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1
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INTEGRATING TECHNOLOGY INTO ESP CLASSES: USE OF STUDENT RESPONSE SYSTEM IN ENGLISH FOR SPECIFIC PURPOSES INSTRUCTION

100%
Asmalı M.
Teaching English with Technology
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2018
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vol. 18
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issue 3
86-104
EN
This paper presented the results of an experimental study investigating the impact of clicker use through a smart phone application called Kahoot!. Despite positive results of clicker use in the existing General English literature, the impact of clicker use has not been examined in the field of ESP. To address this issue, this study investigated the effectiveness of clickers by comparing pre-test and post-test scores of a control and an experimental group and the scores of male and female participants in the experimental group. The results of a 10-week implementation of clicker use with the students of tourism and hospitality department in the experimental group indicated that while post-test scores were significantly higher for the experimental group than for the control group, there was not a statistically significant difference between the post-test scores of male and female participants in the experimental group. Implications for teaching ESP with the help of technology and suggestions for further research were also provided.
2

Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge

100%
Jašková J.
Journal of Language and Cultural Education
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2016
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vol. 4
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issue 1
86-98
EN
The aim of this paper is to present methodology and results of a quantitative phase within a research into English for Specific Purposes university teachers and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of their professional beginnings. The introduction describes the investigated issues and explains key concepts. The first chapter refers to the theoretical background of teacher professional development. Since the quantitative research phase is a part of a mixed research design, the second chapter deals with the whole research including the research objective and questions. The third chapter is devoted to the quantitative research phase during which an anonymous electronic questionnaire was sent to the whole population of Czech university teachers of English for Specific Purposes and processed statistically as well as descriptively. The fourth chapter presents the obtained quantitative data discussed within the individual components of pedagogical content knowledge - conceptions of purposes for teaching subject matter, curricular knowledge, knowledge of instructional strategies, and knowledge of students’ understanding. The conclusion summarises all the information and proposes some recommendations for pedagogical practice.
3

Formation of foreign communicative competence of adult immigrants in the USA

100%
Sadovets O.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 1
38-44
EN
The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United States, concerning formation of adult immigrants’ communicative competence has been analyzed. It has been defined that their research concerning organization and realization of contextualized education of adult immigrants aimed at the formation of communicative competence in the process of learning English as a second language has positive results and can be used as a basis for formation of communicative competence of Ukrainian emigrants. Principles of communicative approach to learning a language and the essence of learning for specific purposes have been defined. It has been determined that the education of adult immigrants aimed at the formation of communicative competence is sure to presuppose the availability of contextualized curriculum. The definition of contextualized curriculum has been given. It has been stated that in the process of its elaboration it is necessary to take into consideration the aim of immigrants’ language learning, the priority of fluency and proficiency of language, principles of learning a foreign language by adults, communicative aspect of learning a language, the necessity of forming skills of Basic Interpersonal Communication and Cognitive Academic Language Proficiency; usage of special tests for checking skills of communicative competence, different types of lessons for proficient knowledge of everyday English as a second language.
4

THE ROLE OF TEACHER KNOWLEDGE IN ESP COURSE DESIGN

100%
Górska-Poręcka B.
Studies in Logic, Grammar and Rhetoric
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2013
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vol. 34
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issue 1
27-42
EN
English for specific purposes (ESP) has been conceptualized by its leading scholars, like Hutchinson and Waters (1987) or Dudley-Evans and St. John (1998), as a multi-stage process, where the ESP practitioner fulfils a variety of roles, including that of learner needs researcher, course designer, language instructor, learning assessor, and course evaluator. The performance of these roles requires considerable knowledge of a linguistic, socio-cultural and pedagogical nature, necessary to inform the teacher’s cognitive processes, par- ticularly those involved in course decision making. The necessary professional knowledge of the ESP teacher, which is gained through professional school- ing, teacher training, and teaching experience, comprises both relevant theo- retical concepts (knowing what) and performance skills (knowing how). It di- rectly impacts on all stages of the ESP process, namely the planning, design, teaching, assessment and evaluation of a course, largely determining its quality. The present paper focuses on ESP teacher cognition, especially those cognitions (i.e. knowledge and beliefs) that are involved in course design, informing the teacher’s choices of course parameters and instructional practices. Elaborating on the concepts developed by language cognition scholars, like Shulman (1987), Andrews (e.g. 2007), and Borg (e.g. 2006), the author tries to outline the in- ternal structure of ESP teacher cognition and describe the function of each subordinate knowledge base. The paper also presents the preliminary results of a small-scale exploratory study into the professional cognition of 13 teachers of Legal and Business English employed at the University of Warsaw.
5
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English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

100%
Yang X., Wyatt M.
Studies in Second Language Learning and Teaching
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2021
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vol. 11
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issue 1
41-70
EN
While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
6
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Competency-Based Approach in Differentiated Instruction of English for Specific Purposes to it-Students

100%
SYNEKOP O.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 1
321-326
EN
The article considers the competency-based approach in differentiated instruction of English for specific purposes at university level. It also outlines professional communicative foreign lan-guage competence and interdisciplinary competence for successful differentiated instruction of English for specific purposes to information technology students of universities.
7
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Retrospective Analysis of Studies on Differentiated Instruction of English for Specific Purposes

100%
SYNEKOP O.
Edukacja-Technika-Informatyka
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2017
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vol. 8
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issue 4
103-107
EN
The article represents the historical analysis of differentiated instruction of English for specific purposes at university level. It also defines the factors contributing to successful use of differen-tiated instruction in teaching English for Specific Purposes to information technology students of universities.
8
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Význam a vnímanie úlohy kultúrnej inteligencie v odbornej cudzojazyčnej príprave

84%
Dančišinová L.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2022
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vol. 13
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issue 1
7-17
SK
Koncept kultúrnej inteligencie je relatívne nový, avšak ponúka hodnotný prínos aj v cudzojazyčnom vzdelávaní budúcich manažérov. Štúdia definuje pojmy kultúra a kultúrna inteligencia, aby sa vytvoril kontext pre interpretáciu výsledkov dotazníkového prieskumu distribuovaného medzi študentmi v prvom roku magisterského štúdia na Fakulte manažmentu, ekonomiky a obchodu Prešovskej univerzity v Prešove, ktorí navštevovali predmet Aplikovaný cudzí jazyk pre manažérov 2 (anglický). Dotazníkový prieskum bol zostavený tak, aby študenti vyjadrili vlastné presvedčenie ohľadom dôležitosti znalosti kultúrnych špecifík anglicky hovoriacich krajín pre učenie sa anglického jazyka, preukázali znalosť pojmov interkultúrna komunikácia a kultúrna inteligencia a tiež ohodnotili vlastné interkultúrne kompetencie. Výsledky prieskumu ukázali, že zdôraznením interkultúrneho aspektu výučby anglického jazyka sa zvýšilo povedomie študentov o dôležitosti kultúry a aj znalosť vybraných pojmov, avšak zhoršilo sa ich hodnotenie vlastných interkultúrnych kompetencií.
EN
The concept of cultural intelligence is relatively new but it offers valuable benefits for the foreign language education of future managers. The study defines the terms culture and cultural intelligence in order to create a context for the interpretation of the results of a questionnaire survey distributed among the students of Management in the first year of master’s studies at the Faculty of Management and Business of the University of Prešov in Prešov who attended the course Applied foreign language for managers 2 (English). The questionnaire survey was aimed at expressing students’ own opinion on the importance of knowing the cultural specificities of English-speaking countries for learning English, demonstrating the knowledge of the concepts of intercultural communication and cultural intelligence, and assessing their own intercultural competences. The results of the survey show that emphasizing the intercultural aspect of English language teaching increased students’ awareness of the importance of culture and their knowledge of selected concepts, however, their assessment of their own intercultural competences worsened.
9
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The study of conceptual metaphors in ESAP L2 writing: range and variability

84%
Permyakova T., Utkina T.
Research in Language
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2016
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vol. 14
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issue 4
437-451
EN
The article presents the study of the influence of professional competence of EFL learners on their academic writing. The task was approached through analyzing learners’ competence in specific knowledge domains - knowledge of terms and specific concepts, represented as conceptual metaphors. Conceptual metaphor models were analyzed in the English written texts produced by Russian students with different competences in economics – at both non-professional and professional levels of academic discourse (NPAD and PAD respectively). Metaphor Identification Procedure VU University Amsterdam (MIPVU) was applied to metaphor identification, and alternative metaphor and preferential conceptualization analysis was performed to compare the scope of source and the range of target in NPAD and PAD. Findings highlight the areas of commonality as well as divergence in terms of students’ professional competence represented in conceptual metaphors in L2 writing. The main differences in the scope of the source analysis are quantitative rather than qualitative. The range of target comparison between NPAD and PAD indicates a significantly larger range of targets for the professional level students, a lower level of metaphorization for the non-professional level, and inclusive strategies across the two levels. Practical recommendations suggest an improved research methodology for studying metaphor production in EAP and ESP as well as a deeper understanding of ESP content and its structure.
10
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ESP (English For Specific Purposes) – implications for teaching

67%
Morska L.
Konteksty Pedagogiczne
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2017
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vol. 2
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issue 9
PL
Niniejszy artykuł sugeruje analizę najważniejszych aspektów do­tyczących nauczania specjalistycznego języka angielskiego. Zaprezentowano naj­nowsze dane na temat analizy potrzeb ukraińskich studentów (uczelni głównie w Zachodniej Ukrainie).Wykazano zasadność zwrócenia uwagi na cechy cha­rakterystyczne nauczania specjalistycznego języka angielskiego na uczelniach wyższych. Dokonano porównania podejść i modeli projektowania kursu ESP i zaproponowano najbardziej racjonalne pomysły. Na podstawie przedstawionych badań określono aspekty, zgodnie z którymi programy nauczania, a także mate­riały szkoleniowe powinny być konstruowane.
EN
The investigation of the essentials of ESP as a trend in teaching for­eign languages for professional communication has been suggested. The recent data on needs analysis of the Ukrainian students (the educational institutions mainly located in Western Ukraine) have been presented. The necessity to pay attention to the peculiarities of teaching a foreign language to non­linguistic stu­dents at higher educational institutions has been substantiated. The approaches to and models of ESP course design have been compared and most efficient ideas have been suggested. On the basis of the research, the aspects have been defined according to which curricula and learning materials should be constructed, ac­cording to the defined models of teaching.
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