English for Academic Purposes

Jordan, R. R.

doi:10.1017/cbo9780511733062

Cited by 400 publications

(131 citation statements)

References 0 publications

Supporting

Mentioning

104

Contrasting

Unclassified

Order By: Relevance

“…This increase in the use of English language worldwide has provoked many changes in educational institutions. Thus, English is no longer seen as a foreign language to learn, but it has progressively become the medium of instruction; even in non-English speaking countries (Jordan, 1997;Kennedy, 2001). As such, the students are not merely expected to "know" English, but they need to accomplish specific academic tasks utilizing language skills in English.…”

Section: Introductionmentioning

confidence: 99%

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Fadel¹,

Rajab²

2017

ELT

View full text Add to dashboard Cite

In the field of computer science, specific English language skills are needed to facilitate the students' academic progress. Needs analysis is generally believed to be an important element in ESP/EAP context because it enables the practitioners and curriculum designers determine the learners' needs in a particular academic context. In this regard, this paper, adopting a quantitative research design, reports on a survey conducted to investigate the English language needs of the female students studying in the Faculty of Computing and Information Technology (FCIT) at King Abdulaziz University (KAU). The study aims at identifying the students' perceptions about the importance of the English language skills, the frequency of using those skills, their ability levels in performing such skills, and their preferences regarding the English language course. The participants in this study are 135 female undergraduates who are studying at the third, fourth, and fifth year at the FCIT, during the academic year 2013-2014. The study identifies the students' English language necessities, lacks, wants, and their perceptions of the current English course. The paper concludes with several pedagogical implications which seek to improve the current course structure and contents so as to cater for the students' academic English language needs.

show abstract

Section: Introductionmentioning

confidence: 99%

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Fadel¹,

Rajab²

2017

ELT

View full text Add to dashboard Cite

show abstract

“…Recently there has been growing interests in examining subject areas and research trends in the hospitality and tourism fields (Yulan, the department where they teach ETH course in order to define the content the addresses the students' needs at that department (Jordan, 1997).…”

Section: Target Knowledge Skills and Functions In Tourism Englishmentioning

confidence: 99%

Useful Online Resources and Educational Tools for Teaching English for Tourism and Hospitality

Dabić¹

2017

SNG

View full text Add to dashboard Cite

-Tourism is a branch of economy with the vigorous growth whose influence penetrates society, politics, culture and the most importantly the economy. Approximately 100 million employees are estimated to work in the modern leisure and experience industry. Foreign languages competence is one of the key skills in this industry. The rapid advancement of technology has both influenced language learning and customers experience in tourism industry. This paper aims to discuss the influence of technology on these two aspects in courses for English for Tourism and Hospitality. Needs analyses conducted in this sector have proven and highlighted the importance of domain content digital genres in English for Specific Purposes. Hence, the focus of this paper will be placed on useful online resources and educational tools that can be used in English Language Teaching in the field of Tourism and Hospitality. Online resources in English that will be discusses are: Booking.com, Travel Agencies Websites and National Geographic Short Videos while online educational tools are: Social Networks (Facebook), Padlet and Duolingo. The engagement of these online resources and tools should enable Tourism English attendees during their course to learn to navigate and perform in digital environment and to use these resources and tools at their future job posts.

show abstract

“…For the sake of this, it seems that English for Specific Individualized Needs (ESIP) would be more appropriate. The ESIP is a series of courses made up of General English (GE), English for General Academic Purposes (EGAP) (Jordan 1997, Sun 2011, English for Special Academic Purposes (ESAP) (Jordan 1997), English for Occupational Purposes(EOP) and English for Liberal Education(ELE) (Wang et al 2011). The ESIP is basically ESP but more inclusive with the addition of GE and ELE.…”

Section: What Is the Reform Like?mentioning

confidence: 99%

College English Teaching Reform in China: An Orientation toward ESP

Xing-yue¹,

Zhi-ping²

2015

IJELT

View full text Add to dashboard Cite

The teaching of English as a foreign language to non-English majors at the tertiary level in mainland China is referred to as College English. This course has a special position in Chinese higher education because it is meant to equip the future professionals with language skills necessary for international communication, and has therefore attracted large investment of time and money from both the government and individuals involved. Ever since the end of Cultural Revolution and the start of Open-and-Reform Policy, College English teaching in mainland China has gone through four decades of reforms. Interestingly, each round of College English teaching reform lasts for about 10 years, for example, the post-cultural revolution reform from 1976 to 1985, the second stage of reform from the mid 1980s to the mid of 1990s, the third stage is the turn of century reform lasting from the mid 1990s to about 2004, and the fourth stage started from 2004 when the Ministry of Education issued College English Course Teaching Requirement. In recently years, signs of another round of reform are arising as many important journals are publishing papers explaining rationale for the reform. This round of reform is content-driven, characterized by English for Specific Purposes (ESP). Based on this context, we intend to make a brief introduction to the present day College English teaching reform in mainland China. We first introduced the background which includes a survey of the history of the College English teaching reform. Then we made a need analysis from the angles of College English Teaching reform, globalization of economy and internationalization of higher education, particularly the needs of the learners and society in the new era. Both the background and need analyzes help to explain why ESP is going to be the focal point of this reform. Finally, some issues over the terms of English teaching or learning are analyzed, and it finds that the controversies or confusions concerning some concepts like General English (GE) and English for General Purposes (EGP), English for Special Purposes (Esp) and English for Specific Purposes (ESP ) and so on are dwelled upon.

show abstract

English for Academic Purposes

Cited by 400 publications

References 0 publications

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Investigating the English Language Needs of the Female Students at the Faculty of Computing and Information Technology at King Abdulaziz University in Saudi Arabia

Useful Online Resources and Educational Tools for Teaching English for Tourism and Hospitality

College English Teaching Reform in China: An Orientation toward ESP

Contact Info

Product

Resources

About