English for Specific Purposes: A Learning-Centred Approach

Robinett, Betty Wallace; Hutchinson, Tom; Waters, Alan

doi:10.2307/327576

Cited by 9 publications

(18 citation statements)

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“…A fourth and related argument to this one in favour of EGAP writing, or rather against ESAP writing, is that ESAP is a form of training rather than education. This is an argument put forward by Widdowson (1983) and also Hutchinson and Waters (1987). Students need to develop broad educational competencies, this argument goes, which can only be developed out of broader educational aims than the narrow discipline-specific competencies as defined by ESAP.…”

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

“…The EAP course, on the other hand, can focus on a 'common core' of language which is found across the disciplines, in whatever variety of English one cares to choose. Hutchinson and Waters (1987), in an influential book on ESP in its time, took this view, arguing that it is more important to focus on target activities than target language. Similarly, at about the same time, Spack (1988: 29) argued that EAP teachers should teach 'general principles of inquiry and rhetoric' rather than specific language.…”

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

“…A final argument for EGAP writing is that, in addition to learner needs, curriculum developers must also consider their lacks and wants (Hutchinson and Waters, 1987). Hutchinson and Waters (1987: 54) refer to necessities (rather than needs), lacks and wants.…”

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

“…Wants refers to what learners think they need in order to function in the target situation. Hutchinson and Waters (1987) proposed lacks and wants as part of needs analysis in their model of EGAP, 2 but it could be argued that a needs analysis incorporating lacks and wants can equally be applied to an ESAP situation as an EGAP one.…”

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

“…See Parkinson (forthcoming) for an excellent account of how to teach the laboratory report. 2Hutchinson and Waters (1987) were writing about ESP in general and so the appropriate acronym for the wide-angle approach they argued for would be EGSP (English for General Specific Purposes), but I have used the EGAP acronym here, as EAP is the focus of this article.…”

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confidence: 99%

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English for Specific Academic Purposes (ESAP) Writing

Flowerdew

2016

Writing & Pedagogy

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This introductory review article for this special issue sets out a range of issues in play as far as English for Academic Purposes (EAP) writing is concerned, but with a special emphasis on English for Specific Academic Purposes (ESAP) (as opposed to English for General Academic Purposes (EGAP)). Following the introduction, the article begins by outlining the different types of EAP and presenting the pros and cons of ESAP and EGAP for writing. It then goes on to review work in a range of areas of relevance to ESAP writing. These areas are register and discourse analysis; genre analysis; corpus analysis; ethnography; contrastive rhetoric; classroom methodology; critical approaches; and assessment. The article concludes by arguing that whichever model of writing is chosen (EGAP or ESAP), or if a hybrid model is the choice, if at all possible, students need to be exposed to the understandings, language and communicative activities of their target disciplines, with students themselves also contributing to this enterprise.

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Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

Section: Arguments For Egap Writing (And Their Counter-arguments)mentioning

confidence: 99%

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confidence: 99%

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English for Specific Academic Purposes (ESAP) Writing

Flowerdew

2016

Writing & Pedagogy

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On the “Flipped Classroom” Teaching Model Through Task-Based Language Teaching from the Perspective of Constructivist Learning Theory: A Case of Hotel English Reform in Yinxing Hospitality Management College of CUIT

Duan¹

2020

Asian Research on English for Specific Purposes

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Perceptions of, and attitudes towards, English teaching and learning in Cameroon’s technical education

Fassé

Takam

2022

IJERE

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<p><span lang="EN-US">This study examined the current practices, difficulties and impacts of English as second official language (ESOL) teaching and learning in secondary schools in Cameroon. It investigated the perceptions and attitudes of students, teachers and parents towards the teaching and learning of ESOL, including prevailing teaching and learning practices. This study stemmed from the observation that the exit profile of most students in technical secondary schools does not correspond to the official exit profile set out by the Ministry of Secondary Education (MINESEC). It was therefore necessary to survey students, parents, and teachers with the goal of identifying areas of concern and proposing remedial solutions. Responses of these key stakeholders selected in four education institutions (including two technical high schools and two general high schools) to questionnaires have provided data for the study. Such responses offered insights into the current situation in Cameroon’s ESOL, as well as into the possible utility of, and desire for, the development of ESOL courses aimed at students learning in technical schools. The inclusion and development of English for specific purposes (ESP) in Cameroon’s ESOL teaching and learning could help bring education stakeholders and policymakers closer to what they want to see from the country’s ESOL program.</span></p>

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English for Specific Purposes: A Learning-Centred Approach

Cited by 9 publications

References 0 publications

English for Specific Academic Purposes (ESAP) Writing

English for Specific Academic Purposes (ESAP) Writing

On the “Flipped Classroom” Teaching Model Through Task-Based Language Teaching from the Perspective of Constructivist Learning Theory: A Case of Hotel English Reform in Yinxing Hospitality Management College of CUIT

Perceptions of, and attitudes towards, English teaching and learning in Cameroon’s technical education

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