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Relevant bibliographies by topics / ESL EAP English as a Second Language English for Specific Purposes

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Academic literature on the topic 'ESL EAP English as a Second Language English for Specific Purposes'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "ESL EAP English as a Second Language English for Specific Purposes"

1

Brandt, Caroline. "Material matters: The case for English for Academic Purposes as subject matter of university language courses." Learning and Teaching in Higher Education: Gulf Perspectives 5, no. 1 (2008): 25–38. http://dx.doi.org/10.18538/lthe.v5.n1.04.

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This study investigated undergraduate preparation of English as a Second Language (ESL) students through English for Academic Purposes courses, in relation to recipient subject lecturers’ expectations. Qualitative data were gathered from 36 faculty teaching ESL undergraduates in nine countries. A two-phase approach included seeking discursive responses to questionnaires from faculty and information about curricula. Outcomes highlighted difficulties with material selection for EAP tutors. Tutors chose between ‘general interest’ or ‘discipline-specific’ material, but reported that the former cou

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2

Raymond, Patricia M., and Margaret Des Brisay. "An EAP Course for Chinese MBA Students." TESL Canada Journal 17, no. 2 (2000): 29. http://dx.doi.org/10.18806/tesl.v17i2.891.

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This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates par

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3

Swales, John M. "CRITICAL ENGLISH FOR ACADEMIC PURPOSES: THEORY, POLITICS, AND PRACTICE. Sarah Benesch. Mahwah, NJ: Erlbaum, 2001. Pp. xiv +162. $39.95 cloth, $18.50 paper." Studies in Second Language Acquisition 25, no. 1 (2003): 159–61. http://dx.doi.org/10.1017/s0272263103230060.

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In this short volume, Benesch makes a timely and useful contribution to emerging debates about future directions for English for Academic Purposes (EAP) and for ESL classes in university settings. The book is divided into two parts. The first, consisting of the opening four chapters, deals with historical, theoretical, and political issues; the second, entitled “Practice,” offers four case studies of Benesch's attempts to develop a critical EAP pedagogy in the New York area, followed by a closing “Implications” chapter.

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Nguyen, Trien, Angela Trimarchi, and Julia Williams. "9. Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?" Collected Essays on Learning and Teaching 5 (June 19, 2012): 50. http://dx.doi.org/10.22329/celt.v5i0.3414.

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In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with sever

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5

Cao, Yiqian (Katherine). "Exploring dynamism in willingness to communicate." Australian Review of Applied Linguistics 36, no. 2 (2013): 160–76. http://dx.doi.org/10.1075/aral.36.2.03cao.

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This paper examines dynamism in students’ situational willingness to communicate (WTC) within a second language classroom. This longitudinal study involved twelve English as a Second Language (ESL) participants who enrolled in an English for Academic Purposes (EAP) programme in New Zealand for five months. Based on data from classroom observations, stimulated-recall interviews and reflective journals, the in-depth analysis of a case study reveals that learners’ situational WTC in second language (L2) classes could fluctuate and dynamically change over time. This involved a process where situat

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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.

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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and En

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7

Balcom, Patricia, and Seana Kozar. "An ESP Speaking Course of International Graduate Students." TESL Canada Journal 12, no. 1 (1994): 58. http://dx.doi.org/10.18806/tesl.v12i1.644.

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A critical issue in English for Academic Purposes (EAP), is whether a "wide-angle" or more discipline-specific approach should be taken (Johns & Dudley-Evans, 1991). If a course attempts to address students' needs in their area of study, even an EAP-trained teacher cannot be conversant with the concepts, issues, vocabulary, and discourse in a variety of scientific fields, especially with students at the graduate level. This article describes an academic speaking program in which international graduate students are grouped according to their academic discipline (e.g., hydrology, chemistry,

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8

Pokupec, Martina, Diana Njerš, and Hilarija Lozančić Benić. "Assessment and Comparison of Tourism Vocabulary Skills in ESL Learners." Acta Economica Et Turistica 3, no. 1 (2017): 47–58. http://dx.doi.org/10.1515/aet-2017-0006.

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Abstract Teaching and learning English for professional purposes largely involves the acquisition of specialised vocabulary, with teaching methodology focusing on the development of understanding and usage of specific vocabulary items. Within the wide variety of professional purposes the language is acquired for, teaching learners of tourism and hospitality also requires a focus on a range of specific language skills, mostly based on understanding of diverse types of discourse and strong communication skills in varied language situations and contexts. English for professional purposes thus bec

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9

Taman, Purwanti. "THE VALIDITY AND REALIBILITY OF IELTS SPEAKING RUBRIC FOR INLINGUA INTERNATIONAL TEACHERS." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (2019): 50. http://dx.doi.org/10.32493/ljlal.v1i1.2483.

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AbstractThe field of English for specific purposes (ESP) has developed rapidly to become a major force in English language teaching. IELTS (International English Language Testing System), as one of the ESP branch, is one of the biggest ESL tests needed world-wide.This study was conducted to find validity and reliability of IELTS speaking rubric between three teachers who assess speaking ability for the same students in the same class. This would enable IELTS teachers to measure the students’ speaking ability likely in the same band area. The participants of this quantitative study were 21 Indo

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10

Bukhari, Syeda Farzana, and Xiaoguang Cheng. "To do or not to do: willingness to communicate in the ESL context." English Today 33, no. 1 (2016): 36–42. http://dx.doi.org/10.1017/s0266078416000481.

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English is used by more than one and a half billion people as a first, second or foreign language for communication purposes (Strevens, 1992). In this context, the purpose of teaching English has shifted from mastery of the grammatical rules to the ability to use the target language for successful communication. Consequently, the communication aspect of teaching and learning English has become the key issue in the domain of second language acquisition (Yashima, 2002: 54). Therefore, the issue of whether the learners will communicate in English when they have the chance to do so and to what ext

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