English for Specific Purposes: Discourse Analysis and Course Design

2002 ◽  
Vol 21 (1) ◽  
pp. 99-101
Author(s):  
FranÇoise Salager-Meyer
Keyword(s):  
Discourse Analysis ◽  
Course Design ◽  
English For Specific Purposes

scholarly journals A Foucauldian Discourse Analysis of an Engineering Programme

2021 ◽  
Author(s):  
◽  
Craig Watterson
Keyword(s):  
Discourse Analysis ◽  
New Zealand ◽  
Learning Environment ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Staff ◽  
Extensive Literature ◽  
Complex Situation ◽  
Teaching And Learning Environment

<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS).  I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment.  By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

scholarly journals Revisiting English for Specific Purposes (ESP) in Indonesian Vocational High School (VHS): A Current Situation in Curriculum 2013

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Annisa Ratna Purwanti
Keyword(s):  
Course Design ◽  
Document Analysis ◽  
English For Specific Purposes ◽  
Learning Assessment ◽  
Foreign Workers ◽  
Vocational High School ◽  
Economic Community ◽  
K 13 ◽  
Asean Economic Community ◽  
A Current

This qualitative study tries to revisit the concept of ESP in VHS under the latest curriculum applied in Indonesia; curriculum 2013 or K-13.  The researcher discovers current issues and several suggestions of ESP in Indonesian VHS context. Theoretically, English in VHS should employ ESP approach, but practically, it tends to be more general. The vague concept of ESP in the Indonesian VHS is one of the reasons in developing this study. On the other hand, government with its purpose of AEC (ASEAN Economic Community) eagers to make VHS students ready to work to compete with the foreign workers. However, since the implementation of K-13, English in VHS tends to have more general topics rather than in the previous curriculum (KTSP; curriculum 2006). As a result, it makes the concept of ESP in VHS more vague. The result of document analysis and observation, the researcher found several issues dealing with ESP. They are issues in course design, ESP teachers, ESP objectives, approach, and materials, and also learning assessment. Considering the major issues dealing with ESP in VHS, several countermeasures about redesign of ESP teaching in Indonesian VHS were suggested by the researcher.

Move Analysis of Research Article Abstracts: A Cross-Disciplinary Study

2016 ◽  
Vol 8 (2) ◽  
pp. 125 ◽  
Author(s):  
Ali Mohammadi Darabad
Keyword(s):  
Discourse Analysis ◽  
Applied Mathematics ◽  
Applied Linguistics ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Expert Teachers ◽  
Applied Chemistry ◽  
Rhetorical Structure ◽  
Basic Model ◽  
Research Article

<p>The present paper aims at investigating the formation of research article abstracts in terms of their rhetorical structure. To this end, three Applied Linguistics, Applied Mathematics, and Applied Chemistry journals have been selected. The main focus of the analysis was put on the rhetorical structure – the moves and steps employed in each specific abstract. The authors' self-mention, voice, and tense of the verbs included in each move were also inspected. Therefore, a total of 63 abstract (21 published abstracts from each field) from credited international journals were randomly selected and assigned for analysis. The Five-Move Model by Hyland (2000) was chosen as a basic model for the analysis. Accordingly, the constituent moves and steps were examined and recognized in the categories of selected abstracts. The obtained results were scrutinized and consequently the leading move patterns of each discipline, specific moves and steps, voice and tense of verbs hired in each move, and the authors' self-mention alternations were identified. Finally, the pedagogical implications for the expert teachers working in the fields of Discourse analysis (DA), English for Academic Purposes (EAP), and English for Specific Purposes (ESP) are presented.</p>

scholarly journals APPROACHES AND STEPS IN ESP COURSE DESIGN

2021 ◽  
Author(s):  
Muthmainnah -- ◽  
Like Raskova Octaberlina ◽  
Nenni Dwi Aprianti Lubis
Keyword(s):  
Course Design ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Efl Teaching ◽  
Teaching Area ◽  
Structured Approach ◽  
Three Components

This paper discusses how ESP (English for Specific Purposes) course design has developed into one of the most trending EFL teaching fields since the early 1960s. It's a phenomenon that has grown out of a number of other course designs. To date we have come across a huge range of course offers in the ESP field. each course has its own teaching area and has a design or approach to running the course. This paper aims to find out what kind of approach and design is contained or used in each ESP course that integrates all the needs of the course. It is about how to integrate the three components of needs analysis, PSA, TSA, and LSA, and integrated sources of data holders, students, teachers, and experts. Each step of the structured approach will integrate all the components required in an ESP course.

scholarly journals English for specific purposes course design parameters for chemistry-biology students

2020 ◽  
pp. 428-439
Author(s):  
Danara Kurmanovna Raikhanova ◽  
Gulnara Mamatbekovna Kassymova
Keyword(s):  
Common Core ◽  
Course Design ◽  
Real Life ◽  
English For Specific Purposes ◽  
Design Parameters ◽  
Biology Students ◽  
Specific Field

This article describes some parameters that should be taken into consideration during designing English for Specific Purposes course for combined major programme 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University. English for Specific Purposes courses focus on specific field or discipline, such as engineering, law, management, marketing, accounting, medicine or science in our case. English for Specific Purpose teaching requires real life learning situations which might be achieved with the help of appropriate course that is designed after considering parameters that detect whether the course should be intensive or extensive, assessed or non-assessed, common-core or specific, homogeneous or heterogeneous, fixed or flexible, or deal with immediate or delayed needs and finally identify the role of English for Specific Purposes teachers. After studying all parameters of course design listed above everything is put in a nutshell as a result of the case study of English for Specific Purposes course on chemistry-biology specialty at Suleyman Demirel University.

scholarly journals Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 55-66
Author(s):  
Tira Nur Fitria
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Language Teaching ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Teacher Student ◽  
Positive Learning Environment

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.

scholarly journals A Foucauldian Discourse Analysis of an Engineering Programme

2021 ◽  
Author(s):  
◽  
Craig Watterson
Keyword(s):  
Discourse Analysis ◽  
New Zealand ◽  
Learning Environment ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Staff ◽  
Extensive Literature ◽  
Complex Situation ◽  
Teaching And Learning Environment

<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS).  I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment.  By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

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