Pub Date : 2023-10-09DOI: 10.22190/jtesap230515032f
Natalia Fedorova
It is widely known that English teaching practices are largely rooted in colonialism and linguistic imperialism – the belief in the superiority of the Western teaching methods and linguistic norms established in such countries as the UK and the US. The current trend to decolonize English teaching has been gaining momentum for over three decades but has not entirely penetrated into the mainstream teaching of English, with English for Academic Purposes not being an exception. Relatively little focus has been placed in the research onto non-English speaking contexts with the purpose of analysing the current state of EAP provision at universities and gauging the influence of the native-speakerist academic English norms on EAP students’ writing. In the case of the EU context, it may be particularly pertinent to investigate the potential influence that Brexit might have had in terms of rejecting the imposition of the Standard British English norms and associated teaching approaches. This paper is meant to be a reflection with an attempt to stimulate the discussion of EAP teaching practices and academic discourses in the EU higher education in the post-Brexit era. It will consider the issues in the EAP provision in the EU with the example of Portuguese HE and will reflect on the native-speakerist tendencies within the academia and ways to tackle the dominance of the Anglophone norms. This paper hopes to contribute to the argument in favor of the decolonization of EAP teaching practices in non-English speaking contexts, as decolonization can help foster a more equitable and inclusive world.
{"title":"DECOLONIZING ANGLOPHONE EAP INFLUENCE IN THE EUROPEAN HIGHER EDUCATION CONTEXT","authors":"Natalia Fedorova","doi":"10.22190/jtesap230515032f","DOIUrl":"https://doi.org/10.22190/jtesap230515032f","url":null,"abstract":"It is widely known that English teaching practices are largely rooted in colonialism and linguistic imperialism – the belief in the superiority of the Western teaching methods and linguistic norms established in such countries as the UK and the US. The current trend to decolonize English teaching has been gaining momentum for over three decades but has not entirely penetrated into the mainstream teaching of English, with English for Academic Purposes not being an exception. Relatively little focus has been placed in the research onto non-English speaking contexts with the purpose of analysing the current state of EAP provision at universities and gauging the influence of the native-speakerist academic English norms on EAP students’ writing. In the case of the EU context, it may be particularly pertinent to investigate the potential influence that Brexit might have had in terms of rejecting the imposition of the Standard British English norms and associated teaching approaches. This paper is meant to be a reflection with an attempt to stimulate the discussion of EAP teaching practices and academic discourses in the EU higher education in the post-Brexit era. It will consider the issues in the EAP provision in the EU with the example of Portuguese HE and will reflect on the native-speakerist tendencies within the academia and ways to tackle the dominance of the Anglophone norms. This paper hopes to contribute to the argument in favor of the decolonization of EAP teaching practices in non-English speaking contexts, as decolonization can help foster a more equitable and inclusive world.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230322024l
Borka Lekaj Lubina
The search for suitable teaching materials in ESP classes requires a lot of effort as available materials rarely satisfy all the specific needs of language learners in a particular subject area or syllabus. This is why some ESP teachers resort to adapting existing learning materials. This paper describes the motivation to adapt authentic content-based material for the use in English for Journalism courses within the academic study program of Journalism at the University of Zagreb. It outlines concrete techniques employed in adapting the Handbook of Independent Journalism written by Deborah Potter. These adapting techniques, primarily deletion and omitting, supplementation and rewriting of the original text, help learners to better identify specific morpho-syntactic features of English for Journalism, which is required by the syllabus. The main effect of material adaptation is better identification and acquisition of morpho-syntactic structures pertaining to English for Journalism. Overall, the adapted material re-engages learners with the content of the Handbook and thus enhances learning.
{"title":"ADAPTING CONTENT-BASED MATERIAL IN ESP COURSES: THE EXAMPLE OF DEBORAH POTTER’S HANDBOOK OF INDEPENDENT JOURNALISM","authors":"Borka Lekaj Lubina","doi":"10.22190/jtesap230322024l","DOIUrl":"https://doi.org/10.22190/jtesap230322024l","url":null,"abstract":"The search for suitable teaching materials in ESP classes requires a lot of effort as available materials rarely satisfy all the specific needs of language learners in a particular subject area or syllabus. This is why some ESP teachers resort to adapting existing learning materials. This paper describes the motivation to adapt authentic content-based material for the use in English for Journalism courses within the academic study program of Journalism at the University of Zagreb. It outlines concrete techniques employed in adapting the Handbook of Independent Journalism written by Deborah Potter. These adapting techniques, primarily deletion and omitting, supplementation and rewriting of the original text, help learners to better identify specific morpho-syntactic features of English for Journalism, which is required by the syllabus. The main effect of material adaptation is better identification and acquisition of morpho-syntactic structures pertaining to English for Journalism. Overall, the adapted material re-engages learners with the content of the Handbook and thus enhances learning.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap230209001b
Elena Bazanova, Elena Sokolova, Maria Sysoeva
The transformation of modern science from monodisciplinary to multidisciplinary leads to cardinal changes in the methods of teaching English L2 science communication, which is a challenge for non-anglophone researchers who need to share research outcomes in English within and beyond their research-specific community. The paper describes a case study in which the main objective is to understand how immersion of English L2 speaking researchers into a multidisciplinary multilevel classroom setting affect the development of science communication skills needed to reach broader audiences through innovative dissemination channels, making research findings clearly intelligible to both specialists and non-specialists alike. The paper defines the potential of educational reconstruction of multidisciplinary science communication context that involves interaction of researchers with varying English proficiency levels, professional expertise, and research area. Our data demonstrate that metacognitive teaching strategies can assist early-stage researchers to develop their ability to integrate fully into the larger global science community and reap the benefits of science communication.
{"title":"TEACHING ESL SCIENCE COMMUNICATION IN MULTIDISCIPLINARY MULTILEVEL CLASSROOM SETTINGS","authors":"Elena Bazanova, Elena Sokolova, Maria Sysoeva","doi":"10.22190/jtesap230209001b","DOIUrl":"https://doi.org/10.22190/jtesap230209001b","url":null,"abstract":"The transformation of modern science from monodisciplinary to multidisciplinary leads to cardinal changes in the methods of teaching English L2 science communication, which is a challenge for non-anglophone researchers who need to share research outcomes in English within and beyond their research-specific community. The paper describes a case study in which the main objective is to understand how immersion of English L2 speaking researchers into a multidisciplinary multilevel classroom setting affect the development of science communication skills needed to reach broader audiences through innovative dissemination channels, making research findings clearly intelligible to both specialists and non-specialists alike. The paper defines the potential of educational reconstruction of multidisciplinary science communication context that involves interaction of researchers with varying English proficiency levels, professional expertise, and research area. Our data demonstrate that metacognitive teaching strategies can assist early-stage researchers to develop their ability to integrate fully into the larger global science community and reap the benefits of science communication.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135066144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap230220007g
Angela C. de M. Garcia
Since the publication of the International Civil Aviation Organization (ICAO)’s language proficiency requirements, a number of different tests have been developed and implemented around the world to assess pilots and air traffic controllers’ proficiency in English. Meanwhile, researchers have questioned the clarity and appropriateness of the policy, and the reliability of tests (e.g., Alderson 2011; Douglas 2004; Emery 2014). ICAO has recently acknowledged that, over the years, multiple interpretations of the policy have led to practices that might undermine the meaningfulness of aviation English tests (ICAO 2022b). However, the ICAO Rating Scale remains as the instrument to be used in assessing pilots and air traffic controllers’ aeronautical language proficiency. Thus, this article explores the construct of aeronautical English listening tests stated in the comprehension descriptors of the ICAO rating scale, as well as the elements of the other descriptors that may inform the definition of this construct. An in-depth content analysis of the rating scale was conducted by using the “interview technique”, as described by O’Leary (2021). Results provide useful information for the development of listening tests in the aeronautical context. A better interpretation of the construct informed by the policy can help to reduce the differences among test implementations around the world and further contribute to more standardized and meaningful testing practices.
{"title":"INVESTIGATING THE CONSTRUCT OF AERONAUTICAL ENGLISH LISTENING TESTING: A QUALITATIVE ANALYSIS OF THE ICAO RATING SCALE","authors":"Angela C. de M. Garcia","doi":"10.22190/jtesap230220007g","DOIUrl":"https://doi.org/10.22190/jtesap230220007g","url":null,"abstract":"Since the publication of the International Civil Aviation Organization (ICAO)’s language proficiency requirements, a number of different tests have been developed and implemented around the world to assess pilots and air traffic controllers’ proficiency in English. Meanwhile, researchers have questioned the clarity and appropriateness of the policy, and the reliability of tests (e.g., Alderson 2011; Douglas 2004; Emery 2014). ICAO has recently acknowledged that, over the years, multiple interpretations of the policy have led to practices that might undermine the meaningfulness of aviation English tests (ICAO 2022b). However, the ICAO Rating Scale remains as the instrument to be used in assessing pilots and air traffic controllers’ aeronautical language proficiency. Thus, this article explores the construct of aeronautical English listening tests stated in the comprehension descriptors of the ICAO rating scale, as well as the elements of the other descriptors that may inform the definition of this construct. An in-depth content analysis of the rating scale was conducted by using the “interview technique”, as described by O’Leary (2021). Results provide useful information for the development of listening tests in the aeronautical context. A better interpretation of the construct informed by the policy can help to reduce the differences among test implementations around the world and further contribute to more standardized and meaningful testing practices.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135066304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes collaborative work by two higher education institutions in Brazil and China that joined forces to build a corpus with a view to investigating the language of aircraft maintenance documentation for teaching and lexicography purposes. The corpus consists of three languages, including English, with Chinese and Portuguese still under construction. The paper opens with an overview of language-related studies in the aircraft maintenance field, drawing attention to this specific niche and its demands. It discusses trials already performed with the English and Chinese sub-corpora, challenges faced, and the importance of task-sharing in multidisciplinary teams. It emphasizes the need to combine linguistics and professional expertise not only to develop materials for the aviation industry but also to assist the development of trainees who can experience a professional setting during their education. The corpus will be used in (among others) preparing pedagogical material for teaching not only aircraft maintenance personnel but also pilots and air traffic controllers. The corpus will also serve as a lexicographic resource for designing a visual dictionary with collocates and constructing trilingual glossaries.
{"title":"LANGUAGE OF AIRCRAFT DOCUMENTATION: USING A MULTILINGUAL CORPUS IN COLLABORATIVE WORK IN LEXICOGRAPHY AND PEDAGOGY","authors":"Malila Carvalho de Almeida Prado, Daniela Terenzi, Patricia Tosqui-Lucks, Ziqian Zhou","doi":"10.22190/jtesap230103005c","DOIUrl":"https://doi.org/10.22190/jtesap230103005c","url":null,"abstract":"This paper describes collaborative work by two higher education institutions in Brazil and China that joined forces to build a corpus with a view to investigating the language of aircraft maintenance documentation for teaching and lexicography purposes. The corpus consists of three languages, including English, with Chinese and Portuguese still under construction. The paper opens with an overview of language-related studies in the aircraft maintenance field, drawing attention to this specific niche and its demands. It discusses trials already performed with the English and Chinese sub-corpora, challenges faced, and the importance of task-sharing in multidisciplinary teams. It emphasizes the need to combine linguistics and professional expertise not only to develop materials for the aviation industry but also to assist the development of trainees who can experience a professional setting during their education. The corpus will be used in (among others) preparing pedagogical material for teaching not only aircraft maintenance personnel but also pilots and air traffic controllers. The corpus will also serve as a lexicographic resource for designing a visual dictionary with collocates and constructing trilingual glossaries.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap230301008d
Triyani Retno Putri Sari Dewi, Sarah Ohi
The purpose of this research study was to conduct an in-depth analysis and compare three popular aviation English textbooks that are used in the training of pilots and air traffic controllers. Additionally, it also aimed to investigate the pedagogical principles underpinning each of the three textbooks. The three selected textbooks were published by three internationally renowned publishers and were chosen because they are widely used in aviation training schools and made as main references. This research study adopted a content analysis method by employing a three-level analysis framework as suggested by (Littlejohn 2011). In addition, Ellis’s (2005) list of ten instructed language learning principles were referred to draw conclusions regarding the pedagogical principles underpinning of the three textbooks. The findings suggested that Textbook 3 was the most favourable, Textbook 1 was the second most favourable, and Textbook 2 was the least favourable. Textbook 3 was found to promote more language initiations, more higher order mental operations, more interactions, more authentic inputs, and more opportunities for output productions than Textbooks 1 and 2.
{"title":"INVESTIGATING ENGLISH FOR AVIATION: AN IN-DEPTH ANALYSIS OF AVIATION ENGLISH TEXTBOOKS","authors":"Triyani Retno Putri Sari Dewi, Sarah Ohi","doi":"10.22190/jtesap230301008d","DOIUrl":"https://doi.org/10.22190/jtesap230301008d","url":null,"abstract":"The purpose of this research study was to conduct an in-depth analysis and compare three popular aviation English textbooks that are used in the training of pilots and air traffic controllers. Additionally, it also aimed to investigate the pedagogical principles underpinning each of the three textbooks. The three selected textbooks were published by three internationally renowned publishers and were chosen because they are widely used in aviation training schools and made as main references. This research study adopted a content analysis method by employing a three-level analysis framework as suggested by (Littlejohn 2011). In addition, Ellis’s (2005) list of ten instructed language learning principles were referred to draw conclusions regarding the pedagogical principles underpinning of the three textbooks. The findings suggested that Textbook 3 was the most favourable, Textbook 1 was the second most favourable, and Textbook 2 was the least favourable. Textbook 3 was found to promote more language initiations, more higher order mental operations, more interactions, more authentic inputs, and more opportunities for output productions than Textbooks 1 and 2.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap221221011k
Sonja Kitanovska-Kimovska, Katarina Gjurchevska Atanasovska, Solzica Popovska, Vladimir Cvetkoski
In times of crisis, emergency education makes significant contributions to individuals and societies by providing a sense of normality (Johannes 2012). As teachers facilitate the learning process and are expected to support students emotionally, Muldong, Garcia & Gozum (2021) suggest that work-from-home teachers should be provided with psychosocial support to address the mental and emotional stress caused by the Covid-19 pandemic. El-Monshed, El-Adl, Ali and Loutfy (2021) and Carreon & Manansala (2021) suggest that educational institutions should also take measures to improve students’ mental health and academic performance and make it a priority in the current context.This paper reports the findings of a project on psychosocial support at Blaze Koneski Faculty in Skopje from March to June 2021 involving 15 language and translation teachers and 121 students. The teachers attended a series of workshops guided by a trained clinical psychologist. The workshops aimed at providing immediate psychosocial assistance to teachers to cope with the stress of the pandemic, to sensitise teachers to the students’ needs in an emerging crisis and to empower them to employ new ways of student engagement in the online classroom. The training concept was based on the assumption that one’s self-care and well-being are prerequisites for one to be able to care about others (in this context the students).The teachers tested various methods at two levels of classroom communication. They engaged in informal communication and introduced well-being techniques to create a relaxing class atmosphere and to facilitate the learning process. They also involved students in participative activities to help them take hold of their learning. Teacher and student feedback has been positive and points to the encouraging effect of this approach in the online environment and beyond it. It shows that the modern translation classroom, be it physical or virtual, requires giving students an active voice and a sense of control over their learning. It also shows that moving away from adhering to technical material to enrich the curriculum with topics and methods that address well-being and mental health is beneficial.
在危机时期，应急教育通过提供一种常态感，对个人和社会做出了重大贡献(Johannes 2012)。随着教师促进学习过程并期望在情感上支持学生，Muldong, Garcia &Gozum(2021)建议，应为在家工作的教师提供社会心理支持，以应对新冠肺炎大流行造成的精神和情绪压力。El-Monshed, El-Adl, Ali and louty(2021)和caron &Manansala(2021)建议教育机构也应该采取措施改善学生的心理健康和学习成绩，并将其作为当前背景下的优先事项。本文报告了2021年3月至6月在斯科普里Blaze Koneski学院开展的心理社会支持项目的调查结果，该项目涉及15名语言和翻译教师和121名学生。教师们参加了由训练有素的临床心理学家指导的一系列讲习班。这些讲习班旨在向教师提供即时的心理社会援助，以应对大流行病的压力，使教师对正在出现的危机中的学生需求敏感，并使他们能够在在线课堂上采用新的学生参与方式。训练概念是基于这样的假设:一个人的自我照顾和幸福是一个人能够关心他人(在这种情况下是学生)的先决条件。老师们在两个层次的课堂交流中测试了各种方法。他们参与了非正式的交流，并介绍了健康技术，以创造一个轻松的课堂氛围，促进学习过程。他们还让学生参与活动，帮助他们掌握自己的学习。教师和学生的反馈都是积极的，并指出这种方法在网络环境中及其之外的激励作用。这表明，现代翻译课堂，无论是实体的还是虚拟的，都需要给学生一个主动的声音和对自己学习的控制感。它还表明，从坚持技术材料转向用解决福祉和心理健康问题的主题和方法来丰富课程是有益的。
{"title":"EMPOWERING TEACHERS AND STUDENTS TO COPE WITH THE STRESS OF ONLINE TEACHING AND LEARNING: FINDINGS FROM A PILOT PROJECT ON PSYCHOSOCIAL SUPPORT IN THE LANGUAGE AND TRANSLATION CLASSROOM","authors":"Sonja Kitanovska-Kimovska, Katarina Gjurchevska Atanasovska, Solzica Popovska, Vladimir Cvetkoski","doi":"10.22190/jtesap221221011k","DOIUrl":"https://doi.org/10.22190/jtesap221221011k","url":null,"abstract":"In times of crisis, emergency education makes significant contributions to individuals and societies by providing a sense of normality (Johannes 2012). As teachers facilitate the learning process and are expected to support students emotionally, Muldong, Garcia & Gozum (2021) suggest that work-from-home teachers should be provided with psychosocial support to address the mental and emotional stress caused by the Covid-19 pandemic. El-Monshed, El-Adl, Ali and Loutfy (2021) and Carreon & Manansala (2021) suggest that educational institutions should also take measures to improve students’ mental health and academic performance and make it a priority in the current context.This paper reports the findings of a project on psychosocial support at Blaze Koneski Faculty in Skopje from March to June 2021 involving 15 language and translation teachers and 121 students. The teachers attended a series of workshops guided by a trained clinical psychologist. The workshops aimed at providing immediate psychosocial assistance to teachers to cope with the stress of the pandemic, to sensitise teachers to the students’ needs in an emerging crisis and to empower them to employ new ways of student engagement in the online classroom. The training concept was based on the assumption that one’s self-care and well-being are prerequisites for one to be able to care about others (in this context the students).The teachers tested various methods at two levels of classroom communication. They engaged in informal communication and introduced well-being techniques to create a relaxing class atmosphere and to facilitate the learning process. They also involved students in participative activities to help them take hold of their learning. Teacher and student feedback has been positive and points to the encouraging effect of this approach in the online environment and beyond it. It shows that the modern translation classroom, be it physical or virtual, requires giving students an active voice and a sense of control over their learning. It also shows that moving away from adhering to technical material to enrich the curriculum with topics and methods that address well-being and mental health is beneficial.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap230207019r
Eva Reid, Božena Horvathova
The discussed ESP module for librarians was one of eight modules developed and implemented within the DIREKT Erasmus+ project funded by the European Commission through the Capacity Building in the Higher Education Program. The aim was to improve, develop and modernise higher education systems in Asia through university cooperation. The idea behind teaching English to librarians was to equip them with an ability to provide support to academic staff and students concerning information resources, databases and research studies, which are available mainly in English. Librarians are the key link between the activities of academic staff, students and the library, therefore there is a need for librarians to reach at least an A2 level of the CEFR in English. The ESP module is aimed to develop a functional language for the library staff in authentic library situations, such as borrowing and returning books, using library jargon, providing assistance, guidance and advice in finding quality library sources and databases, referencing, citation and avoiding plagiarism. This research study aims to evaluate the implementation of the ESP module for librarians at five universities in China and Kazakhstan. Research methods applied in this study were observation, students’ questionnaires and teachers’ evaluations. To summarize the findings, it was discovered that even though the taught module was the same, there were differences in focus, teaching techniques, activities and used materials.
{"title":"IMPLEMENTATION AND EVALUATION OF ESP COURSES FOR UNIVERSITY LIBRARIANS IN CHINA AND KAZAKHSTAN","authors":"Eva Reid, Božena Horvathova","doi":"10.22190/jtesap230207019r","DOIUrl":"https://doi.org/10.22190/jtesap230207019r","url":null,"abstract":"The discussed ESP module for librarians was one of eight modules developed and implemented within the DIREKT Erasmus+ project funded by the European Commission through the Capacity Building in the Higher Education Program. The aim was to improve, develop and modernise higher education systems in Asia through university cooperation. The idea behind teaching English to librarians was to equip them with an ability to provide support to academic staff and students concerning information resources, databases and research studies, which are available mainly in English. Librarians are the key link between the activities of academic staff, students and the library, therefore there is a need for librarians to reach at least an A2 level of the CEFR in English. The ESP module is aimed to develop a functional language for the library staff in authentic library situations, such as borrowing and returning books, using library jargon, providing assistance, guidance and advice in finding quality library sources and databases, referencing, citation and avoiding plagiarism. This research study aims to evaluate the implementation of the ESP module for librarians at five universities in China and Kazakhstan. Research methods applied in this study were observation, students’ questionnaires and teachers’ evaluations. To summarize the findings, it was discovered that even though the taught module was the same, there were differences in focus, teaching techniques, activities and used materials.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap230230006s
Jean Carlos Soto Torres
Teaching aviation English has become popular worldwide due to the language proficiency requirement test that some aviation professionals must meet. Since International Civil Aviation Organization (ICAO) established that mandatory recommendation, some instructional experts in the civil aviation industry have provided courses, workshops, and books to ease this knowledge to key aviation personnel which include pilots, and air traffic controllers, mainly. Almost 25 years have passed since ICAO implemented such a compulsory standard in its Annex 1; nevertheless, some teachers still have difficulties teaching this specialty of English for Specific Purpose because there are few suggestions for teaching this specialty of English. ICAO pays much more attention to the language proficiency requirement than to teaching specific aviation related English, as something that air radiotelephony personnel tend to study before meeting the language proficiency test. A reflection about capacitating teacher of aviation-related English, its tendency, and what is needed, will be discussed in the present article to go deeper on this matter and contribute to language safety. This is a qualitative research based on updated trends on this type of English for Specific Purpose, and on questionnaires submitted to English teachers from different countries who have engaged themselves in teaching in this important field.
{"title":"CONSIDERATIONS FOR AVIATION-RELATED ENGLISH TEACHERS CAPACITATION: A REFLECTION ABOUT TRAINING AVIATION-SPECIALIZED ENGLISH INSTRUCTORS","authors":"Jean Carlos Soto Torres","doi":"10.22190/jtesap230230006s","DOIUrl":"https://doi.org/10.22190/jtesap230230006s","url":null,"abstract":"Teaching aviation English has become popular worldwide due to the language proficiency requirement test that some aviation professionals must meet. Since International Civil Aviation Organization (ICAO) established that mandatory recommendation, some instructional experts in the civil aviation industry have provided courses, workshops, and books to ease this knowledge to key aviation personnel which include pilots, and air traffic controllers, mainly. Almost 25 years have passed since ICAO implemented such a compulsory standard in its Annex 1; nevertheless, some teachers still have difficulties teaching this specialty of English for Specific Purpose because there are few suggestions for teaching this specialty of English. ICAO pays much more attention to the language proficiency requirement than to teaching specific aviation related English, as something that air radiotelephony personnel tend to study before meeting the language proficiency test. A reflection about capacitating teacher of aviation-related English, its tendency, and what is needed, will be discussed in the present article to go deeper on this matter and contribute to language safety. This is a qualitative research based on updated trends on this type of English for Specific Purpose, and on questionnaires submitted to English teachers from different countries who have engaged themselves in teaching in this important field.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.22190/jtesap220612022a
Cecil Albores, Rivika Alda
With the demands of effective pedagogy for the 21st century, teachers are in constant search for a teaching tool that is more fun, and interesting and promotes positive learning. Thus, this study ascertained the effectiveness of humorous anecdotes as a motivational tool in improving students’ performance in Purposive Communication. Using a quasi-experimental design, the student's speaking and writing performances were evaluated and the humorous anecdotes as a motivational tool served as a treatment for the experimental group and other different motivational tools were employed in the control group. Focus group discussion was also used to obtain students’ narratives during the implementation. The findings assert that the participants taught with humorous anecdotes as a motivational tool exemplify the description of needs improvement for writing skills and noted deficient in speaking skills but with noticeable little progress. Despite little developments observed, the mean gains of the entry and exit performance levels in both skills and groups were comparable. In a deeper sense, humor in this study promotes a heartwarming teaching-learning process and an efficient teacher-student relationship. It is recommended that initiatives to augment the relevance of using humor in motivation may be considered by language teachers.
{"title":"HUMOROUS ANECDOTES AS MOTIVATIONAL TOOL IN PURPOSIVE COMMUNICATION","authors":"Cecil Albores, Rivika Alda","doi":"10.22190/jtesap220612022a","DOIUrl":"https://doi.org/10.22190/jtesap220612022a","url":null,"abstract":"With the demands of effective pedagogy for the 21st century, teachers are in constant search for a teaching tool that is more fun, and interesting and promotes positive learning. Thus, this study ascertained the effectiveness of humorous anecdotes as a motivational tool in improving students’ performance in Purposive Communication. Using a quasi-experimental design, the student's speaking and writing performances were evaluated and the humorous anecdotes as a motivational tool served as a treatment for the experimental group and other different motivational tools were employed in the control group. Focus group discussion was also used to obtain students’ narratives during the implementation. The findings assert that the participants taught with humorous anecdotes as a motivational tool exemplify the description of needs improvement for writing skills and noted deficient in speaking skills but with noticeable little progress. Despite little developments observed, the mean gains of the entry and exit performance levels in both skills and groups were comparable. In a deeper sense, humor in this study promotes a heartwarming teaching-learning process and an efficient teacher-student relationship. It is recommended that initiatives to augment the relevance of using humor in motivation may be considered by language teachers.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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