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Developing Teaching Materials for ESP Courses: The Last Option Many ESP Teachers Resort To

References - Barnard, R., Zemach.,D. (2003). Materials for specific purposes. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 306-323). London/New York: Continuum. - Basturkmen, H., Bocanegra-Valle, A. (2018). Materials design processes, beliefs and practices of experienced ESP teachers in university settings in Spain. In Y. Kirkgoz and K. Dikilitas (Eds.), Key issues in English for specific purposes in higher education (pp. 13-28). Cham: Springer. - Bocanegra-Valle, A. (2010). Evaluating and designing materials for the

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Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook

References Ashki, M., & Hosseini, M. (1997). English for the students of visual arts (painting, graphics, sculpture). Tehran: SAMT publication. Azarnoosh, M., & Ganji, M. (2014). ESP book evaluation: The case of management course book. International Journal of Secondary Education, 2(4), 61-65. Basturkmen, H. (2010). Developing courses in English for specific purposes. London, UK: Palgrave. Chamberlin, D., & Baumgardner, R. J. (1988). ESP in the classroom: Practice and evaluation. London: Modern

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Assessment preferences and learning styles in ESP

-121. Šimonová, I. (2015). Mobile-assisted ESP learning in technical education. JoLaCe – Journal of Language and Cultural Education, 1(3), 3-25. Thompson, M.M., Braude, E.J. (2016). Evaluation of Knowla. Journal of educational computong research, 54(4), 483-512.

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An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

References Abercrombie, David. 1991. “Teaching pronunciation” in Teaching English Pronunciation - A Book of Readings . Brown, Adam. (Ed.). London: Routledge, pp. 87 - 95. Bhatia, Vijay K. 1997. “Applied genre analysis and ESP” in Functional approaches to written text: Classroom applications . Miller, Tom. (Ed.). English Language Programs: United States Information Agency, pp. 134 - 149. [Online]. Available: http://exchanges.state.gov/education/engteaching/pubs/BR/functionalsec4_10.htm [Accessed 2010, June 21

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Mobile-assisted ESP learning in technical education

(pp. 130-135). Norman, D. (1999). Affordance, conventions and design. Interactions, 6(3), 38-43. Pieri, M. & Diamantini, D. (2009). From e-learning to mobile learning: New opportunities. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 183-194). AU Press, Athabasca University. Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills. Doctoral dissertation, Athabasca University. Retrieved from http

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Analysing ESP Texts, but How?

(sic!) Purposes (ESP) curriculum. TESOL TEIS Newsletter, 2 (2). Retrieved from http://www.tesol.org/news-landing-page/2011/10/31/the-role-of-register-analysis-in-an-english-for-special-purposes-%28esp%29-curriculum-%28from-winter-1986-vol.-2-no.-2%29 [10.03.2013] Dias, P. (1994). Initiating students into the genres of discipline-based reading and writing. In A. Freedman, & P. Medway (Eds.), Learning and teaching genre (pp. 193-206). Portsmouth, NH: Boynton / Cook. Ervin-Tripp, S. (1972). On sociolinguistic rules: alternation and co-occurrence. In J. Gumperz

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The Impact of Integrating Weblogs into an ESP Classroom

the use of weblogs. Turkish Online Journal of Distance Education-TOJDE January 2011 ISSN 1302-6488 Volume: 12 Number: 1 Article 13. Retrived from: https://tojde.anadolu.edu.tr/tojde41/pdf/article_13.pdf 6. Kavaliauskienė G. (2010) ESP Writing: Weblogs or Wikis? English for Specific Purposes World, Issue 30 Volume 9, 2010. Retrieved from: http://www.esp-world.info/Articles_30/Weblogs_or_Wikis_Kavaliauskiene.pdf 7. Lin, Yi-M., & van ‘t Hooft, M., (2008). The Impact of Blogs on Student Perceptions toward Social Interaction and

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A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses

language knowledge. Studies in Second Language Acquisition , 27, 305–352. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly , 40, 83–107. Ghanbari, B., & Eslami Rasekh, A. (2012). ESP practitioner professionalization through apprenticeship of practice: the case of two Iranian ESP practitioners. English Language Teaching , 5, 112–122. Jafari, S. M., & Shokrpour, N. (2013). The role of L1 in ESP classrooms: A triangulated approach. International Journal of English and Education , 2(3), 90

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Knowledge Management of the Esp Class Using Technology

Abstract

The present study aims at analyzing the benefits and drawbacks of knowledge management of the ESP class through the use of technology. Being in constant contact with technology, it is unavoidable to use it for teaching foreign languages. For this reason, both CALL (Computer Assisted Language Learning) and mobile apps prove useful in the demarche for better teaching and learning process. Nevertheless, managing blended learning ESP class implies a different approach to technology that goes beyond the classic use of Web 2.0 tools and proposes a new generation of mobile technology that facilitates and even simplifies the acquisition of all the four competencies (for ESP): reading, writing, listening and speaking for students ranging A2 to C1 (usually few students are absolute beginners and other few have native-like English level) in compliance with the Common European Framework of Reference for Languages whose guidance aids instructors prepare students for the competitive labor market

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Challenges for Learners / Teachers in the Esp Course for Legal Studies

Abstract

The article aims to reveal the challenges both ESP learners and teachers encounter during learning/teaching specific content and specific vocabulary of English for Legal studies. The main issue which is anticipated to be a challenge for teachers in this course is often inadequate knowledge of a specialist field. As far as learners are concerned we anticipate that in most ESP courses they are not prepared for professional communication in English on the area of their field. These anticipated results are the basic hypothesis of our manuscript to focus on. The study is aiming at finding out and answering these two questions. For this purpose the survey was carried out at SEEU, English for Legal Studies faculty. Both teachers and learners were asked about their attitude and preparedness towards ESP course

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