Developing Courses in English for Specific Purposes

Baştürkmen, Helen

doi:10.1057/9780230290518

Cited by 446 publications

(435 citation statements)

References 3 publications

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“…Unfortunately, although General English as a base for ESP (English for Special Purposes) is of great importance; most of the studies have concentrated on ESP (e.g. Edwards, 2000;Leong, 2001;Basturkmen, 2010). Hutchinson and Waters (1987) explain that "what distinguishes ESP from General English is not the existence of a need as such but rather as awareness of the need... for the time being, the tradition persists in General English that learners" needs can"t be specified and as a result no attempt is usually made to discover learners" true needs" (pp.…”

Section: Introductionmentioning

confidence: 99%

Students’ Voice: A Needs Analysis of University General English Course in Iran

Moiinvaziri

2014

GEMA Online

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Needs analysis is an important step in terms of developing curriculum and syllabus for different courses. It is necessary to become familiar with students" objectives, attitudes, learning habits and expectations of the course in order to have an appropriate and suitable syllabus and course design. This study was an attempt to investigate the perceived English language needs of students in university General English course in Iran. This is an obligatory three-credit course offered for all non-English majors, for which no specialized syllabus is proposed by the Ministry of Education and as a result different teachers would select different syllabuses, methods and textbooks based on their own beliefs and experiences while hardly considering students" real needs and wants. In order to detect students" views toward what they need to learn, their preferred learning style, and their attitudes, motivation and interest toward learning English, a revised version of questionnaire developed by Sihong (2007) was utilized. The results revealed that the students considered vocabulary as the most important component of the language which needed the most practice, whereas they found grammar as the component that they most resented and had the least expertise in. In addition, they perceived reading as the most important skill, while they considered listening and speaking as their most problematic skills. The students also showed positive attitudes and high motivation toward learning English. It is hoped that findings from this study can assist Iranian teachers and curriculum and syllabus designers to consider the importance of the students" real needs and try to develop and design materials which can fulfill the present gap.

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Section: Introductionmentioning

confidence: 99%

Students’ Voice: A Needs Analysis of University General English Course in Iran

Moiinvaziri

2014

GEMA Online

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“…ESP refers to the teaching and learning of English as a second or foreign language where the goal of the learners is to use English in a particular domain (Paltridge et al, 2013;Basturkmen, 2010). Consequently, ESP programmes have gained much presence and prestige in the field of ELT, and nowadays, this discipline has expanded to include numerous areas such as English for academic purposes (EAP), English for legal purposes (ELP), and English for medical purposes (EMP).…”

Section: English For Specific Purposes: An Overviewmentioning

confidence: 99%

“…Figure 1 shows the areas of ESP teaching, as well as its branches with some examples: Figure 1. Areas of ESP teaching (Basturkmen, 2010).…”

Section: English For Specific Purposes: An Overviewmentioning

confidence: 99%

“…In fact, this discipline has gained much presence in the field of English Language Teaching (ELT), and has developed considerably in order to meet the specific needs of numerous professional and academic contexts (Basturkmen, 2010;Paltridge et al, 2013). Likewise, in the last few years, the notion of Translation Competence (TC) has made considerable progress, and most of the research in the field has been devoted to translation methodology in order to train translators to overcome translation problems and teach them the corresponding strategies to face any sort of text (see Hurtado, 1999Hurtado, , 2001Munday, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Problem Awareness as One of the Characteristics of the Translator’s Lingua-Cultural Knowledge

Борисовна¹

2017

TSPU Bulletin

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“…Needs analysis, an indispensable component of any English for Academic Purposes (EAP) course, can sufficiently be defined as the process of identifying what language and skills a group of learners need to learn and how they will learn them (Basturkmen, 2010;Flowerdew, 2013). Over the last decade, a myriad of studies were specifically designed to examine the English language needs of non-native speakers.…”

mentioning

confidence: 99%

Comparing Hedges Used by English and Indonesian Scholars in Published Research Articles: A Corpus-Based Study

Sanjaya¹,

Sitawati²,

Suciani³

2015

TEFLIN

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Abstract:The study examines whether English and Indonesian research articles written by their respective native speaker scholars are significantly different from each other in terms of the number of hedges used. Hedges are rhetorical features (e.g. may, perhaps, suggest) used to withhold complete commitment to the truth-value of propositions. The ultimate goal of the study is to examine whether Indonesian scholars need special instruction in hedging propositions. The assumption underlying the present study is that when they write in English, Indonesian scholars will deploy rhetorical features inherent in the Indonesian academic writing. Statistical analysis on 52 Applied Linguistics research articles (26 from each language) reveals that English research articles contain significantly more hedges than their Indonesian counterparts (Mann-Whitney U = 68.00, n1 = n2 = 26, p < 0.05, r = -0.69), suggesting that Indonesian scholars are indeed in need of instruction that specifically focuses on hedging propositions in English.

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Developing Courses in English for Specific Purposes

Cited by 446 publications

References 3 publications

Students’ Voice: A Needs Analysis of University General English Course in Iran

Students’ Voice: A Needs Analysis of University General English Course in Iran

Problem Awareness as One of the Characteristics of the Translator’s Lingua-Cultural Knowledge

Comparing Hedges Used by English and Indonesian Scholars in Published Research Articles: A Corpus-Based Study

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