Current Developments in English for Academic, Specific and Occupational Purposes

Mark Krzanowski

£12.00

Collected papers from presentations at the Cardiff (2005) and Harrogate (2006) Conferences of the IATEFL ESP SIG.

ISBN: 9781859644393

All levels
CEF Level: N/A  IELTS Level: N/A

Product Description

Current Developments in English for Academic, Specific and Occupational Purposes
 

Current Developments in English for Academic, Specific and Occupational Purposes is a collection of papers which reflect the diversity and multiplicity of strands that international EAP and ESP practitioners of the 21st century are engaged in across all the continents. Most of the papers in the book are contributions of the members of the ESP SIG at IATEFL (although there are a couple of ‘guest’ submissions), and were presented at the IATEFL Conferences in Cardiff (2005) and Harrogate (2006). The IATEFL ESP SIG hopes that the book proves a useful compendium for teachers, lecturers, teacher trainers, trainees and students of TESOL, ELT or Applied Linguistics.

The ESP Special Interest Group (SIG) is one of the fourteen SIGs at IATEFL, and its main focus is on English for Specific Purposes, English for Academic Purposes and English for Occupational/Professional Purposes. The main objective of the SIG is to disseminate good practice in ESP (as well as in EAP and EO/PP) through its membership and to promote models of excellence in ESP to ELT professionals internationally through workshops, seminars and conferences and through publishing the output in our Journal and in leading international ELT journals and periodicals. More information about the ESP SIG can be found on http://espsig.iatefl.org/

For other ESP SIG titles published by Garnet Education, please visit the Journals and Academic Papers section.

 


Format: Paperback

Publication date: 1 Apr 2008

Number of pages: 353

BIC code: EB

BISAC code: FOR007000

Contents

Introduction: Foreword from the Editor
Chapter 1: Enabling interactive teaching and learning methods in EAP classes and assessing some students' views of effective learning by Clare Anderson
Chapter 2: United Nations Security Council Resolutions: Narrative patterns, language choice and pedagogical implications by Martin Solly
Chapter 3: Towards understanding the root causes of plagiarism among non-native speaker students by Nadezhda Yakovchuk
Chapter 4: Coaching in academic writing by Hulya Gorur Atabas
Chapter 5: Ten steps to better academic writing by Edward de Chazal
Chapter 6: English language teaching and policy-makers of Bangladesh by Mahmuda Nasrin
Chapter 7: Objectives, realities and outcomes: Communication skills in English in Kenyan universities by Francis Owino Rew
Chapter 8: 'Sexing up' ESP through 'global' simulations by Manuela Reguzzoni
Chapter 9: Socio-cultural attitudes towards EFL and EAP in Pakistan by Raja Nasim Akhtar
Chapter 10: Can Can-Dos do anything to improve tertiary level ESP curricula? by Richard J. Alexander
Chapter 11: Not a teacher but a Consciousness Raiser? by Lindsay Morley
Chapter 12: Dialoguing with students about their marked work by Marion Colledge
Chapter 13: Using vocabulary journals to facilitate academic vocabulary learning by Helen Huntley and Peter Davidson
Chapter 14: An analysis of undergraduate essay and examinations questions by Kibiwott Peter Kurgat
Chapter 15: Developing academic and technical writing skills for medical purposes by Lourdes ALbo Puentes
Chapter 16: No word is an island: Issues related to IT vocabulary expansion and acquisition by Andreja Kovacic
Chapter 17: Developing students' academic skills in a Russian context by Elena Velikaya
Chapter 18: Using stories with young learners by Prithvi Narayan Shrestha
Chapter 19: ESP - Creator of a new reality by Vesna Bulatovic
Chapter 20: Second language acquisition and pedagogy: A case study by Karen Kow Yip Cheng
Chapter 21: Teaching reading comprehension to large classes using African literature in English by Sunday I. Duruoha
Chapter 22: Linguistic analysis of freshman English compositions by Su-Jen (Jane) Lai
Authors: Notes about Contributors

Author details

Mark Krzanowski holds an MA in Applied Linguistics, the RSA/UCLES Dip TEFLA, a PG DMS, and is a Fellow of HEA (the Higher Education Academy). Mark has been involved in English Language Teaching since 1990. He is based in London, and his current academic affiliations include: the London School of Hygiene and Tropical Medicine (LSHTM), the University of London, where he lectures in English for Academic and Specific Purposes to international postgraduate students; the Language Centre, University of Arts London, where he is the Course Leader for Insessional EAP Courses; and the Department of English and Linguistics at the University of Westminster, where he lectures in TESOL and TEFL to BA and MA students. He also acts as External Assessor in ELT for Cape Peninsula University of Technology, Cape Town, South Africa. Since 2003, Mark has been the Co-ordinator of the IATEFL’s (International Association of Teachers of English as a Foreign Language) ESP (English for Specific Purposes) SIG (Special Interest Group).

In addition, he is also involved in academic consultancies abroad: in the last four years, he has worked on various EAP and ESP projects in Central Asia (Kyrgyzstan and Tajikistan), India, Pakistan, South Africa, China, Palestine, Oman, Bahrain and Yemen. In the past, Mark was Academic Co-ordinator for ELT in the Dept of PACE at Goldsmiths College, University of London (2002–2005); Head of ELT Unit and Senior Lecturer in EAP at the University of Hertfordshire (1997–1999–2002); and EAP Co-ordinator at UCL/University College London (1993–1997).

Mark is actively involved in scholarly activity. In April 2008, he was plenary speaker at the Sultan Qaboos University ELT Conference (Muscat, Oman), and in July 2008, he was the plenary speaker at the English for Work Symposium in Johannesburg, South Africa, organized at Wits University by the British Council and SAATEIL. He is also the editor of Current Developments in English for Academic, Specific and Occupational Purposes (Publisher: Garnet Education, March 2008) and Current Developments in English for Academic and Specific Purposes in Developing, Emerging and Least-Developed Countries.

Mark’s professional interests include: materials design in EAP and ESP; teacher training; trainer training; academic listening; applied linguistics; academic management; learning and teaching; and teaching and teacher training via videoconferencing.

Reviews

"Current Developments in English for Academic, Specific and Occupational Purposes is a collection of essays for those who are already experienced in the field. Academic in focus and method, these essays will interest professionals seeking to keep abreast of the study and pedagogies in their area. Most of the essays include a practical consideration of, and strategies for, the EAP context. The broad range of subject material - from the results of studies into assignment assessment to the cultural howlers in language teaching videos - means that no one will find all these essays relevant to them; on the other hand, there is something here for almost everyone. A great test for a piece of writing is to ask the 'so what?' question at the end, and some of the more arcane essays are found wanting. However, as a text for a learning centre, where teachers can select one or two essays of interest, this is an up-to-date and well-edited contribution to professional development."

- Jack Bowers, Australian National University for the Journal of Academic Language & Learning

"This book brings together a collection of 22 academic papers. It explores a wide range of current issues and many of the contributions are from the 2005 and 2006 IATEFL conferences. The area covered - EAP, ESP and EOP - is very wide. Of course, not all of the essays are relevant to every reader. Some articles are too geographically or linguistically specific to be of interest to the browser, so the book needs to be used selectively."

- Pete Sharma for the EL Gazette, Issue 352, May 2009

"...for ESPers who are interested in how ESP is perceived and taught around the world, this is an important text because it is provides authentic activities supported by research.

If you want to get a sense of how ESP is conceptualized around the world, check out the book! It could also help you better understand the contexts and academic professionalism of IATEFLers and to brainstorm activities for your own students."

- Kevin Knight, for the TESOL blog, May 2013