The lexical needs of ESP students in a professional field

Peters, Pam; Fernández, Trinidad

doi:10.1016/j.esp.2013.05.002

Cited by 38 publications

(21 citation statements)

References 13 publications

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“…For example, a course of English for industrial engineering should be addressed to engineers who need to read manuals and research articles and to communicate with foreign engineers. In this sense, LSP classes largely focus on introducing new vocabulary forms which are common in a given context; this can be either professional or academic (Peters & Fernández, 2013). Consequently, the purpose of LSP is to help learners develop certain communicative competence that enable them to use the language in authentic real contexts with professional aims.…”

Section: Language and Content Learning At Tertiary Educationmentioning

confidence: 99%

Language for Specific Purposes and Graphic-Adventure Videogames:

Pitarch

2017

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The use of videogames for educational purposes seems to increasingly be in the eye of teachers and publishers of didactic materials. Videogames can be a great support for language learners since they increase their time of exposure in an entertaining way. This research is a literature review which focuses on supporting language for specific purposes (LSP) students with graphic adventure videogames. This paper introduces theories of LSP teaching and learning combined with the characteristics of educational videogames with the aim of describing the needs to be considered when developing LSP videogames. In this sense, these videogames should be designed and adapted to particular professions related to the communication purposes of the target language. This proposal is addressed to LSP teaching professionals as well as for publishers of didactic materials. Enseñanza de Lengua para Fines Específicos a través de Aventuras Gráficas.ResumenEl uso de los videojuegos educativos parece estar más presente entre profesores y editoriales de materiales didácticos. Se ha demostrado que los videojuegos pueden ser un gran apoyo docente para estudiantes de idiomas ya que incrementan su tiempo de exposición a la lengua extranjera de manera lúdica. Esta investigación es una revisión de la literatura centrada en el estudio de la enseñanza y aprendizaje de lenguas para fines específicos (LFE) a través del género de videojuegos de aventuras gráficas. Este artículo presenta teorías sobre la enseñanza y aprendizaje de LFE combinadas con las características de los videojuegos educativos cuya finalidad es describir las necesidades a considerar cuando se desarrollaran videojuegos de LSP. Estos videojuegos se diseñaran basándose en profesiones relacionadas con la finalidad comunicativa de la lengua meta. Esta propuesta pretende ser de interés docente así como para editores de materiales didácticos.Palabras clave Videojuegos, lenguaje para fines específicos, aprendizaje de segundas lenguas, aventuras gráficas.

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Section: Language and Content Learning At Tertiary Educationmentioning

confidence: 99%

Language for Specific Purposes and Graphic-Adventure Videogames:

Pitarch

2017

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“…Teaching and learning languages can be a di- can be either professional or academic (Peters & Fernández, 2013). Consequently, the purpose of LSP is to help learners develop certain communicative competence that enable them to use the language in authentic real contexts with professional aims.…”

Section: Language and Content Learning At Tertiary Educationmentioning

confidence: 99%

Untitled

2017

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“…Peters and Fernández (2013) asserts that ESP is particularly different from General English (GE) or English for General Purposes (EGP), because ESP deals with lesser or limited number of varieties, text types and situations; in most cases, it will be one at a time. Bowker and Pearson (2002) claim that apart from the obvious attribute of an ESP, i.e.…”

Section: Introductionmentioning

confidence: 99%

Lexical Features of Engineering English vs. General English

Khamis

Abdullah

2017

GEMA

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The knowledge on the features of the English varieties is essential to understand the differences and similarities of the varieties for second language teaching and learning, either for general proficiency (EGP) or English for Specific Purposes (ESP) classes. This paper demonstrates a corpus-based comparison of the lexical features between an ESP variety (Engineering English) and a General English (GE). Two corpora are used in the study; the Engineering English Corpus (EEC) acts as the representation of the specialized language, and the British National Corpus (BNC) as the General English (GE). The analyses are conducted by employing the WordList functions of a linguistic software -Wordsmith. Discussions on the differences (or similarities) of these two corpora include general statistics, text coverage and vocabulary size. The empirical findings in this study highlight the general lexical features of both corpora. The analyses verify that the Engineering English has less varied vocabulary, but higher text coverage than the GE; in other words, most of the words are used repeatedly throughout the EEC. Thus, this study further emphasizes the importance of corpus-based lexical investigations in providing empirical evidences for language description.Keywords: corpus; lexical features; specialized corpus; language description; ESP INTRODUCTIONThe study of English for Specific Purposes (ESP) language features, in particular the lexical features, facilitates ESP teaching and learning. Peters and Fernández (2013) asserts that ESP is particularly different from General English (GE) or English for General Purposes (EGP), because ESP deals with lesser or limited number of varieties, text types and situations; in most cases, it will be one at a time. Bowker and Pearson (2002) claim that apart from the obvious attribute of an ESP, i.e. specialized vocabulary, another salient feature of an ESP is the distinctive ways of combining words and arranging information that are different from GE. This includes collocations and stylistic features (Sadeghi & Nobakht, 2014).In corpus-based studies, it has been established that there are words used repeatedly throughout a text, and these words, therefore, have high frequencies in a language. If a very large proportion of these high frequency words in a text can be identified, it allows a good degree of comprehension when reading a text. If that is the case, the common questions asked include how many words do a student need to know to be able to comprehend a text?, and do some disciplines use a greater range of different words?. These and other questions related to descriptions of word use in a language lead to answers, which are essential to ensure the effectiveness of second language teaching and learning, for either general proficiency (EGP) or English for Specific Purposes (ESP) classes. This study adopts a corpus-based comparison of the lexical features between an ESP variety (an Engineering English) by comparing it with the GE, which is represented by the British National Co...

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The lexical needs of ESP students in a professional field

Cited by 38 publications

References 13 publications

Language for Specific Purposes and Graphic-Adventure Videogames:

Language for Specific Purposes and Graphic-Adventure Videogames:

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Lexical Features of Engineering English vs. General English

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