scholarly journals EAP Learners' Perceptions towards the Use of Tasks in Their Books: Focusing on Needs Analysis

2021 ◽  
Vol 11 (3) ◽  
pp. 268
Author(s):  
Maryam Cheraghi Shehni
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
International Language ◽  
Universal Language

The development of English as a universal language led to the emergence of a new field in English language teaching which is called English for Specific Purposes (ESP). Moreover, English is recently considered as an international language, and with advancements in technology, accordingly, there is a widespread growth in demand for English for Academic Purposes (EAP) courses fluctuating in teaching length and mode. The present study, thus, attempts to consider the EAP Learners' Perceptions towards the use of tasks taught in universities as EAP courses for students and what English skills and abilities are required from them on the job.

scholarly journals Triangulation of Needs Analysis in English for Tourism Purposes

2010 ◽  
Vol 2 (1-2) ◽  
pp. 43-68
Author(s):  
Aleksandar Tonić
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Multiple Sources ◽  
Domain Experts ◽  
Study Results

 The article presents the results of my research in English for Tourism Purposes, a branch of English Language Teaching which is still relatively underdeveloped and which, in Slovenia, has been rather scarcely researched and studied. The base for the research is triangulation, the latest procedure used in the planning and realization of needs analyses. It is more reliable than informal crosschecking as it makes use of multiple sources and/ or methods of acquiring information. The research thus outlines an overview of the basics of English for Specific Purposes, illustrating and stressing the use of triangulation, which has never before been used in similar Slovenian researches. Learners, teachers and domain experts are the sources used; methods are questionnaire and interview. In conclusion, the importance of using triangulation in Needs Analysis is commented upon, the reliability of study results is substantiated and grounds for further studies in English for Tourism Purposes in Slovenia are set.

scholarly journals Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

2021 ◽  
Vol 13 (3) ◽  
pp. 106-124
Author(s):  
Yoones Tavoosy
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Fifth Grade ◽  
International Exchange ◽  
Intensive English ◽  
Teaching Programme ◽  
Universal Language ◽  
Intensive Course

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum.   Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

scholarly journals English for Academic Purposes: Theory, Trends and Practices

2019 ◽  
Vol 29 ◽  
pp. 1-14
Author(s):  
Gopal Prasad Pandey
Keyword(s):  
English Language ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Academic Context ◽  
Intercultural Awareness ◽  
Current Trends ◽  
Professional Needs ◽  
English Speaking

English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for study in colleges and universities. The increase in students’ undertaking tertiary studies in English-speaking countries has led to a steady demand for the courses tailored to meet the immediate, specific vocational and professional needs. Thus, most universities in the present day world prioritize the role of academic skills. The aim of the paper is to examine the key approaches to the teaching of English for academic purposes, current trends in teaching EAP, and to argue the centrality and significance of EAP in the academia. The paper concludes by arguing that a greater emphasis needs to be placed on methodology in EAP.

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.

Research in English language teaching and learning in Israel (2004–2009)

2010 ◽  
Vol 43 (3) ◽  
pp. 297-319 ◽  
Author(s):  
Larissa Aronin ◽  
Bernard Spolsky
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Wide Range ◽  
Teacher Training Programs ◽  
Good Quality Research ◽  
Language Teaching And Learning

The goal of this article is to make research on English language teaching and learning published locally in Israel more widely available. Given that so many Israeli researchers are internationally trained and maintain wide connections, it necessarily omits much important work that appears in European and US journals. It focuses on shorter studies, commonly unfunded, that university teachers in EFL programs or in teacher training programs at smaller colleges conduct in their own time. It represents a wide range of good quality research, ‘glocal’ in that its local production does not compromise potential contributions to global concerns. The main themes treated are the early start of teaching English, the development of an integrated methodology, detailed studies of the teaching of lexicon and writing, specialized studies of dyslexia, computer-assisted instruction, English for academic purposes, and teaching Israeli students who already know some English from home or visits abroad. The overall quality of the research is high, matching all but a few top international journals.

scholarly journals Seeing English in Asia from Multicultural Language and Intercultural Literacy Perspectives: Indonesian Perspectives

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Arham. M Arham. M
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Diversity Management ◽  
Asian Country ◽  
International Communication ◽  
English Language Teaching ◽  
Official Language ◽  
Asian Countries ◽  
International Language ◽  
Literacy Perspectives

The majority of Asian countries nowadays recognize English as an indispensable language not only forintranational as well as international communication, they are increasingly committed to strengthening andimproving English language teaching (ELT). In parts of Asia where English serves as an official language and ELTexpands and succeeds, people start speaking English among themselves. Wherever this happens, a set of indigenouspatterns develop, the kind of patterns people find easier to handle. The same situation can develop in "English as aninternational language" countries, like Indonesia where English serves as foreign/international language. Indonesianeeds to fully understand the aspects of present-day English if they tries to deal with their various ramifications. Oneimportant issue is diversity management. This paper tries to observe and argues that a plausible way of managingthe multiculturalism or varieties of English especially in Asian country is not standardization but more onintercultural literacy.

Is Teaching English as an International Language All about Being Politically Correct?

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Aya Matsuda
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
International Language ◽  
English Language Teachers ◽  
Pragmatic Reason ◽  
Ideological Stance

One comment I often receive when I talk about teaching English as an international language (TEIL) is that TEIL is all about being politically correct – a mere gesture to be inclusive and egalitarian, promoted by a certain ideological stance. It is true that there are certain ideologies, language and beyond, that are compatible with certain aspects of TEIL and this encourages some English Language Teaching (ELT) professionals to embrace or reject this approach to English language teaching. My stance on this issue, however, is that TEIL is not about being politically correct or promoting certain ideologies; rather, it is about understanding and accepting the realities of global use of English today and having our teaching grounded in this reality. The article provides a brief overview of what TEIL is and reviews some ideological arguments that seem compatible with TEIL. It then moves on to argue that TEIL is something all English language teachers can and should embrace, regardless of their ideological stance or beliefs about what English should be. This is for a pragmatic reason: to better prepare our students for the messy world of English today.

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