Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics

Sarré, Cédric; Whyte, Shona

doi:10.4000/asp.4834

Cited by 21 publications

(7 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ces contenus d'enseignement sont conçus en fonction des besoins des apprenants, souvent adultes ou étudiants du supérieur, d'un niveau intermédiaire ou avancé (Dudley-Evans et St John, 1998, p. 4-5). L'enseignement se caractérise par une interaction entre les connaissances de la langue et du contenu disciplinaire, une orientation vers un objectif spécifique, des compétences et connaissances précises (en langue et culture) de la discipline universitaire ou des métiers du domaine, la possibilité d'accomplir des tâches « de la vie réelle », ainsi que certaines contraintes institutionnelles telles que l'hétérogénéité des profils et niveaux, l'aspect obligatoire du cours influant la motivation, la taille importante des groupes et le temps de contact restreint (Sarré et Whyte, 2016). En effet, la connaissance d'un lexique étendu en langue étrangère serait étroitement liée à celle du domaine professionnel en soi, et ainsi primordiale à la réussite des études et pour la vie professionnelle de l'apprenant (Coxhead, 2017).…”

Section: Contexte Et Problématiqueunclassified

Le numérique comme facilitateur de nouvelles interactions étudiantes entre apprenants experts : un cours en ligne pour enseigner l’anglais de spécialité

Porto

Schofield

2021

Med. Med.

View full text Add to dashboard Cite

Cet article présente le fonctionnement d’un premier dispositif de formation d’anglais en ligne sur la plateforme Moodle, intégrant les pratiques informelles des étudiants, à l’Université de Paris. Le choix d’utiliser des extraits de films dont l’intrigue est située dans le milieu professionnel financier (FASP) comme support pédagogique principal est à la fois adapté au public (première année de licence d'Économie-Gestion), et à l’intégration des pratiques informelles étudiantes en anglais au contexte formel du cours. Ainsi, par cette familiarité avec le contenu, les thématiques et les modalités d’interactions asynchrones en ligne, les étudiants deviennent apprenants experts et le format numérique favorise alors de nouvelles interactions. Nos résultats proviennent des données recueillies auprès des étudiants concernant leurs ressentis sur le dispositif et sur leur apprentissage.

show abstract

Section: Contexte Et Problématiqueunclassified

Le numérique comme facilitateur de nouvelles interactions étudiantes entre apprenants experts : un cours en ligne pour enseigner l’anglais de spécialité

Porto

Schofield

2021

Med. Med.

View full text Add to dashboard Cite

show abstract

“…Many researchers advocate a strong integration of disciplinary and professional components in LANSOD courses (Brudermann, Mattioli, Roussel, & Sarré, 2016;Sarré, Millot, Wozniak, & Braud, 2017;Sarré & Whyte, 2016;Wozniak & Millot, 2016). For example, Hardy (2013a) argued that "it is […] part of [the] mission [of LANSOD teachers] to help their learners acquire the keys to the language-culture of a specific professional environment" 3 (para.…”

Section: The Emergence Of Lansod Professionalising Coursesmentioning

confidence: 99%

Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century

2020

View full text Add to dashboard Cite

In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that people’s communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained.

show abstract

“…Concentrating more closely on what is actually done in a language classroom and on the concrete methods and techniques that teachers employ to help their students acquire the target language, didactic research is accused of being too context-specific to be easily replicated and for the pedagogical practices reported on to be adopted on a wider scale . This negative image has recently been called into question by Sarré and Whyte (2016), who demand that a clear research framework for ESP didactics be established to avoid an anecdotal style in academic articles and to enable this research to be recognised at its true value. Despite, or perhaps because of, this tendency to discount practical teaching analysis, attempts have been made to analyse the different currents present in didactic research.…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying and responding to learner needs at the medical faculty: the use of audio-visual specialised fiction (FASP)

Franklin-Landi¹

2017

New Developments in ESP Teaching and Learning Research

View full text Add to dashboard Cite

S ince the development of Task-Based Language Teaching (TBLT) in the 1980's, learner needs have been central to English for Specific Purposes (ESP) teaching and learning, including in the field of English for Medical Purposes (EMP). This paper reports on two studies, conducted at Nice University Medical Faculty between October 2015 and March 2016, designed to analyse and respond to learner needs in EMP. While the first study was a needs analysis of medical students, the second one concentrated on certain needs previously identified and sought to satisfy them using audiovisual specialised fiction or 'Fiction À Substrat Professionnel' (FASP). It focusses on the use of a clip from a medical television series and how it was used in the classroom to reinforce good medical practice through the identification of on-screen procedural problems. Qualitative data were collected using questionnaires and interviews and data analysis showed an evolution in students' critical analysis and in their cultural and medical practice awareness. The study therefore suggests that it is possible to satisfy a demand for quality language education with students who are not language specialists and that audiovisual FASP seems to be an interesting and useful pedagogical tool in ESP to meet the differing needs of specific professions.

show abstract

Research in ESP teaching and learning in French higher education: developing the construct of ESP didactics

Cited by 21 publications

References 28 publications

Le numérique comme facilitateur de nouvelles interactions étudiantes entre apprenants experts : un cours en ligne pour enseigner l’anglais de spécialité

Le numérique comme facilitateur de nouvelles interactions étudiantes entre apprenants experts : un cours en ligne pour enseigner l’anglais de spécialité

Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century

Identifying and responding to learner needs at the medical faculty: the use of audio-visual specialised fiction (FASP)

Contact Info

Product

Resources

About