz da reflexão sobre a
importância da representação do indivíduo, enquanto parte de um grupo social,
inserido em um contexto específico onde o processo de aprendizagem acontece.
Pode, também, propiciar ao aluno a oportunidade de participar de uma experiência
nova e, a partir dessa experiência, mudar uma situação ou um sentimento que o
incomode. Considero essas preocupações pertinentes ao processo de formação de
alunos de nível superior como profissionais
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Araki, Ligia Enomoto. "A disciplina Inglês Instrumental no Ensino Superior e as representações de seus professores: um estudo de caso." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/13627.
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Previous issue date: 2013-06-02<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research aimed at identifying and analyzing the representations of the ESP
teachers on the discipline itself, on the roles of the teacher and on the student, both of
them derived from the same context, and on the teaching material used for the
discipline. The teaching and learning of ESP has been part of the curriculum of some
undergraduate courses in Brazilian universities since the 1970 s. Although the discipline
has been consolidated in the country for more than four decades, it is still scarce the
studies about representations of the ESP teachers. The theoretical framework of this
work consists of the following studies: the teaching and learning of ESP (DUDLEYEVANS
e ST. JOHN, 1998; HUTCHINSON e WATERS, 1987; CELANI, 2005; 2009;
RAMOS, 2009A); the ESP myths (RAMOS, 2005; 2009b); the roles of the ESP teacher
(CELANI, 1998; HOLMES, 1986;1988); the ESP student SCOTT, 1984;
SCHLEPPEGRELL e BOWMAN, 1986); the teaching material used in ESP
(BASTURKMEN, 2010; DUDLEY-EVANS e ST. JOHN, 1998; HOLMES, 1985;
HUTCHINSON e WATERS, 1987; ROBINSON, 1991) and the concept of social
representations (MOSCOVICI, 2004). This qualitative research is a study case, based
on (STAKE, 1998; GIL, 2010; JOHNSON, 1992; YIN, 2001; CHIZZOTTI, 2006). This
paper had the contribution of 15 English teachers who teach or have taught the
discipline ESP at undergraduate level. The participants answered two questionnaires in
order to investigate and find their representations. The results showed that some of the
myths pointed out by Ramos (2005) perpetuated along the decades which proves the
lack of formation and development of the participants in the ESP area<br>Esta pesquisa tem por objetivo identificar e analisar as representações dos professores
da disciplina Inglês Instrumental sobre a disciplina em geral, dos papéis do professor e
o aluno, ambos inseridos nesse contexto, e do material didático utilizado. A disciplina
Inglês Instrumental está presente na grade curricular de alguns cursos de graduação
das universidades brasileiras desde a década de 1970. Apesar de a disciplina estar
consolidada no país há mais de quatro décadas, ainda são escassos os estudos sobre
representações de professores de Inglês Instrumental. O referencial teórico que
embasa este trabalho constitui-se dos seguintes estudos: o ensino-aprendizagem de
Inglês para Fins Específicos (DUDLEY-EVANS e ST. JOHN, 1998; HUTCHINSON e
WATERS, 1987; CELANI, 2005; 2009; RAMOS, 2009A); os mitos que permeiam a
Abordagem Instrumental (RAMOS, 2005; 2009b); o papel do professor de Inglês para
Fins Específicos (CELANI, 1998; HOLMES, 1986;1988); o aluno de Inglês para Fins
Específicos (SCOTT, 1984; SCHLEPPEGRELL e BOWMAN, 1986); o material didático
de Inglês para Fins Específicos (BASTURKMEN, 2010; DUDLEY-EVANS e ST. JOHN,
1998; HOLMES, 1985; HUTCHINSON e WATERS, 1987; ROBINSON, 1991) e o
conceito de representações sociais (MOSCOVICI, 2004). A pesquisa tem caráter
qualitativo, tendo como referencial metodológico o estudo de caso (STAKE, 1998; GIL,
2010; JOHNSON, 1992; YIN, 2001; CHIZZOTTI, 2006). O trabalho contou com 15
participantes, professores de inglês que lecionam ou já lecionaram a disciplina Inglês
Instrumental no Ensino Superior e responderam a dois questionários, a fim de investigar
e levantar suas representações. Os resultados evidenciam que alguns dos mitos
apontados por Ramos (2005) perpetuaram durante décadas, o que comprova a falta de
formação dos participantes na área de Inglês para Fins Específicos
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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 appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright<br>Dissertation (MA)--University of Pretoria, 2010.<br>Unit for Academic Literacy<br>Afrikaans<br>unrestricted
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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 producing a highly skilled human resource as a panacea for Rwanda’s social and economic development deficits, the tertiary education curriculum is more than never before focused on outcomes that are linked to further education and the labour market. However, one of the problems to contend with is academic and professional under- preparedness of students entering and exiting undergraduate study, respectively. Theoretically these developments involve distancing oneself from a previous pedagogy whereby the teacher imparts knowledge to the student but instead places greater responsibility on the student to search for knowledge either individually or in a group, as well as critically examine and be able to argue a point of view in writing and through other modes of communication. Therefore, this study has been informed especially by the New Literacy Studies and the Academic Literacies Approach to understanding the development of tertiary academic literacies. The study has also been inspired by the concept of educational scaffolding. It is against this backdrop that my study set out to investigate the academic literacies requested in undergraduate study, and to explore approaches adopted by tertiary learning institutions in the country to embed academic literacies acquisition into the mainstream curriculum over the last decade. Furthermore, the study sought to explore how technology is integrated at different levels to support the acquisition of academic literacies, including technological and information literacies. In order to achieve the aforementioned, the study embarked on a qualitative blend of cross-sectional and longitudinal research designs. Principal data were gathered from official documents obtained from the government and tertiary learning institutions. Drawing on the synergies of qualitative content analysis and intertextual analysis, the documentary data were analysed and then qualitatively interpreted. The data were supplemented by a couple of questionnaire mini-surveys which were also subjected to qualitative analysis. The findings indicate that a new and expanded definition of literacy in the 21st century implies students’ development of a set of interrelated and transferable academic competences which are elaborated in the thesis. Curriculum discourses show that there is a shift of curricular and pedagogical emphasis from general linguistic competence as a vehicle for developing academic literacies to a more integrated embedment of a number of literacies including English for Specific Purposes (ESP), study skills, as well as information, communication and technological literacies. Regarding the use of ICT as a scaffolding tool for learning, findings show that the use of technologies has the potential to support students’ processes of academic literacies development from a highly dependent level to a more autonomous level, given that the ICT integration policies and strategies could fully materialise.<br>Inspirerad av Bologna Processen och andra globala strömningar inom modern högskolepedagogik har man i Rwanda inlett en mängd policy reformer inom högre utbildning för att skapa nationell utveckling efter den förödande konflikten och folkmordet 1994. Sedan 2007 ställs nya förväntningar och krav på studenter inom den grundläggande högskoleutbildningen som skapar behov av att förstärka det som i forskningen benämns som ’new literacies’. Teoretiskt tar denna strömning avstånd från en tidigare pedagogik där läraren ger studenten kunskap och lägger i stället ett allt större ansvar på studenten att enskilt eller i grupp kunna söka kunskap, kritiskt granska och kunna argumentera för en ståndpunkt i skrift. Utbildning, och särskilt högre utbildning, ses som ett universalmedel för att råda bot för Rwandas sociala och ekonomiska underutveckling. Nya krav ställs också på att utbildningen både ska ha ett relevant akademiskt ämnesinnehåll som kan leda till fortsatt utbildning och vara anpassad till en kommande yrkespraktik. Detta ställer i sin tur krav på att blivande studenter är väl förberedda när de går in i utbildningen och att de vid genomförda studier har både akademisk kunskap och är förberedda för en yrkesprofession. Mot denna bakgrund är syftet med denna studie att undersöka vilka krav på ’academic literacy’ som har ställts på studenter i Rwanda över tid. Det sätt på vilket stöd för sådana kunskapskrav integreras i den allmänna kursplanen under det senaste årtiondet och hur kunskap i och om IKT kan integreras för att ge stöd i att uppnå kursplanens mål har också undersökts. Data består huvudsakligen av insamlade officiella dokument från regeringen samt ett tvärsnitt av institutioner för högre utbildning. Med hjälp av en kvalitativ innehållsanalys och intertextuell analys har dokumenten tolkats för att se vilka centrala förändringar vad gäller ’academic literacy’ som skett över tid. Datainsamlingen kompletterades med mindre enkätstudier som också analyserats kvalitativt. Studien visar att en ny och utvidgad definition av ’academic literacy’ vuxit fram under 2000-talet som innebär att studenter behöver utveckla ny akademisk kompetens som är relaterad till och kan överföras mellan olika områden. Diskursen i de dokument som studerats visar att det skett en förändring som innebär att allmän språklig kompetens inte räcker som medel för att utveckla ’academic literacies’ utan den har utvidgats till att även integrera ämnesspecifik språkkunskap, olika former av studieteknik och IKT. När det gäller IKT som stödjande redskap för lärande visar studien att givet att politiska beslut och strategier för IKT-användning kan genomföras, förväntas användningen av dessa redskap ha en potential att stödja studenterna i den process som det innebär att gå från att vara helt beroende av lärarens undervisning till att mera självständigt söka och utveckla kunskap. Sammanfattningsvis understryks i studien att den kritik som framförts om högskolestudenters bristande förberedelse både för akademiska studier och för arbetslivet är utanför deras kontroll. Kritiken ska snarare ses som ett imperativ för institutioner inom högre utbildning att skapa lämpliga kurser och pedagogiska miljöer för att ge studenterna förutsättningar att kunna utveckla en ’academic literacy’ som alla studenter har rätt att tillägna sig.
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Chiaro, Tânia Regina Peccinini de. "O aluno adulto e suas representações acerca do saber e aprender: uma investigação em um contexto de ensino de inglês para fins específicos." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15122009-101647/.
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O presente trabalho nasceu da investigação sobre um projeto de ensino de estratégias desenvolvido por uma escola de idiomas, que oferece cursos de Inglês para fins específicos, em empresas, para alunos cujos cargos envolvem áreas operacionais nos setores do turismo. Entendia-se que o projeto auxiliaria os alunos no desenvolvimento do exercício de aprender a aprender (a metacognição) e da auto-regulação. A análise dos dados partiu dos questionários respondidos por 60 alunos antes e depois da execução do projeto. Buscavam-se, entre os dados analisados, indicadores da repercussão do projeto com os alunos, bem como informações mais abrangentes que auxiliassem na compreensão desse aluno adulto e de suas características como aprendiz. Diante das respostas obtidas nos questionários, puderam ser observados dados quantitativos como o crescimento de índices na freqüência de utilização das estratégias, e a evolução dos alunos indicada em sua auto-avaliação, apontando a eficácia dos resultados alcançados pelo projeto. No entanto, foi na análise das perguntas abertas que se encontraram as informações mais relevantes sobre esse adulto aprendiz, informações essas que demonstravam as diferentes representações que esses sujeitos fazem do que é saber e aprender Inglês. Ao se deparar com essas informações escolheu-se utilizar como modelo teórico-metodológico para a análise a Teoria dos Modelos Organizadores do Pensamento, assumindo a complexidade desse sujeito aprendiz. Os modelos aplicados pelos sujeitos pesquisados demonstram que sua motivação para estudar Inglês incorpora representações acerca do que é saber Inglês e de como esse processo se dá, fazendo surgir em seus depoimentos suas crenças e valores acerca desses temas. Essas representações estão ligadas prioritariamente ao papel da escola nesse processo ou à repercussão do aprendizado na atuação profissional. O desempenho lingüístico permeia esses dois campos, com concepções diferentes em cada um deles. A presente pesquisa, que se constitui como um estudo de caso, tem a expectativa de, por meio da investigação dessas representações, poder contribuir para o entendimento desse adulto aprendiz, suas características e as motivações que o levam a querer aprender Inglês.<br>This research was originally planned to investigate about a learning strategy training project developed by a language institute that offers in company ESP courses to adults in operational areas of the tourism industry. The project aimed at helping students develop metacognition and self-regulation. The data gathered consisted of questionnaires answered by 60 students before and after the project conduction. Indications about the repercussion of the project among the students and information that could help understand these students and their characteristics as learners were sought in the data analysis. Through quantitative data analysis, the researcher found an increase in the use of strategies, as well as a significant change in students self-evaluations, which indicated that the project had accomplished some positive results. Nevertheless, the open-ended questions brought even more relevant information about these learners, for they showed the different representations students have of what it is to learn and to know English. Due to the complexity of the subject-learner, the research uses the Theory of the Organizing Models of the Thought as a theoretical-methodological approach. The models found in the analysis indicate that learners motivation to study English carry the influence of their representations of what it is to learn English and how the learning process happens. The study analyzed their beliefs and values as well, hoping to contribute for a better understanding of these learners, their characteristics and their motivation to learn English. These representations are mainly linked to the schools role in the learning process or the repercussion of knowing a second language for professional performance. The concept of linguistic ability is present in both groups in different ways. The research hopes to contribute to the understanding of this adult learner, his/her characteristics and the motivational aspects that drive him/her to learn English.
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Кугай, Ксенія Борисівна. "Foreign language for specific purposes. Basic aspects." Thesis, Національний юридичний університет імені Ярослава Мудрого, 2021. https://er.knutd.edu.ua/handle/123456789/17893.
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The work deals with the importance of a foreign language as a mediator of all integration procedures. The role of a foreign language as the main means of international communication is growing. Particular attention is paid to the foreign language for specific purposes, because it allows you to implement all aspects of professional activity, namely, participation in international projects, establishing foreign contacts, exchanging information and experience, making presentations, etc.
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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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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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Nigi, Tamara <1961>. "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 can it be fostered in the context of Italian SMEs (small-medium enterprises)? “Can a flexible context-based approach to teaching help sketch an idea of ecology of second language development and use in such dynamic contexts”.
To try and answer the above questions, I shall be drawing guidance from some recent developments and insights in the study of learner autonomy against the backcloth of the CEFR and ELP.
I will also offer some historical background on internationalizaton and the Italian SMEs scenary.
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Truong, Le Huy, and n/a. "Towards improving ESP testing in Vietnam." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.154636.
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That this field study report has been carried out
originates from the fact that urgent remedies are needed to
improve ESP testing in Vietnam. This field study report
consists of five chapters as follows.
Chapter one gives an overall picture of language
testing in Vietnam, as well as dealing with the reasons why
ESP testing should be improved.
Chapter two covers questions such as the
terminology in assessing (evaluation, assessment, and
testing), role of testing, types of language tests, and main
characteristics of a good test.
Chapter three considers the problems concerning
ESP, for example, a definition of ESP, ESP in the teaching
learning process, ESP in Vietnam as well as ESP
classification.
Chapter four takes into consideration such
questions as the theoretical background of ESP testing,
proficiency tests in ESP testing, problems in ESP testing,
ESP testing in Vietnam together with comments, and
suggestions for improvements.
Chapter five reconfirms the aim of this field
study report - to improve ESP testing in Vietnam.
38
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.
Full textAbstract:
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.
39
Qattous, Kathem Mohammed. "The cultural dimension of English for specific purposes." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5478/.
Full textAbstract:
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 abilities that are different from those that are in the receiving environment. The study shows how an ESP program can have a Western cultural perspective that provides Western values and thinking abilities and general / basic education. The thesis consists of six chapters and a general introduction. The Introduction discusses the significance of ESP, the general view that it is 'culture-free', and the importance of analysing an example ESP program to see if this is the case. Chapter One presents an account of ESP, its definition, nature, development, and key issues in the field of its syllabus design and significance in its various fields, with focus on the significance of ESP having a common core component. Chapter Two presents an account of the literature on the concepts of socialisation and culture, its definition, nature, relation with language, learning, and significance in foreign language teaching (FLT), English language teaching (ELT), and specifically in ESP. Chapter Three introduces Saudi Arabia, with a brief account of its socio- cultural aspects, religion, educational system, and the significance of English language teaching in it. It also has a section about the Arabian American Oil Company (Aramco) which represents the environment of Western cultural learning in the ESP program, namely Vocational English Language Training (VELT).
40
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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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.
Full textAbstract:
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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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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Lavrentiev, Dmytro, and Дмитро Андрійович Лаврентьєв. "Computer algebra system «Mathematica» for teaching english for special purposes." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/50485.
Full textAbstract:
1.Wolfram Demonstrations Project & Contributors. URL: http://demonstrations.wolfram.com/ (Last accessed: 19.01.2021).<br>The work deals with English for special purposes (ESP) and assumes an orientation toward the learner and a profile learning process. Almost every professional activity nowadays involves the use of computer programming tools, mathematical methods, computer simulation and visualization. Computer algebra systems can be applied to implement teaching English for special purposes of developing computer and subject-based competencies. The universality of current symbol modeling in CAS «Mathematica».<br>Робота стосується англійської мови для спеціальних цілей (ESP) та передбачає орієнтацію на того, хто навчається та профільний процес навчання. Сьогодні майже кожна професійна діяльність передбачає використання засобів комп’ютерного програмування, математичних методів, комп’ютерного моделювання та візуалізації. Системи комп’ютерної алгебри можна застосовувати для реалізації викладання англійської мови для спеціальних цілей розвитку комп’ютерних та предметних компетенцій. Універсальність сучасного моделювання символів у CAS «Mathematica».
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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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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) what the language teacher needs to know in order to understand the pieces, and (ii) what the subject-matter specialist brings to the successful reading of these materials. The results obtained reveal that relevant and valuable information can be gained and applied by the language teacher through this methodology. In addition to that, it stands as a useful means of providing the teacher with a certain confidence in the target subject-matter, a step which can result in more meaningful instruction.
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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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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.
Full textAbstract:
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 como um enquadramento teórico de Inglês para Fins
Específicos e Inglês para Engenharia. Partindo desta análise inicial, ir-se-á proceder à
identificação de diferentes grupos de estudantes que necessitam de inglês específico em áreas de
engenharia. Será feita uma classificação de quatro grupos distintos, nomeadamente: alunos em
cursos pós-secundários conhecido por CET; estudantes em cursos de licenciaturas; professores e
investigadores de ensino superior; e finalmente os tradutores em áreas tecnológicas. O estudo é
criado a partir de estudantes e académicos de um instituto politécnico de engenharia em
Portugal. Será também desenhado um perfil que define professores de inglês para fins
específicos. Neste âmbito, são analisados os aspectos singulares deste profissional e comparados
com o professor de Inglês geral.
O uso de instrumentos de levantamento de dados – desde um questionário a ser preenchido
pelos participantes; resultados de testes diagnósticos; registo de assiduidade e notas finais;
análise de testes; até uma corpora de trabalhos científicos – contribuiu para a obtenção de
informação para a análise de necessidades distintas dos diversos grupos de participantes.
Esta informação foi usada para apoiar sugestões para material didáctico para cursos que possam
atender às necessidades específicas de cada grupo de participantes em questão. Neste âmbito são
apresentadas as necessidades linguísticas bem como as abordagens de ensino da língua mais
adequadas.
Constatou-se que havia variações consideráveis entre os diferentes grupos em análise. A partir
dos resultados verifica-se que é necessário a elaboração de material didáctico e de estratégias
específicas adaptadas para cada curso de Inglês para Fins Específicos em engenharia.
Constatou-se também que existem elos bastante estreitos entre a área de engenharia e o ensino
de Inglês para essa mesma área. Deste modo, recomenda-se que o docente de inglês em áreas de
engenharia tenha noções sobre a respectiva área específica.
Os resultados da investigação permitirão fornecer aos professores de ESP e aos docentes de
disciplinas de formação científica e tecnológica uma contribuição para um ensino efectivo do
inglês neste âmbito.
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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.
Full textAbstract:
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 línguas (KERN E WARSCHAUER, 2001; WARSCHAUER, 2004; LAMY E HAMPEL, 2007). Baseado nessas teorias, foram colocadas as seguintes perguntas de pesquisa: (a) Como os aprendizes constroem o conhecimento de leitura em inglês para fins específicos em uma disciplina on-line? (b) De que forma os recursos e as atividades contribuíram para o aprendizado de leitura? A pesquisa compreendeu um estudo de caso de cunho etnográfico virtual dos dados gerados (postagens em fóruns, anotações em diários de pesquisa e respostas de questionários de auto-avaliação). Além disso, as ferramentas utilizadas na plataforma de ensino-aprendizagem (Moodle) foram passíveis de análise, no intuito de averiguar quais os recursos que mais facilitaram e colaboraram para o desenvolvimento da habilidade leitora dos aprendizes. Por fim, os resultados apontam para uma maior conscientização no que diz respeito ao processo de leitura em inglês. Além disso, os recursos e as atividades proporcionaram maior flexibilidade de tempo e espaço, autonomia, satisfação, interação e colaboração entre os participantes.<br>The main focus of this research is the learning of reading in English for specific purposes in an online course for undergraduate students of Chemistry. The research was carried out following the principles of English for Specific Purposes (SCOTT, 1986; HUTCHINSON AND WATERS, 1987; DUDLEY-EVANS AND ST-JOHN, 1998), the view of reading strategies (Leff, 1996; SOLE, 1998 ), the theories of textual genres (BAKHTIN, 2003, SWALES, 1990; BHATIA, 1993, among others) and the use of information and communication technologies in language teaching and learning (KERN AND WARSCHAUER, 2001, WARSCHAUER, 2004; LAMY AND HAMPEL, 2007). Based on these theories, we asked the following research questions: (a) How do learners construct knowledge of reading in English for academic purposes in na online course? (b) How did the resources and activities contribute to the learning of reading? The research included a qualitative analysis based on virtual ethnography generated data (forum postings, learning diary notes and responses to self-assessment questionnaires). In addition, the tools used in the teaching-learning platform (Moodle) were subject to analysis in order to determine what resources facilitated and contributed to the development of learners‟ reading skills. Finally, the results point to an increased awareness regarding the process of reading in English. In addition, resources and activities provided greater flexibility in time and space, autonomy, satisfaction, interaction and collaboration among participants.
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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/.
Full textAbstract:
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 teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.
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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.
Full textAbstract:
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 University Technology Tun Hussein Onn Malaysia (UTHM) to determine (i) students' and learners' perceptions and experiences of PBL, (ii) what students learn and how they learn; the learning process and (iii) the impact of PBL on the students' English language use and development. Data were collected through classroom observations, field notes, lecturer and student interviews, reflective journals and course documents. The data were transcribed using Transana, a qualitative video analysis software, then coded and analysed for emerging themes. The findings reveal that the PBL approach is well received by the ESP lecturers in the study context; it is seen to offer advantages in terms of student motivation, attitude, confidence, engagement; (MACE) and their independent self-directed learning and team-working (IT) skills; increased the English usage among the students under study which in turn have a positive impact on their language development. Furthermore, the findings suggest that the MACE-IT model conceptualises the potential of PBL as an educational initiative for change in the classroom culture which also assists language learning.