Genre and English for Specific Purposes

Paltridge, Brian

doi:10.1002/9781118339855.ch18

Cited by 61 publications

(66 citation statements)

References 96 publications

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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 and Starfield, 2013). Hutchinson and Waters (1987, p 19) see ESP as a broad approach rather than a product, by which they mean that ESP does not involve a particular kind of language, teaching material or methodology.…”

Section: The Definition Of Espmentioning

confidence: 99%

The Challenges and Opportunities for English Teachers in Teaching ESP in China

Luo¹,

Garner²

2017

JLTR

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Abstract-In recent years, English for Specific Purposes has been widely adopted in College English courses, which presents a great challenge for all English teachers. With particular characteristics, ESP calls for the interdisciplinary knowledge to meet the needs of learners. Accordingly, teachers' role changes dramatically from the traditional language lecturer to multiple roles especially as a cooperator with content teachers. Cooperation with content teachers is a complex process which involves what and how to cooperate. By analyzing the previous researches and different specialisms of English teachers and content teachers, English teachers will not strive to learn as much content knowledge as possible but find their own and unique status in teaching with their linguistic knowledge. In this way a successful teaching of ESP can be achieved. Along with the challenges, ESP also provides a platform to conduct the communicative approach in class. With the equal status and the common ground built in ESP class, communicative teaching will be more effective.

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Section: The Definition Of Espmentioning

confidence: 99%

The Challenges and Opportunities for English Teachers in Teaching ESP in China

Luo¹,

Garner²

2017

JLTR

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“…2017 -ISSN 1984-4018 Paltridge (2013) highlights the importance of viewing genres as pathways to the generation of knowledge in disciplinary fi elds. In other words, acquiring a genre is the means to learn disciplinary knowledge.…”

Section: Genres In Eapmentioning

confidence: 99%

“…EAP learners should be provided with instruction on genre awareness and acquisition; this means that they need strategies to respond to new and di erent tasks as well as acquire genre conventions, including its moves, language and social situated context of use. One pedagogical approach is to lead learners to analyze examples of particular genres in order to raise their awareness of specifi c language use, rhetorical organization and social disciplinary context; that is, the way a given community of scholars perceive, interpret and act when reporting research (PALTRIDGE, 2013).…”

Section: Pedagogical Implications: Teaching Genre In Eapmentioning

confidence: 99%

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From the production of abstracts to instances of grammatical metaphors: some research insights to uncover the academic domain

Carneiro

Oliveira²

2017

rai

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The aim of this paper is twofold: to shed light on the production of paper abstracts from the point of view of their macrostructure, and to discuss the use of nominalizations as instances of grammatical metaphors in this text genre. In order to do so, we will fi rst discuss the principles underlying academic writing (AW), in the a empt to associate them to successful communication in this fi eld. We also showcase a few samples of classroom activities, aimed at illustrating how some of the principles related to abstract writing can be put into practice. With respect to the instances of grammatical metaphors, we call a ention to their signifi cance to the academic domain, functioning as topic initiators, and, most importantly, as powerful strategies for successful scientifi c writing.KEYWORDS: academic writing; abstract production; grammatical metaphors RESUMO: O objetivo deste artigo é duplo: lançar luz sobre a produção de resumos de trabalhos científi cos, pelo ponto de vista da sua macroestrutura; e discutir o uso de nominalizações como instâncias de metáforas gramaticais presentes nestes textos. Para isso, discutimos, primeiramente, os princípios subjacentes à escrita acadêmica, numa tentativa de associá-los à comunicação bem sucedida nesse campo. Apresentamos, em seguida, alguns exemplos de atividades de sala de aula, com o objetivo de ilustrar como alguns dos princípios relacionados com a escrita de resumos podem ser postos em prática. Com respeito às instâncias de metáforas gramaticais, chamamos a atenção para seu signifi cado como características inerentes à escrita científi ca, podendo funcionar como iniciadores de tópicos e, principalmente, como importantes estratégias para uma comunicação científi ca bem sucedida.

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“…Hospitality students are likely basic communicative competence required for their communication in workplace, in which might the effective require of learner context. Paltridge and Starfield (2013) and Day and Krzanowski (2011) state English for specific purposes (ESP) refers to the teaching and learning of English as a secondary domain and it is always a professional purpose -a set of skill that learners currently need in their work or will need in their professional careers. It is clear that ESP related to the approach of teaching and learning process that purposed to support students' ability to communicate in English and communicative in the context of the field of science or a particular field.…”

Section: Introductionmentioning

confidence: 99%

The Gap Between Learning Needs and Its Implementation in English for Hospitality Specific Purposes Program

Kardijan

2017

ERJEE

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This study is to reveal the gap between the English language communicative competence required by students of the hospitality department and English learning program provided at state of Vocational High School 1 Tasikmalaya, Indonesia, drawing through qualitative evaluation approach, including semi-structured interviews and observations. It explores how learning needs is implemented in teaching-learning process and the respondents' description, what they saw and what they felt. Findings show inconsistency between learning needs in enrichment students' English communicative competence and teaching-learning process. This prompts a re-instructional design of English learning for hospitality specific purposes program at this department currently. It provides to support of graduating required at hospitality industry workplace. Lead of recommendations, in terms of both the instructional design including materials development, teaching method usage and the professional development of ESP teachers, to address an understanding of the gap identified, so that students will enable to communicate more effectively with the English, in such contexts graduates can hire at the hospitality industry workplace.

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Genre and English for Specific Purposes

Cited by 61 publications

References 96 publications

The Challenges and Opportunities for English Teachers in Teaching ESP in China

The Challenges and Opportunities for English Teachers in Teaching ESP in China

From the production of abstracts to instances of grammatical metaphors: some research insights to uncover the academic domain

The Gap Between Learning Needs and Its Implementation in English for Hospitality Specific Purposes Program

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