Analysing language needs in large organizations

Coleman, Hywel

doi:10.1016/0889-4906(88)90013-0

Cited by 20 publications

(13 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Seven out of ten studies were conducted in places where English is considered a foreign language (e.g., Indonesia and Taiwan) and three in the United States, where English is a dominant language. With the exception of one study conducted in an academic setting (Coleman, 1988), all those surveyed involved learners with specialized needs in a range of occupational domains, including business, domestic service, healthcare, hotels, oil, telecommunications, and science and technology.…”

Section: A Survey Of Methodological Practice In Needs Analysismentioning

confidence: 99%

Needs analysis for specialized learner populations: Essential methodological improvements

Serafini

Lake

Long

2015

English for Specific Purposes

136

View full text Add to dashboard Cite

Section: A Survey Of Methodological Practice In Needs Analysismentioning

confidence: 99%

Needs analysis for specialized learner populations: Essential methodological improvements

Serafini

Lake

Long

2015

English for Specific Purposes

136

View full text Add to dashboard Cite

“…Teaching English for students of non-English department has been reported to have never achieved the set of aims intended as the purpose of teaching and learning due to several constraints influencing the implementation in all levels of its operation (Winarni, 2005:93). Problems identified include the low level of students' English proficiency on entry to university and the fact that remedial English programmes lack prestige and resources, take place in large classes, are timetabled for antisocial hours, are allocated 2 semester credit units only, are non selective by language competence, extremely heterogeneous both inter-institutionally and even intrainstitutionally (Sadtono, 1995;Coleman, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

Designing A Syllabus of Collaborative English Teaching for Physics Study Program

Junining

2022

JEELS

View full text Add to dashboard Cite

The recommended model of teaching Englishfor students of non-English department is collaborativeteaching which provides subject lecturer‘s involvementin the curriculum design. This paper reported theprocess of designing a syllabus of collaborative teachingfor ESP teaching in Indonesian context. As a part ofcurriculum design, this ESP syllabus focuses on contentarea reading in the area of physics. Several text typescommonly used in physics department and vocabularybuilding of academic word lists and the ones related tophysics area study were elaborated as well. The paperconcludes that the implementation of this programneeds high commitment from the stakeholders in orderto make the program successfully implemented.Keywords: collaborative English teaching, Physics StudyProgram, curriculum design, syllabus design

show abstract

“…Though the problems involved in assessing learner needs and understanding the situation in which they will be using English are daunting (Coleman, 1988), ESP materials designers and practitioners continue in their efforts to improve and expand their collection and analysis techniques. They argue that all students are enrolled in ESL or EFL classes for particular reasons and that the students' target English situations have identifiable elements; thus, it is the responsibility of teachers to discover these factors and to deliver courses that are suitable for their student populations.…”

Section: Needs Assessmentmentioning

confidence: 99%

English for Specific Purposes: International in Scope, Specific in Purpose

1991

View full text Add to dashboard Cite

Over the past 30 years, English for specific purposes has established itself as a viable and vigorous movement within the field of TEFL/TESL. In this paper, English for specific purposes is defined and its distinguishing features examined. The international nature and scope of the movement are particularly emphasized. Finally, questions and controversies surrounding the movement are discussed.The study of languages for specific purposes has a long and varied history (Strevens, 1977). In recent years, the focus of research and curriculum development has been upon English, as it has gained ascendancy in international science, technology, and trade. As TESOL enters its second quarter century, the demand for English for specific purposes (e.g., English for science and technology, English for business, vocational ESL) continues to increase and expand throughout the world.This paper celebrates the modern history of English for specific purposes (ESP), an international movement characterized by a concern with adult students' "wider roles" (Swales, 1988, p. viii; i.e., their roles as English language speakers and writers outside of the classroom) and by its grounding in pedagogy, for ESP "distrusts theories that do not quite work out in the litmus-paper realities of the classroom" (Swales, 1988, p. xvii). We will begin by presenting a standard definition of English for specific purposes, and continue by discussing the distinguishing characteristics of the movement, needs assessment and discourse analysis, that have set it apart from "general purpose English." (For an excellent ESP retrospective, 1962-1981, see Swales, 1988 Following the discussion of these

show abstract

Analysing language needs in large organizations

Cited by 20 publications

References 4 publications

Needs analysis for specialized learner populations: Essential methodological improvements

Needs analysis for specialized learner populations: Essential methodological improvements

Designing A Syllabus of Collaborative English Teaching for Physics Study Program

English for Specific Purposes: International in Scope, Specific in Purpose

Contact Info

Product

Resources

About