The ESP Journal最新文献

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.

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.

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.

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.

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.