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Abstract
EST (English for Science and Technology) is an important area of ESP in Japan. The success of EST courses for science and technology/engineering disciplines is partially dependent on the choices of teaching materials. As shown in previous research done by the same presenters of this study in ICAMechs 2014, the quantity of teaching materials for lower and intermediate levels of EST courses in Japan is considered to be satisfactory though the concerns over the quality and variations of technical disciplines still exist. This research is a continuation of the investigation of teaching materials for EST courses in Japan with a focus on the supplementary or reference materials for advanced students of EST at Japanese universities. This study aims to conduct an overview of the market available reference books for advanced EST students at Japanese universities. The categories of the overview include languages used, publication information, main content themes/topics and/or skills, target audience/level of English, and length.
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The appropriateness of teaching materials for ESP (English for Specific Purposes) courses is one of the most crucial aspects of ESP courses. However, ESP courses range from general ESP courses to highly technical ones depending on the needs of students as well as institutions. Some courses are heterogeneous classes with students of different disciplines whereas others are more homogeneous with students of same or similar majors or research areas. Choices of textbooks for the former type of classes could be of more general and diverse but not for the latter type that requires specific teaching materials for the specific majors of study. The development of specific teaching materials for both types of classes is equally challenging in varied aspects. The ESP practitioners without the specific technical knowledge of the disciplines and fields of research of the students naturally resort to using ready-made textbooks in the market, which could satisfy the needs of the mixed classes. Hence, it is of crucial importance that appropriate textbooks are selected. This study reports the results of a systematic overview and evaluation of the bestselling textbooks for EST (English for Science and Technology) courses at tertiary level in Japan. The methods of the overview are based on the following categories: types of syllabuses, pedagogy (exercises, activities, projects, etc.), content areas, medium of instruction, level of proficiency and technicality, supplementary documents such as index, appendices and glossary, and target students.
The book addresses issues in the field of teaching academic writing to non-native speakers. This book provides a series of discussions about multiple aspects of second language writing, presenting chapters that collectively address a range of issues that are important to new teachers at the post-secondary level. The 13 chapters provide scholarly visions, insight, and interpretation, oriented toward explaining the field of teaching academic writing to non-native speakers. The book is designed to provide foundational content-knowledge in this area, with each chapter authored by recognized experts in the field. In addition to helping train new teachers, the book will serve as an updated reference book for practicing teachers and scholars to consult.
In many countries, suitable English for special purposes (ESP) textbooks and materials are difficult to find. ESP teachers and program coordinators often must develop their own materials, but preparing such materials requires training. One model that has served as a guide to numerous ESP materials projects is the Hutchinson and Waters' model. This model consists of the following components: input, content, language, and task. In describing their model, Hutchinson and Waters present ample explanations and examples for illustration. While the model explains what materials should or can contain and what sequence lessons and exercises can take, it does not thoroughly explain the process of conceptualizing, planning, and writing materials for a group of learners. This document presents a process-oriented model for materials development and preparation and is geared for use by untrained ESP teachers. The nine-step model describes the steps involved in planning, developing, and designing materials and points out the necessary background knowledge needed to assemble appropriate lessons for the target group of learners. The steps, in order of operation, include the following: reviewing the existing materials; identifying goals for the materials project; developing a plan for the design of the materials and the collaboration arrangement; gathering and collecting prose and non-prose texts; evaluating collected texts for potential tasks and exercises; drafting tasks, exercises, and units; revising the material; training teachers and staff; and piloting the materials. Contains one diagram and 14 references. (KFT)
ESP has become central to the teaching of English in university contexts and there can be little doubt of its success as an approach to understanding language use. This success is largely due to ESP's distinctive approach to language teaching based on identification of the specific language features, discourse practices and communicative skills of target groups, and on teaching practices that recognize the particular subject-matter needs and expertise of learners. Unfortunately, however, this strength is increasingly threatened by conceptions of ESP which move it towards more general views of literacy, emphasizing the idea of ‘generic’ skills and features which are transferable across different disciplines or occupations. In this paper I argue the case for specificity: that ESP must involve teaching the literacy skills which are appropriate to the purposes and understandings of particular academic and professional communities. The paper traces the arguments for a specific view, outlines some supporting research, and advocates the need to reaffirm our commitment to research-based language education.
Materials for Specific Purposes
- R Bernard
- D Zemach
- B Tomlinson
Incorporating critical thinking activities in content areas (ESP/EAP)
- B Lotfi
- G R Kiani
- M Khayamdar