The ESP Journal

Publisher: American University (Washington, D.C.). English Language Institute, Elsevier

Journal description

Now known as English for Specific Purposes

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website ESP Journal, The website
Other titles The ESP journal, English for specific purposes journal
ISSN 0272-2380
OCLC 6796993
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Elsevier

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print allowed on any website or open access repository
    • Voluntary deposit by author of authors post-print allowed on authors' personal website, arXiv.org or institutions open scholarly website including Institutional Repository, without embargo, where there is not a policy or mandate
    • Deposit due to Funding Body, Institutional and Governmental policy or mandate only allowed where separate agreement between repository and the publisher exists.
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months .
    • Set statement to accompany deposit
    • Published source must be acknowledged
    • Must link to journal home page or articles' DOI
    • Publisher's version/PDF cannot be used
    • Articles in some journals can be made Open Access on payment of additional charge
    • NIH Authors articles will be submitted to PubMed Central after 12 months
    • Publisher last contacted on 18/10/2013
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This article is an account of a teacher-training session aimed at presenting ESP to a group of in-service of EFL trainees. The following areas are given priority: basic information on ESP; procedures for course-design; criteria for evaluating course materials; criteria for selecting or establishing classroom procedures.The materials and the approach for each part of the presentation are described. The case-study, concerning the planning of a course for hotel personnel, is produced here in a more extended and detailed format, as it is felt that this part may offer guidelines for teachers who work under similar constraints as the ones described herein.From a methodological standpoint, syllabus design is focused on the learning environment of a school-based ESP course rather than on specification of vocational/professional target needs alone; and classroom procedures are considered to derive from the evaluation of crucial variables pertaining to the classroom situation rather than from a priori judgement.
    The ESP Journal 12/1985; 4(2):77-92. DOI:10.1016/0272-2380(85)90011-3
  • The ESP Journal 12/1985; 4(2):171-179. DOI:10.1016/0272-2380(85)90019-8
  • [Show abstract] [Hide abstract]
    ABSTRACT: One of the major concerns of ESP research has been the linguistic analyses of scientific and technological texts. Likewise, one of the major practical pedagogical concerns within ESP has been how to teach nonnative speakers to be able to read such texts. In both of these endeavors there has been a tension within the literature about which vantage point to take. Overtly, especially within the grammatical-rhetorical tradition where assumptions have been clearly explicated, the vantage point is that of the intentions of the author. However, this vantage point does not allow for the optimal analyses of texts and does not even correspond to what practitioners of grammatical-rhetorical analysis have done in practice. When we analyze or read a text, we do not restrict ourselves to what the author intended us to see. We make use of what is available within the text, which is sometimes more and sometimes less than what the author intended.
    The ESP Journal 01/1985; DOI:10.1016/0272-2380(85)90003-4
  • [Show abstract] [Hide abstract]
    ABSTRACT: Nonverbal behaviors have been shown to be learned, meaningful, systematic, and sometimes culture-bound. Kinesics, the science of body behavioral communication, has been a neglected factor in second language instruction and research, particularly in the important area of academic listening. This paper provides a model for future materials development, teaching methodology, testing, and research in this largely uncharted area. A study was conducted to investigate the effect of training in nonverbal and verbal cue identification on notetaking and listening comprehension by 100 Chinese graduate students. For this purpose videotapes of one American lecturer were used. The results revealed no significant differences between groups. Nonetheless, it is argued that nonnative students in higher education be given access to both unique and redundant information in the nonverbal channel through training in the kinetics of academic lectures.
    The ESP Journal 01/1985; DOI:10.1016/0272-2380(85)90018-6
  • [Show abstract] [Hide abstract]
    ABSTRACT: Needs analysis prior to materials design is necessary but not sufficient. Therefore more emphasis should be put on formative evaluation and monitoring as materials are piloted. Such evaluation may reveal important information about student attitudes which can be difficult to obtain in an initial needs analysis. Feedback is especially important when materials represent an innovation, as it may act as a means of creating a sense of ownership and involvement in the materials which development theory tells us is crucial in the acceptance of innovation. This paper discusses an academic reading course for students of business and management in Tunisia. It describes student reactions to teaching materials, attempts to explain causes and shows how curriculum developers revised the materials to both the students' and teachers' satisfaction.
    The ESP Journal 01/1985; 4(2):93-100. DOI:10.1016/0272-2380(85)90012-5
  • [Show abstract] [Hide abstract]
    ABSTRACT: Traditionally, English as a Second Language (ESL) instructors have operated within the domain of academia. However, the present demand in vocational ESL for concise and effective language training programs has forced instructors to expand their domain and become more aware of the needs of business and industry. Some of these programs have, in fact, developed a partnership with industry in which vocational training is done through direct on-the-job experience. In addition, vocational English instruction is closely coordinated with the communication needs of the trainee working in that particular industry. The link between such VESL programs and business and industry lies in the instructor's role as training monitor. This article will describe the role of an instructor monitoring on-site at industry.
    The ESP Journal 01/1985; 4(2):153-160. DOI:10.1016/0272-2380(85)90017-4
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study attempts to explore the needs for English at Yarmouk University in Jordan. For this purpose separate questionnaires for students and faculty were developed, piloted and distributed (Students, N=1147; Faculty, N=90). The questionnaires investigated three major issues: the extent of English language use at the university; perception of the students' language abilities; and perception of English language needs. Results indicate the widespread use of English in most educational settings except for class discussion and student questions in lectures. There is also evidence that students tend to overestimate their abilities in the different language skills, while a more realistic estimate is reflected in the responses of the faculty. Both students and faculty agree on the primary importance of the listening skill; thereafter their opinions tend to diverge. Implications for the teaching situation at Yarmouk and comparable institutions are discussed, and a stronger orientation to ESP advoted.
    The ESP Journal 01/1985; 4(2):133–152. DOI:10.1016/0272-2380(85)90016-2
  • [Show abstract] [Hide abstract]
    ABSTRACT: Having distinguished vocabulary recognition strategies from vocabulary development exercises, the article first justifies the teaching of such strategies in ESP reading. Five are then reviewed: inferring from context, identifying lexical familiarization, unchaining nominal compounds, synonym search, and word analysis. Appropriate exercise-types and teaching approaches are suggested for each.
    The ESP Journal 01/1985; 4(2-4):121-131. DOI:10.1016/0272-2380(85)90015-0
  • [Show abstract] [Hide abstract]
    ABSTRACT: Most ESP instruction at the tertiary level has a narrow communicative focus. This study attempts to answer questions about what happens when ESP- trained academics broaden their goals and attempt reading for wider audiences. The participants read popular scientific readings (av. 516 words), answered comprehension questions and recorded the time required to complete the readings. Results showed that participant comprehension increased considerably; however, reading speed did not consistently increase, since some readers adjusted their speeds to improve comprehension. Conclusions are drawn about the implications of these results and suggestions are made for encouraging extensive reading and participant self-evaluation.
    The ESP Journal 01/1985; 4(2):101–109. DOI:10.1016/0272-2380(85)90013-7
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper presents an application of the theory of comprehension-based teaching to materials development in the English for Special Purposes context. The program described here, called English for Economists, was developed for Egyptian economists participating in a joint research project with Americans. It was designed to build on students' existing reading skills and their background knowledge of economics in order to improve their listening comprehension and writing skills through exercises which provided them with comprehensible input for acquisition.Essential elements of the program were the utilization of materials derived from the research projects in which the students were engaged and a lesson format which focused on development of the receptive skills. Features which contributed most to program success are evaluated and the applicability of this approach to other ESP contexts is discussed.
    The ESP Journal 01/1985; 4(2):111-119. DOI:10.1016/0272-2380(85)90014-9
  • [Show abstract] [Hide abstract]
    ABSTRACT: The ability to communicate effectively is considered critical to successful performance in numerous occupations, including nursing. Oral proficiency is necessary in some degree, for example, in interacting with medical colleagues and counseling or instructing patients.The increasing interest in oral proficiency during the past decade has prompted the development of a limited number of measures to assess this competency. The study reported here was undertaken to provide further validation—and some guidance on the use—of one such test, the Test of Spoken English (TSE), in the evaluation of foreign nursing graduates.The results suggest that the TSE reflects to a considerable degree the oral language competencies that practicing professionals view as important, and further that it is possible to establish professionally based standards of proficiency that meet commonly accepted principles of good testing practice.
    The ESP Journal 01/1985; 4(1-4):21-35. DOI:10.1016/0272-2380(85)90004-6
  • [Show abstract] [Hide abstract]
    ABSTRACT: Variability in the grammatical profile of finite verbs, a feature which has been demonstrated across different genres of science writing, is here examined within one genre, reporting of research work in Master of Science theses. For this purpose, a sample of 20 theses in biology, chemistry, and physics was divided into five rhetorical sections (introduction, review, methods, results, discussion), and the use of finite verbs in each section, for each of three fields, was analyzed with respect to voice, tense, aspect, and modality. A number of significant differences emerged and were related to the changing content and communicative purpose of the discourse. The main findings include the following. Active verbs exceed passives in all rhetorical sections of the text except in methods, where passive verbs predominate. The present tense exceeds the past except in methods, and its frequency is very high in the introduction. There is uniformly little use of perfective and progressive aspects. The occurrence of modals is highest in the discussion and lowest in methods. Physics shows an interesting difference from biology and chemistry; there is no predominance of passive verbs in the methods section of physics theses, reflecting the more theoretical nature of research in that field.
    The ESP Journal 01/1985; 4(1):49–58. DOI:10.1016/0272-2380(85)90006-X
  • [Show abstract] [Hide abstract]
    ABSTRACT: As an alternative to reading a paper, biomedical scientists can make their first public communication of research results at a professional meeting via a poster. Observation of posters at the 1983 annual meeting of the Federation of American Societies for Experimental Biology shows that the most effective posters plan spacing, color, and depth to guide the reader through the intended sequence. The informal spoken interaction between poster presenter and passerby, focused on scientific topics, requires a sophisticated grasp of a specific type of conversational interaction, including the ability to comprehend illocutionary force of utterances.
    The ESP Journal 01/1985; 4(1):37-48. DOI:10.1016/0272-2380(85)90005-8
  • [Show abstract] [Hide abstract]
    ABSTRACT: The following article describes models for organizing instruction in adult education classes in order to accommodate different language levels and learning objectives. Intended to present adult education instructors using competency-based approaches with alternatives for incorporating VESL into their classrooms, the article also describes the diverse settings for VESL in adult education. Suggestions are also provided for relating classroom management to the various VESL settings with examples of whole-group and small-group activities included for each setting.
    The ESP Journal 12/1984; 3(2):117-121. DOI:10.1016/0272-2380(84)90022-2
  • The ESP Journal 12/1984; 3(1):61-73. DOI:10.1016/0272-2380(84)90013-1
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    ABSTRACT: This is a description of retraining programmes devised and developed by the Lancashire Industrial Language Training Unit during the period 1980–1983 in order to meet the specific needs of adult South Asian textile workers in the country who had become unemployed as a result of the current economic recession in Britain. The Industrial Language Training Service was originally established in Britain to improve communications in multiracial workplaces. This has always involved a combination of: (i) job-related language training for ethnic minority workers in their place of employment, and (ii) communications awareness training for indigenous managers, supervisors, and union representatives. All programmes are based on a survey of communication needs in the specific workplace and the active involvement of key company personnel in the language training. The programme described here adapts this approach to meet the needs of unemployed adult speakers of English as a second language. The aims of the programme are to integrate communications and trade training in order to increase learners' trainability and employability, and thus equip them for either re-entry to employment or further specific skills training. This article describes the steps taken to achieve this.
    The ESP Journal 12/1984; 3(2):97–108. DOI:10.1016/0272-2380(84)90020-9
  • [Show abstract] [Hide abstract]
    ABSTRACT: The following is a description of a work setting laboratory (WSL) that could, in some form, be developed as one component of a pre-employment program. The description outlined here results from a request by the staff of the Philippine Refugee Processing Center in Bataan, the Philippines, for work-related basic skills activities. This paper is intended as a starting point for further discussion and planning and not, by any means, as a finished product ready for implementation. The article discusses some ideas about basic skills as they relate to refugee training, the rationale for a WSL, how a WSL relates to the rest of the curriculum, the major components of a WSL, some specific blueprints for WSLs, and barriers that may be encountered in setting up a WSL.
    The ESP Journal 12/1984; 3(2):123-135. DOI:10.1016/0272-2380(84)90023-4
  • The ESP Journal 12/1984; 3(1):74-78. DOI:10.1016/0272-2380(84)90014-3
  • The ESP Journal 12/1984; 3(2):197-199. DOI:10.1016/0272-2380(84)90032-5