English for Academic Purposes: Case Studies in Europe

Ypsilandis, George S.; Kantaridou, Zoe

doi:10.4995/rlyla.2007.703

Cited by 4 publications

(3 citation statements)

References 10 publications

(2 reference statements)

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“…Another issue voiced by Kata is the lack of interactive EAP classes with enough practice. This factor is of utmost importance in EAP instruction; however, as Ypsilandis and Kantaridou (2007) claimed, EAP instruction is now more crowded than before because many people across the globe are interested in tertiary education, and accordingly, EAP classes as a fundamental part of tertiary education are more overpopulated than other classes.…”

Section: Resultsmentioning

confidence: 99%

Hungarian EFL teacher trainees' perceptions of the efficiency of university EAP instruction: A case study

Saed

Károly

Kopp

2022

JALKI

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Informed by constructivism, the present qualitative case study first aimed to explore the effectiveness of English for Academic Purposes (EAP) instruction, as the case of the study, at a Hungarian university to understand the strengths, weaknesses, and difficulties that EFL teacher trainees (TTs) experience during their studies. Second, it aimed to investigate the perceived usefulness of EAP instruction in preparing EFL TTs for their future careers. This paper examines the case of five Hungarian EFL TTs' perceptions of EAP instruction with the help of semi-structured interviews to see the importance of EAP education in both the TTs' studies and in their future careers. To this end, through purposeful sampling, five fourth-year TTs were invited to participate in the study to obtain a deep understanding of EAP instruction from their points of view. The results revealed that EFL TTs recognize the purpose and importance of the university EAP instruction and hold favorable views towards the teacher training program in general and EAP instruction in particular. Moreover, they considered the EAP courses as crucial in their future success as EFL teachers. However, they complained about several issues such as lack of practice opportunities, clear-cut standards, and EAP-specific materials. Hopefully, the results will provide valuable insights into the Hungarian EFL TT program's success in preparing competent future teachers.

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Section: Resultsmentioning

confidence: 99%

Hungarian EFL teacher trainees' perceptions of the efficiency of university EAP instruction: A case study

Saed

Károly

Kopp

2022

JALKI

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“…Most of these wordlists were compiled with the aim to support the learners' studies in different educational contexts. However, in order to provide EPP learners with the tools for effective and efficient communication in English in their careers, similar efforts must be made to teach them the technical and highly frequent vocabulary of their professions as used in their respective professional contexts (Ypsilandis & Kantaridou, 2007).…”

Section: Wordlists In Espmentioning

confidence: 99%

Leveraging Professional Wordlists for Productive Vocabulary Knowledge

Jablonkai¹

2020

ESP Today

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Productive knowledge of subject-specific vocabulary is essential for successful professional communication. This article puts forward the case for an innovative approach to course and materials design in English for Professional Purposes (EPP) that highlights the importance of careful analysis of the vocabulary of specific professional discourse. It argues that EPP courses would benefit from being informed by corpus-based analysis of vocabulary and collocational choices in texts used in professional contexts. The argument is supported by the results of the corpus-based analysis of the discourse in the professional context of the European Union institutions. The analysis was carried out using the 1-million-word English EU Discourse (EEUD) Corpus, which was created based on a target needs analysis. The present study contributes to knowledge in the field by establishing the first comprehensive EU word and collocation list, which comprises 405 word families and is complemented by collocational patterns specific to English EU discourse. The results underpin the article's central argument that collocational information should be used to enrich professional wordlists as they reveal subject-specific patterns that are fundamental for productive vocabulary knowledge in efficient professional communication. The pedagogic applications of the word and collocation lists are also demonstrated.

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“…Thus, English language programmes were designed to develop and enhance second (L2) and foreign language (FL) speakers' proficiency (Cruickshank, Newell, & Cole, 2003;Ransom, Larcombe, & Baik, 2005). However, research on English language teaching has reported that teaching general English which emphasises teaching grammar, syntax and phonetics is insufficient and less meaningful in higher education (Kitkauskienė, 2006;Ypsilandis & Kantaridou, 2007). In addition, globalisation requires graduates, not only to have exceptional levels of proficiency in English, but also to be able to put this English language proficiency into practice within their discipline and workplace contexts (Kitkauskienė, 2006).…”

Section: English For Specific Purposes In Higher Educationmentioning

confidence: 99%

Managing the complexities of English language teaching in engineering

Mohamed¹

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In this 21 st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills.With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum.This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses.The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semistructured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols.This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language ...

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English for Academic Purposes: Case Studies in Europe

Cited by 4 publications

References 10 publications

Hungarian EFL teacher trainees' perceptions of the efficiency of university EAP instruction: A case study

Hungarian EFL teacher trainees' perceptions of the efficiency of university EAP instruction: A case study

Leveraging Professional Wordlists for Productive Vocabulary Knowledge

Managing the complexities of English language teaching in engineering

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