How Useful are ESP Textbooks?

Esteban, Ana Almagro

doi:10.25115/odisea.v0i2.31

Cited by 4 publications

(6 citation statements)

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“…But, although the situations, lexis and functions addressed through these topics are useful to the infant teacher, authenticity, relevance, and motivation are an issue. Firstly, because any ESP course is difficult to transfer to a specific sociocultural context (Almagro, 2002). Secondly, because the selected situations or the themes addressed are dealt with superficially, as linguistic material.…”

Section: A a Content-enhanced Syllabus Modelmentioning

confidence: 99%

Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model

Delgado-Crespo

2023

jltr

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This paper presents a proposal for a content-enhanced syllabus model aimed at teaching and learning English in the Degree in Infant Education. The proposal addresses the challenge of providing meaningful learning opportunities to develop the linguistic and communicative competence of the learners. It acknowledges the limitations of the general needs approach commonly used in coursebook-driven English Language Teaching (ELT) within this specific context. Instead, the proposal considers the future professional needs of the learners. Thus, the main goals of the proposal are to develop the learners' learning-to-learn competence, focusing on learning strategies and self-directed learning resources, while fostering their language awareness, particularly in terms of pronunciation and form-meaning mappings. Additionally, the proposal incorporates a lexical, discourse-based approach that emphasizes the importance of multi-word units in language structure, second language learning, and language use. It prioritizes practices like noticing and cognitive engagement, supported by thinking routines, as well as exposure to relevant and rich input. In this way, the proposed content-enhanced syllabus translates into an instructional design based on validated principles of Second Language Acquisition. It revolves around meaning-focused language tasks, functional activities, and the utilization of authentic multimodal materials. This type of syllabus requires active participation from the learners, encouraging them to take an active role in their own learning process. By implementing this proposal, it is hoped that learners will enhance their linguistic and communicative competence, as well as their ability to learn effectively.

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Section: A a Content-enhanced Syllabus Modelmentioning

confidence: 99%

Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model

Delgado-Crespo

2023

jltr

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“…grammatical explanations were missing due to the material's functional methodology, and iii. academic performance had primacy over language development due to their exam-oriented learning culture (Celik, 2018;Esteban, 2002;Huang, 2019;McCullagh, 2010;Medrea & Rus, 2012;Yakhontova, 2001). Though to a lesser extent than accuracy-based supplementaries, interactive learning resources, especially videotaped role-plays/consultations, were also desired by Turkish DS, whereas both published and in-house materials had already benefited from video recordings, in order for their upper-level users, to observe real-life doctors' language use and monitor personal performance in different scenarios (Basturkmen, 2010;Ferguson, 2013;Maher, 1986;McCullagh, 2010;Shi et al, 2001).…”

Section: Importance Of Harmonising Diverse Learning Foci Modes and Pr...mentioning

confidence: 99%

Exploring the Flexibility of Esp Materials Through the Ipo Model: Corpus and Consumer Insights From the Turkish Efl Context

Simsek

2022

ESPEAP

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Unlike previous research, which tended to exclusively conduct expert/user evaluation and rely heavily on subjective survey data for simply ascertaining general satisfaction with a fixed predetermined set of coursebook features, this multimethod study sought to provide a holistic, multidimensional and thus more realistic assessment of coursebook performance through conflating objective information on its compositionality with reflective user knowledge about the actual functioning. Therefore, we used the inputs-processes-outcomes (IPO) model for the deconstruction of a global coursebook in dental English, based the expert review on corpus findings and complemented it with the less-studied student-users’ (87 sophomores from a Turkish-medium dental school of a large urban public university) retrospective evaluation against preferred criteria. The corpus-based IPO analysis of the coursebook (non-)texts and content analysis of their post-use reflections revealed that the students, with a mildly positive orientation, were more concerned with: the scope of content-knowledge, visuality and text quality presented by the inputs; amount and nature of language practice, opportunities for oral fluency development and independent learning, and also acquisition of disciplinary vocabulary triggered by the processes, whereas the material proved efficient for: making core content accessible by pedagogically-prepared non-argumentative texts, introducing an egalitarian style of communication through created dentist-patient dialogues, ensuring ample practice in a non-threatening atmosphere with the right blend of pre-communicative and loosely-controlled communicative activities, developing formulaic sequences essentially for workplace transactions, building a carefully-selected repertoire of high-frequency dental words and teaching vocabulary directly with true-to-life photos. To achieve deeper learning outcomes than functional language mastery, it still needs transformation through: learner-compiled (e-)portfolios of academic and humorous genres, increased visibility for women dentists, creative use of illustrations, integration of cross-cultural elements, conscious attention to grammar and ludic language use and incorporation of service-learning projects on linguistic/cultural mediation.

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“…This reality is mirrored in the thriving market of commercially produced teaching materials which seek to meet the specific needs of each context. Considering the widespread adoption of these materials and the fact that they constitute the core of most teaching programmes and are the most visible representation of what occurs in the classroom (Almagro, 2002;Harwood, 2014;Tomlinson, 2012) it becomes paramount to assess the extent to which they are meeting the needs of the target situation. In fact, as Hyland and Wong (2019) aptly point out, this is essential in that there is a risk of not doing what is really necessary for learners to develop their communicative competence for the corresponding target situation, especially in the increasingly demanding and everchanging scenarios.…”

Section: Introductionmentioning

confidence: 99%

Exploring Esp Textbooks for Commerce and Medicine: An Analysis of Skills and Types of Instruction

Carrasco-Flores

Alcaraz-Mármol

2021

ESPEAP

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The present study explores the communicative potential of two ESP textbooks. It examines a sample of activities of English for Commerce and English for Medicine textbooks with an instrument of analysis consisting of three parts: (1) a section for the metadata of the activities, (2) a checklist which assesses the presence and distribution of language skills and systems, and (3) a scale devised by Criado (2016) which measures the weight of meaning-focused and form-focused instruction found in activities. To study these elements, a framework describing and illustrating each component was designed. Inter-rater reliability tests were carried out to ensure the validity of the results. The findings of the study suggest that these textbooks are mainly meaning-focused, although some differences as regards the extent to which each of these elements is promoted can be found. Moreover, several methodological issues are raised in order to improve future research concerning materials analysis.

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How Useful are ESP Textbooks?

Cited by 4 publications

References 0 publications

Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model

Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model

Exploring the Flexibility of Esp Materials Through the Ipo Model: Corpus and Consumer Insights From the Turkish Efl Context

Exploring Esp Textbooks for Commerce and Medicine: An Analysis of Skills and Types of Instruction

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