EXPECTATION AND REALITY: FLIPPED CLASSROOM IN TEACHING ENGLISH FOR SPECIFIC PURPOSES

2019 ◽  
Author(s):  
Elena Pavlova ◽  
Nailya Valeeva ◽  
Maria Rudneva ◽  
Yulia Nigmatzyanova
Keyword(s):  
Flipped Classroom ◽  
English For Specific Purposes ◽  
Teaching English

scholarly journals Exploring ESP syllabi: Some implications for further pedagogical considerations

2016 ◽  
Vol 48 (1) ◽  
pp. 164-179
Author(s):  
Zeljka Babic
Keyword(s):  
Educational Level ◽  
English For Specific Purposes ◽  
Current Status ◽  
Educational Institutions ◽  
Teaching English ◽  
Job Market ◽  
Language Classrooms ◽  
Novel Approaches ◽  
Home Department ◽  
Pedagogical Goals

The necessity of including syllabi research into current teaching practices is of utmost importance due to the fact that current job markets not only dictate the need for differentiated instruction but also call for novel approaches towards glottodidactic and pedagogical goals within the tertiary educational level. The main aim of this paper is to examine the current status of English for Specific Purposes courses at one of the tertiary educational institutions in order to see whether English for Specific Purposes? practices are really implemented in language classrooms or whether they exist only on paper. The paper focuses on researching selected points in all the syllabi related to teaching English for Specific Purposes in order to establish the types of syllabi used, possible practices used prior to the syllabi design, focus in the syllabi on General English or English for Specific Purposes and the implementation of practices aimed at integrated skills. The research results call for viable systematic changes in the home department curriculum in the form of introducing courses at the 1st and 2nd cycle of studies, as well as master programmes in English for Specific Purposes, which will enable the provision of competitive teachers and practitioners in the current job market.

scholarly journals Penerapan General English dan English For Specific Purposes di Perguruan Tinggi Khususnya pada Pendidikan Vokasi

2020 ◽  
Vol 1 (2) ◽  
pp. 14-20
Author(s):  
Rena Juliana ◽  
Reni Juliani
Keyword(s):  
Vocational Education ◽  
English Language ◽  
English For Specific Purposes ◽  
Learning Material ◽  
English Learning ◽  
General Knowledge ◽  
Teaching English ◽  
Literature Study ◽  
The Subject

Abstract The increasing role of English in this era of globalization seems to force us to recognize that English has a great impact on all aspects of life, so learning the English language is a must. Previously, studying English at Indonesian universities was limited to General English or English General Purposes, which became general subjects. However, over time, learning English has been developed specifically for English for Specific Purposes. This study is intended to show how the use of English learning at universities, especially in vocational education, works. In this study, the literature study was chosen as the research method. The literature study shows that the use of General English and English for Specific Purposes in higher education is very different. Where there is no special learning material for teaching General English. The learning material usually contains general knowledge of English. Unlike English for Specific Purposes, where teaching English for Specific Purposes requires special materials that are tailored to the needs of students depending on the subject. Keywords: Use, General English, English for Specific Purposes, University, Vocational Education. __________________________ Abstrak Meningkatnya peran bahasa Inggris di era globalisasi ini seolah memaksa kita untuk mengakui bahwa bahasa Inggris mempunyai pengaruh besar di segala aspek kehidupan sehingga mempelajari bahasa Inggris merupakan hal yang wajib. Sebelumnya di Indonesia, pembelajaran bahasa Inggris di perguruan tinggi hanya sebatas General English atau English for General Purposes yang menjadi mata kuliah umum, namun seiring berjalannya waktu pembelajaran bahasa Inggris dikembangkan lagi secara khusus dalam mata kuliah English for Specific Purposes. Studi ini memiliki tujuan untuk melihat bagaimana penerapan kedua pembelajaran bahasa Inggris tersebut di perguruan tinggi khususnya pada pendidikan vokasi. Studi pustaka dipilih sebagai metode penelitian dalam studi ini. Dari studi kepustakaan tersebut diperoleh hasil bahwa penerapan General English dan English for Specific Purposes di perguruan tinggi sangatlah berbeda antara keduanya. Dimana tidak ada materi pembelajaran khusus terhadap pengajaran General English. Materi pembelajaran biasanya berisikan pengetahuan umum tentang bahasa Inggris. Beda halnya dengan English for Specific Purposes, dimana dalam pengajaran English for Specific Purpose, dibutuhkan materi khusus yang disesuaikan dengan kebutuhan dari mahasiswa sesuai dengan bidang yang mereka ambil. Kata Kunci: Penerapan, General English, English for Specific Purposes, Perguruan Tinggi, Pendidikan Vokasi. __________________________

scholarly journals Designing ESP Courses: Principles & Specificities

2021 ◽  
Vol 3 (1) ◽  
pp. 62-74
Author(s):  
D. Stoyanova
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Professional Communication ◽  
Course Development ◽  
Teaching English ◽  
Specific Level ◽  
Characteristic Features ◽  
Step Algorithm

The article is aimed at specialists in teaching English for professional communication and is dedicated to development of courses of English for Specific Purposes (ESP). The author describes characteristic features of such courses, that need to be considered by methodologists, and describes an algorithm that has been successfully used in course development at Skyes University and Skyeng online school. Besides the step-by-step algorithm, the article describes tools that are needed to successfully develop an ESP course: tools to check the text CEFR level, tools to select learning outcomes, vocabulary and grammar functions for a specific level of language acquisition, goals and professional area. The article also lists tools to ensure the pragmatic value of the course being developed and reasons for using particular approaches and techniques in teaching, such as Task-based learning, Project-based learning, case studies. All the methods and techniques, described by the author, are illustrated with examples from online courses that have been designed and used by Skyeng and Skyes University platform. The algorithm and set of tools will be useful for development not only of online courses but also of textbooks of English for Specific purposes and professional communication.

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

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