Science topic

English for Specific Purposes - Science topic

Discussions of English as a Language for Specific Purposes (LSP). The LSP approach to second or foreign language teaching and training addresses immediate and specific needs of learners who need that language as a tool in their education, training or job.
Questions related to English for Specific Purposes
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I need to learn about authentic specific uses of language in English to serve for my ESP course designs as I teach ESP courses in an EFL setting, which makes it even harder to reach such genuine language uses for specific purposes. I plan to make use of a concordancer for pedagogical purposes as well. I will be glad if you could suggest me a few online concordancing tools that you have found effective.
Thank you in advance.
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Maybe Anthony Lawrence's Antconc. You can google and download easily.
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Hello,
Most of the evaluations of English for General Academic (or Specific) Purposes EGAP/EGSP textbooks are done through checklists and questionnaires that have been designed for general ELT textbooks, thus making the findings not totally reliable because the principles based on which EGAP/EGSP textbooks are developed are different from those of general ELT textbooks. I am looking for an an instrument that has specifically been developed to evaluate an EGAP/EGSP textbook.
Thank you in advance for your suggestions.
Musa
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hi, on my RG, THERE IS A POWERPOINT PRESENTATION. SEE IT PLEASE
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What effects does Virtual Learning Environment have on the teaching and learning of English for Specific Purposes (ESP) in the classroom ?
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Hi,
I teach English using both face to face lectures and virtual classes. This methods helps my students participate, and gives them the opportunity to ask without shyness. The power-point I prepare and the well-designed activities and illustrations, and the immediate feedback students' get are very helpful to facilitate learning and retention of acquired and learnt information for longer time.
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Can ESP teachers' training and developement be considered as one of the motivation elements in learning English for Academic or occupational purposes more particularly in non-native English speaking countries?
How can needs analysis identification in ESP impact learners interests in learning English for Special purposes?
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the ESP teaching is intended to develop language learning skills and structural knowledge of English under the promise of interest in content of the ESP language subject .selecting appropriate teaching materials can help to raise learner‟s motivation and keep them stimulating .Strevens (1988), an ESP specialist, gives four implications for higher motivation in ESP courses:
 Being focused on the learners‟ needs, they waste no time 
They are relevant to learners 
They are successful in imparting learning 
They are more cost-effective than General English courses.
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As Pinner (2015) and others highlight that authentic materials are more difficult because of the originality of the language and they have to be adapted for the learners without changing the nature of them. Due to the authentic materials are not originally created for foreign language learners, they may be difficult and ambiguous for especially students who are in lower level classes. Therefore, we need to either adapt them or prepare the learners for them but how can we do this? Do you have any ideas or suggestions about this issue?
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Hi,
The following are some criterion we need to consider while adapting or modifying authentic materials.
1.Adaptation should facilitate instruction
2.Adaptation should encourage learning
3 .Adaptation should focus on learners
4.Adaptation should ensure relevance
5. Adaptation should prompt flexibility
6. Adaptation in terms of motivationality
For details please read:
Ebrahimpourtaher, A., & Hamidi, E. (2015). Authenticity and adaptation in EFL materials. International Archive of Applied Sciences and Technology, 6(2), 34-9.
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In order to let them accept your paper , there are many tips , besides of the journal or conference requirements , any one has to follow. Based on your experience, I am looking for the best techniques and tools, if we use , our paper will be accepted for publication or participation.
Tips and requirements for conference paper
Tips and requirements for Journal paper.
Many Thanks
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Submit your manuscript which lies within the scope of the journal. So selecting a approximate journal for publishing is of prime importance. If your manuscript is not of high quality do not try in very good journals.
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Thank you in advance 
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Check ' Pragmatic Analysis of Political Data' Edited by Fareed H. Al-Hindawi and Waleed R. Jwaid
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Hello, Can anyone recommend papers dealing with natural language processing for online chats? 
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 Prof. Peters,
Thank you very much for a speedy reply!
Rosanne
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I'm working on proximisation in the presidential address, applying Cap's (2013) theory. But I want to incorporate how speakers (presidents) negotiate access to addressees via cognitive. lexical and discourse  forms. 
Thank you.
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Maybe you can find some more ideas in this journal (it is bilingual  - Porteguese and English):
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Listening is backbone of not only language learning but also of knowledge acquisition. However, it is not a a proper place in classroom. Has anyone done research on listening skill.
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Data from as recent as 2012-2013 reveal that there were 181 undergraduate courses in listening offered at American 4 year educational institutions [135 were 4 year institutions; 46 at two-year institutions]. These numbers are up from last year, when there were just 157 undergraduate courses in listening. This is a 15% increase in a year. Especially, when you take into consideration that there are 7,711 universities, Community College’s and technical colleges in the United States [Source: Paul Carty, Director of Publishing Partnerships; Kendall Hunt Publishing Company, email: Jan 23, 2014].
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I mean not general principles of teaching vocabulary but exact models, its components in teaching special vocabulary (for example for engineer)/ I need this information urgently! Please help! Thanks a lot
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Please see ESP Astley and Lansford, OUP. Seems a good book for engineering students.
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I am researching on the use of metaphor in automotive news in the UK and USA newspapers and thinking how the result could be related to teaching of journalistic English to advanced students of English and/or students of Business Studies.
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Thank you for your listing, Neslihan!
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My MA dissertation, this writing looks at the aspects of speaking (vocabularies, grammar, pronunciation and discourse) in seminars of international students in speaking universities. 
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Here we are trying to settle on methods for Ar-En-Fr translations of scientific texts made for popularization.
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Popularization and translation
Min-Hsiu Liao
Heriot-Watt University
Handbook of Translation Studies, Volume 4 (2013, pp. 130–133). DOI: 10.1075/hts.4.pop1
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Who knows or has information about modern approaches to teaching English for specific purposes? I am elaborating exercises in the framework of communicative approach. But there is lack of information about other approaches. Thanks a lot 
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For me, ESP is best taught thought content-based syllabus with a lot of CLT tasks designed to involve students in the classroom. A reading or listening passage about an appointment at the hospital can be used to design tasks and activities for such involvement, such as pre-listening activity, filling is the blanks, vocabulary exercises, matching, grammar points, role playing and acting, etc. 
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Hope you can help me
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Children may be grouped ; familiar contexts or scenarios are to be planned; guided conversation for dialogue delivery in frequently experienced situations will make it really natural and easy for communication. A graded pattern of this kind will ensure quick acquisition of communication-both verbal and nonverbal.
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I work in a technological university in Mexico, I teach English but also technical English for engineers, and I would like to know if some books exist on how to prepare the material for classes with different methodologies. I download some manuals and try to follow the way used for organizing the readings, but it would be better if exist an order or methods for such kind of manuals.
Thanks.
Amanda Marino 
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Dear Amanda,
I also teach English for Engineering students at a university of applied sciences. Because the group is mixed (ca. 5-6 different majors), we work on projects, i.e presentations and reports which the students do as group projects. Therefore they can choose topics related to their fields, building their technical vocabulary on their own, while as a class we look at presentation skills, associated grammar exercises, and sentence/text stuctures. Another project which we do looks at product development, focusing first on technical writing such as technical descriptions, instructions, then moving to oral practice with negotiations "selling" their product, and finishing off with business letters concerning complaints and adjustments. In addition to that there are a few good textbooks which look at various themes related to different engineering fields.
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I am doing a study to identify the students' reading comprehension ability about Economics & Business Administration books in English. The problem is which I use both survey questionaire and test to have more objective result because students are sometimes over confident about their ability shown in survey, and the real ability is opposite. Hence, the time limit for survey and also for reading comprehension test should be well-handeled and well-set to avoid respondents' tiredness.
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Hello,
The time you will determine in the collection phase must be analyzed in pre-tests. I recommend verfificar the complexity of text and issues to take into account the response time. Do not forget that the understanding of the questionnaire should be the respondent and not yours. It is precisely why the pre-test will help you.
best regards
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Being able to concentrate for a specific block of time to complete a task, in  reading a full text chapter for example, or having better vocabulary for better understanding and recalling of information would not mean non-native English students can comprehend material clearly, especially business paper in English.
Reading comprehension is the most common lack of reading skills. Many business students have not acquired the vocabulary and comprehension strategies they need to gain meaning from text. Actually, when students can progress from their current stage through reading comprehension, they may attain proficiency in the field of their study of business. And while the gap of their struggles gets wider, some learn to fake it or give up early.
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Dear Thi Bich Chau, I certainly agree with Martha Mendez, and I think Ss must take a Reading Comprehension workshop before entering, in full, to any ESP seminar. Vocabulary represents one of the hardest obstacles to overcome in any language. I work at the school of chemistry in our National University and we suggest to our Ss to take a workshop called Technical English for Basic Sciences, and we designed the contents:
1. Factors that reduce reading rate; 2. One hundred percent American (Text to analyse vocabulary TAV); 3. Reference Books I (dictionaries and encyclopedias entries); 4. Reference books II (thesaurus and Journal Databases); 5. On Standby by the New Ark (exam); 6. Searching for a New and Improved Prozac (TAV); 7. U. S. Tightening Rules on Keeping Scientific Secrets (TAV); 8. Four Cosmic Questions (exam); 9. Chemistry Perfumes Your Daily Life (TAV); 10. Fire Services in Britain (TAV); 11. Aids to Reading (exam); 12. When Disaster Struck a Woodpecker’s home (TAV); 13. Sian Ka’an: a natural paradise (TAV); 14. Seeking the Criminal Element (exam); 15. The Story of the Banana (TAV); 16. Isotopes and Radioactive Substances (TAV); 17. Bonobo Sex and Society (exam); 18. The United Kingdom Atomic Energy Authority (TAV); 19. Health and Safety Measures (TAV); 20. Members of the Fire Services in Britain (exam). The kind of strategies included are, among others: Multiple option; Questionaries; Parts of the speech; Diagraming sentences; Checking up Abstracts from Journals; Warming up questions and Acronyms; Fill in the blanks; Writing Personal Opinion on a given text; Column Notes, Historic/Map Frames; Distinguishing dictionary entries; Vocabulary excercises (Native language & English Language); Affixation; Passive Voice; Phrasal Verbs;
BIBLIOGRAPHY
ALLEN, William, “On Standby for the New Ark” in The Sciences,
September -October 1994, pp. 15-17
BEEBE, William, “The High World of the Rain Forest” en National
Geographic, Vol. CXIII, No. 6, June 1958, p. 847
BRITISH INFORMATION SERVICES/Central Office of Information, Fire
Services in Britain, London,
1976, pp. 1, 14-17, 24
------------------------------------------------, Nuclear Energy in Britain. London,
1975, pp. 17-19, 25
BROAD, William J., “U. S. Tightening Rules on Keeping Scientific Secrets”
en The New York Times on the web, 20/02/2002,
pp. 1-4
BROWN, Lester R. et al, “Reusing and Recycling Materials” en Saving the
Planet, W. W. Norton & Company, New York, 1991,
chapter 4, pp. 64-65, ISBN: 0-393-30823-5
COWLEY, Geoffrey, “Searching for a New and Improved Prozac” en
Newsweek, Dec 31, 2001 – Jan 7, 2002, p. 67
DE WAAL, Frans B. M., “Bonobo Sex and Society” en Scientific American,
March 1995, pp. 58-64
“Factors that Reduce Reading Rate”, http:/www.wssu.edu/WSSU/About/
Administration/Office+of+the+Provost/
EXCEL/Reading
FORTINEAU, Anne-Dominique, “Chemistry Perfumes Your Daily Life” en
Journal of Chemical Education,
January 2004, pp. 45-50
GIBBS, W. Wayt, “Seeking the Criminal Element”, en Scientific American,
March 1995, pp. 76-83
HOF, Robert D., “Forget the I. D. –Let’s see your eyeball” en Business
Week, November 21, 1988, p. 90
KENT Truslow, Frederick, “When Disaster Struck a Woodpecker’s Home” en
National Geographic, Vol. 130, No. 6, Dec 1966,
pp. 882-884
.
MONTIEL, Elsie L., “Sian Ka’an: a natural paradise” en Voices of Mexico,
April-June, 1992, pp. 10-12
MORTIMER J., Adler & Van Dore Chan, “Aids to reading” y “How to read
science and mathematics” en How
to read a book, Simon-Schuster,
New York, 1972, pp. 168-188,
255-269
“One hundred percent American”, http://www.expat.or.id/info/onehundred
percentamerican.html
SAGAN, C., “Four Cosmic Questions” en Billions & Billions, Ballantine
Books, New York, 1997, pp. 55-63
UNITED FRUIT COMPANY, The Story of the Banana, Boston,
After having  this generalities, Ss would count on essential tools and quite interested in facing the challenges of ESP. 
I hope this may be of some help.
Cheers!
Rafael.
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It is particularly behaviours that I am interested in - there are lots on the difficulties etc but nothing on actually how the students behave.
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Here are three papers on Japanese ESL learners' use of silence in class. None of them appear to be related to mainstream classes but I hope they give you some ideas.
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For the past five years, funded by research grants obtained from my university and the national government of Japan, I have been conducting research on coach-player communications at ice hockey training camps in Canada, recording coaches with both voice recorder and video camera, and transcribing the recordings for analysis. I aim to use these results to help non-native coaches and athletes to better understand the language and communicative approaches employed by English-speaking coaches during actual instruction. I initially began this research as an effort to help my own students develop a deeper understanding of sport and sport-related language through the creation of Sports English language resources based on the transcribed data, but have since recognized the value and applicability of these findings for additional fields of study such as player motivation and development, and coaching methodology.
I am hoping to find other researchers who might be interested in this research, or might also be doing something similar in a related field. If you have any further questions regarding what I am doing or my inquiry, I would be more than happy to answer them.
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I have done some work in the area when working as a sport psychologist of a professional basketball team that hired foreign  players. However, the word is not in English. At that time I was faced with the same problem you have. My strategy was to develop strategies taking into consideration some of the things I learned from the literature on doctor patient relationship.
At the present time I believe some some textbooks address the issues when talking about group dynamics. Unfortunately, most of the people writing and publishing in sport psychology have very little experience working with professional on "international teams". Most of the time they have done some work with college students or youngsters. High level sport is a very different reality.
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I want to conduct research to investigate English Language teachers' cognition and practice on Communication Strategies and their students English Language Strategies use.
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Your research subject should be something of interest to you.  Early in your doctoral classes, you should identify a general area of interest.  As you take more classes and write more papers for class, explore your area of interest in more detail.  When you select a more focused area of interest, think about what your research questions might be.  Your methodology will be the result of your research questions.
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As a significant part of pragmatic competence, researching cross-cultural  and interlingual competences can undeniably prevent pragmatic failure. I want to know what the most effective methods of capturing such theoretical constructs are.
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I agree with the above to a certain extent. Sociocultural norms of interaction can be negotiated but they need to be understood.
I believe that learners need to become aware of the sociocultural norms of interaction. These can be highlighted by using conversation analysis as it reveals the orderliness of conversation and what norms conversationalists orient to. To be able to do that you need to use authentic videoed conversations and by exploring speech acts you can highlight pragmatic features. I have devised a methodology in which we use awareness-raising activities whereby learners focus on particular L2 sociocultural norms of interaction which they compare and contrast with their L1. That way they can learn intercultural competence as they have to reflect on the new norms and then interact with other learners. This methodology based on conversation analysis and politeness pragmatics has been encapsulated in a course book called Beyond Talk. It can be downloaded for free, if interested, on the link below.
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I have been looking for a questionnaire that examines ESP teachers' beliefs, but have not found any so far. Therefore, I would like to design one but I need to have some basic knowledge about their qualities and beliefs. Hope that someone here can help me. Thank you.
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More important than knowing which their beliefs are is to ask what it is really that affects their decision making. And it is not only what they think about teaching and learning, there are action are also action and value schemes that affect them, which teachers are not conscious about. See Scheur and Pozo, Zeichener, Schon, Mevorach and Strauss (concept of mental models is quite interesting)   
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What strategies may be used to develop communicative competence of engineering students? Can ESP (English for Specific Purpose) serve as a tool to develop communicative competence in engineering students?
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Yes definitely, English for Specific Purpose  serve as a important tool to develop communicative competence. You could refer to Dell Hymes's Communicative competence Model.
There is no specific research for engineering students as such but techniques mentioned in following books can be of help maybe.
1) Teaching & Learning English by M.L. Tickoo
2) English Language Teaching by Geetha Nagraj
3) communication Skills for technical Students by T.M. farahabdulla
4) Social Etiquette by Betty Kirkpatrick
5) Cambridge English for Engineers
6) Business Vocabulary in use Cambridge
7) all three books of BEC preparation ( Business English certification ) by Cambridge
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Are there other relevant so-called skills to designing an ESP/EST syllabus?
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Dear Salim, 
Each ESP course has its own circumstances, and what fits medicine student could not fit cadets. In my opinion, ESP syllabus should be designed according to students' needs. On the other hand, translation can be useful to learn specialized vocabulary. The question is how could translation be involved in ESP syllabus.
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Dear collegues,
I have a long experience in using simulation and gaming, but is difficult to plan a full course on simulation and gaming when grammar and the four basic skills have to be achieved. Any experience arround that you could share?
Thanks a lot
Amparo
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I edited a text with 15 simulations.  Each simulation begins with reading and listening sections and ends with writing prompts.  And, of course, since they are simulations, each has speaking/listening tasks (what I consider the heart of the simulation).  We use this text in ENGL 0003, a four-skills remedial class here at Oklahoma State University.
Publisher, Kendall Hunt.  I have seen used copies at Amazon too.
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I am doing research in developing capacity building programs for professional communication. After a literature survey I am able to find only capacity building programs in vocational skills. Can anyone help me with the prerequisites of capacity building programs in soft skills?
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Thank you Wilson sir for your guidance. You have given the guidelines for the whole project I have undertaken. I 'm glad to say that this is my doctoral research project. Nice.. answer,  it gives me a clear view of the work to be done. Thank you so much.
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We conducted research on the development of complaint strategies in L2 (English) by Indonesian EFL learners. To see their pragmatic development we conducted research for one year. At the beginning of the study we elicited data of complaint strategies by using oral DCT. After one year, we collected data for the second time from the same persons with the same instrument, and compared the results to the previous ones to see any pragmalinguistic development. We obtained very rich data of L2 complaints. At the moment we have written a manuscript that reviews the development of pragmalinguistics of complaint strategies. Now we would like to improve the manuscript before submitting it. If you have some experience on the topic, and we would like to collaborate as a co-author, please let us know. Thank you.
kind regards,
Agus
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Cross-cultural speech act realization is one of my research interests as displayed in my publications. So, it is my pleasure to lend a hand as a co-author. you can contact me at: shahrokhi1651@yahoo.com
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Teaching language for specific presupposes on the one hand to teach functional competencies related to language itself, and on the other hand, to associate the use of those functional competencies to a technical field of specialization.
In that case, how is a teacher called to master contextual or technical data in the target domain?
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I believe that's a very key thing. Understanding the students' future working context might be more important than the language structure itself. Identifying the context key vocabulary and the type of grammar used is vital.
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Computer Assisted Language Learning despite some technological problems is a tremendous tool in the hands of the teachers and learners to learn a language at an amazing pace. However, much depends upon the use applications and programs.  For general English, a lot is available on the website and appropriate selection is the problem. However, for ESP programs have to be designed and selected keeping in view the individual need of the learner.  Here we need a specific set of vocabulary and functional grammar. Similarly, the call activities for LSRW (listening, speaking, reading and writing) need to be align to the specific field for which the learner needs to use the language for practical purposes.  
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Is better through paragraph writing, or fill in the blank worksheets or what? If you have any idea let me hear from you. I appreciate any comment regardless of how simple it might be.
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The basic principle is to test what you teach. Thus, if you are teaching paraphrasing, then that is what you test. Writing activities should cover as many different genres as possible and should reflect real life situations as closely as possible.
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I am working on this research topic and will appreciate any help.
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Hello!
For several courses, my study program involved the method of "Problem-Based Learning", in which we had a "case", for which we established a research question, review the literature available, and came up with an answer . Importantly, our proposed "solutions" had to be reported in a format very similar to what you would expect of a research article or a review. This was extremely useful not only to learn the scientific method, but also to give us a glimpse into "scientific writing". Moreover, for all the practical lab courses, our lab reports had also to be written in the format of a research article. I am not an expert in pedagogy, but in my experience as a student, there was nothing better than all this practicing, practicing, practicing. Writing became a natural thing.
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For some time I've been doing reseach among teachers at university level of education concerning the mentioned issue.
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I feel that most courses, masters, etc., related to second/foreign language teaching are centered in Grammar (not a bad thing) and classic teaching skills (e.g. how to apply the communicative approach). However, in an autonomous approach the teacher needs to be a coach too to encourage the students and know how and when take an active role and when the teacher needs to wait and let the P2P work so that it builds strong dynamics in the classroom.
I myself don't really like how coaching is "sold", but it's the way to understand and learn the skills needed in a more free and autonomous learning environment. Maybe we need a more serious approach to coaching (or I am the one who needs to learn who is a quack and who is a professional -I admit that) and integrate this discipline in teacher training courses to develop the required skills.
I think that it's -and will be- important not only in classic (physical) classes, but also in online courses, MOOCs, etc., where the students are not only autonomous but mostly alone and independent or without the positive & direct feedback of a teacher and their colleagues. In this kind of teaching it's even more important to build dynamics between students and to know when to take an active role without breaking those dynamics but also not letting students get too loose or let an error spread between them.
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I would like to use cloud computing to connect students from different universities in different countries to collaborate on poster projects in order to research ESP (English for Specific Purposes) in an ELF (English as a Lingua Franca) context. I believe this will both motivate and legitimize English education for its real world purpose, both in Japan and around the world. Anyone interested in collaborating on such a project?
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@Liliana Waicekawsky
As far as I understand the technical side of things, Cloud Computing (or Software as a Service) is when the software running the application is hosted on a virtual server, not your local computer. This allows for the application to be very dynamic (and scalable). This makes for quick response to increases or decreases in user access, and also makes things possible like collaborative editing in real time of a shared document over an internet connection.
Things like Google Docs (https://drive.google.com/) are good examples of the benefits of Cloud Computing, in that multiple users can edit a single file, and there is limited strain on the system when users increase or decrease.
The pedagogical benefit of Cloud Computing is that it supports Collaborative Learning theory by allowing learners to collaboratively construct documents, or video projects (as in the case of WeVideo: http://www.wevideo.com/), or poster projects (using things like Lucidchart: https://www.lucidchart.com/); this makes it an important technology for implementing modern Computer Supported Collaborative Learning (CSCL). It is also financially beneficial; this makes it important technology for implementing low cost educational reform.
For more information, see my article: How Cloud Computing should be Changing our Pedagogy: http://dmll.jaltcall.org/2014/03/09/how-cloud-computing-should-be-changing-our-pedagogy/
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How do you see the importance of applying “English for Specific purposes” in technical sciences vs. “General English”?
Does it necessarily mean that if a student (freshmen) has a good knowledge of “general English” is good at English for specific purposes (in our case in technical sciences)? What are the best methodologies applied to organize language courses for the students (freshmen) considering the different levels of their English knowledge?
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The basic tools for Gen.English and English for Specific Purpose may remain the same.That is, the time-specifying components(Tense and Time), the vocadifbulary for communicating meaning - asking for permission, expressing grief or joy, the prepositions,but here the similarity ceases. The ESP is more focused ,more oriented towards what we want to have or convey. Business English has typical words and the ways to use them,which we do not use in the ordinary ,daily manner.An Engineer's need for communicating his ideas and views
makes him find special words- jargon-, likewise a doctor needs a different range of words to speak about the patient;s health. This is ESP,which we do not use in our daily dealings. The words that we use in our ordinary transactions take on a different meaning in Technical English or in Medical English. Dr.Y.P.Hathi
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I would like to hear about your problems and successes of using authentic reading materials for teaching English for Academic Purposes.
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Hi Neslihan,
A problem that I find with using research articles, is that they are usually rather long to read in a single lesson. How do you deal with this?
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But I'm still thinking of the following points
1. What kind of variables can be common to argumentative discourse?
2. What variables should I observe to find differences between spoken, written and online discourse?
The variables can be relevant to register, or may be critical discourse analysis, coherence, I can't decide. I was also looking for relevant readings.
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Wow--this doesn't seem like a project--this seems more like a life's work. The notion of "variables" implies that you're framing your questions using a quantitative (or sociolinguistic) perspective. Discourse analysis don't typically think in terms of 'variables' in quite the same way as, say, quantitative variationist sociolinguists do. You may want to look at the edited volume by Tuen van Dijk called "Discourse as Structure and and process". Chapter 8 deals specifically with argumentation. Also, two communication studies scholars come to mind--Scott Jacobs and Sally Jackson have done quite a bit of work on argumentation discourse. I think the more fundamental question for me is: why would there be any underlying/common argumentative trope common to speech genres as diverse as argumentative essay, online discussion, and oral debates? Whatever similarities there may be seem to pale simply by virtue of the context for each--UNLESS you have some particular topic or subject matter to compare, say, religious freedom or reproductive rights or something. Not sure if that's helpful or not. Good luck!
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In many ESP programs in South America, teaching ESP is the equivalent to teaching reading comprehension.
What can be said of ESP in your part of the world? Southamerican colleagues are invited to corraborate or support my perception.
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ESP teaching is not limited to reading comprehension. The ESP course is designed according to the specific needs of the learners. In many Argentinian universities, ESP courses are oriented to the teaching of reading comprehension, which does not mean that ESP only involves that skill.
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In many universities in the world, ESP teachers want to continue their education in, say, reading strategies, listening or writing skills. Teachers who maintain an active agenda to improve their English Speaking skills are fewer in number. I do not have actual data; it is only my impression. The colleagues I have talked to tell me that for an ESP teacher at university level, using English in the classroom makes little sense except on ocassions. I myself ended up teaching my reading courses in Spanish. But shouldn't we use English to teach ESP courses? I'd like to hear some comments on this or related issues.
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In my experience, the level of language proficiency in a classroom or seminar determines the amount of English teachers use especially at university level. Homogeneity and maturity of students are also important factors to consider. The most effective solution might be to discover how much English language content is considered sufficient for ESP instructors given their particular field of expertise.
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Some say that CLIL which is an integration of content and language has its origin from ESP in the 1960's. Does this sound true? Can any one help me with the historical perspective of CLIL.
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The following may provide an answer to your question.
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ESP used to be a major force. It was everywhere and we all knew what E-S-P meant. I find myself lost in hundreds of articles that tell me little about needs analyses, design, materials, lexicon, etc. We have moved away from our initial impetus, but where are we?
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L2 learning has some importance without doubt. But language skills are of greater importance as no language can be acquired in isolation and even if any language is learned, fluency of it can never be mastered. Hence the skills are to be mastered.
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A collocations dictionary is very helpful for the ESL/EFL learners or writers.
We have already had BBI, LTP, Oxford collocations dictionary, MacMillan collocations dictionary, etc., in the market.
Is it significant to compile some specialised collocations dictionaries, such as an ESP/EAP collocations dictionary, a collocations dictionary of law, a collocations dictionary of business English, ....?
Any comments or suggestions on the above-mentioned topic or proposal?
I am planning to propose the compilation of an EAP collocations dictionary.
Any comments or suggestions on the compilation process?
Thank you very much in advance.
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Thank you for your comments!
To Hojat Jodai: Your CALL dictionary is very interesting and will be useful for those in the area of CALL.
To Maria Olavia Santos Monteiro: A specialized collocation dictionary will be useful to those in the specialty, but the target audience of a specialized collocation dictionary, say an EAP/ESP collocations dictionary, is mainly those academics in the area who write in English as a foreign/second language.
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Some ESP programs revolve around rhetorical functions, others minimize them to teach reading strategies and skills. In modern days ESP , the challenge is to equip students with a set skills not traditionally listed in our books. Students for instance may need listening comprehension skills to watch YouTube videos on physics, maths, cardiac arrest, engineering, commerce and so on. Are our programs and ourselves giving English skills the emphasis that is needed?
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English syllabus can not always cover all the needs that the learner's need, To give the emphasis that is needed to improve the English skill, then the tutors, teachers and lecturers have to provide the teaching material which is relevant for the learner's needs.
Book is the best way to get in touch with the World, But, Experience is the Guru of the Book. Giving them the best material based on their needs means prepare them for the "Unintended Globalization Era"
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ESP is an important topic in TEFL
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Esp which is based on need analysis of the learner is important in three ways. 1.time limitation 2.focus on specific skills 3.goal orintedness.
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This is what i mean about the exposition to language it means the environment, environment is the social one