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Language for specific purposes (LSP) business Spanish textbooks: a content analysisMarcé, Pilar 01 May 2019 (has links)
Since the 1990s, the number of courses of Spanish for Specific Purposes (SSP), especially Business Spanish, has increased rapidly in institutions of higher education in the U.S. Ideally, the design of these courses is based both on an analysis of the learners’ needs and on a specific business-related purpose. However, instructors of Business Spanish may not be specialists in this area and may lack the means or the time to perform a needs analysis (NA) to prepare the course syllabus and materials. Consequently, choosing the Business Spanish textbook ends up being the first step in designing the course, and for the reasons stated above, this choice tends to be based on the instructor’s needs rather than those of the learners.
In this dissertation, I subjected four Business Spanish textbooks to an in-depth analysis (Littlejohn, 1998) in three stages. This analysis includes their approach to specificity (from narrow to wide), and how the business-related learners’ needs (language- and skill-based) are addressed. Results from these four analyses reveal that the authors adapted four different language teaching approaches and methods. Their wide-angled approach to specificity and different viewpoints of the target learners’ business-related needs are based on (1) their beliefs on the nature of language and language teaching, (2) the position of the course in the macro curriculum (macro-specific purpose), and (3) their respective target audiences. A two-step evaluation of Business Spanish textbooks is recommended to instructors based on the macro-specific purpose of their courses and the micro-specific purposes of communicative activities.
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The English-medium paradigm: a conceptualisation of English-medium teaching in higher educationSchmidt-Unterberger, Barbara 07 1900 (has links) (PDF)
The discourse on English-medium teaching in higher education uses several
terms and concepts to describe practices, very often synonymously. This
contribution aims to fill the research gap of a conceptualisation of
English-medium teaching in higher education. It will identify relevant
approaches and their corresponding terminology, as well as clarify which
approaches are most suitable for higher education. Given that the past
decades have seen a substantial rise in the use of English as a teaching
language in European compulsory schooling [Dalton-Puffer, C. 2011.
"Content and Language Integrated Learning: From Practice to Principles?"
Annual Review of Applied Linguistics 31: 182-183], the paper will also draw
parallels between the secondary and the tertiary levels of education. At
the same time, it will also be shown why insights drawn from research
conducted in secondary education cannot simply be transferred to the
tertiary level of education.
The main focus of the paper is on the "English-medium Paradigm", a
framework created to identify prevalent instructional types in Englishtaught
programmes at universities in non-Anglophone countries
[Unterberger, B. 2014. "English-medium Degree Programmes in Austrian
Tertiary Business Studies: Policies and Programme Design." Dissertation,
University of Vienna, 45-52]. The paradigm is based on terminological
and conceptual considerations gained from the critical discussion of
English for specific purposes, English for academic purposes, Content and
language integrated learning and English-medium instruction literature
[e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional
Settings. London: Longman; Hyland, K. 2006. English for Academic
Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer,
C. 2007. "Academic Language Functions in a CLIL Environment". In Diverse
Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201-209.
Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang;
Dafouz, E., and U. Smit. 2014. "Towards a Dynamic Conceptual Framework
for English-medium Education in Multilingual University Settings". Applied
Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a
timely conceptualisation of the varieties of English-medium teaching in
higher education which also takes into account pedagogical
considerations as well as implications for curriculum design.
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Análise de necessidades de inglês jurídico para advogadosSilva, Fabrício Oliveira da 23 August 2012 (has links)
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Previous issue date: 2012-08-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at carrying out a needs analysis of English for lawyers from a
countryside city of São Paulo state and for students of a reading and a writing course
of Legal English. The theoretical background in Language for Specific Purposes this
study is based upon are the ones by Hutchinson & Waters (1987), Dudley-Evans &
St John (1998) and Ramos (2004), among others. This qualitative research relies on
study case methodology according to Lüdke (1983), Lüdke & André (1986), Gil
(1987), Johnson (1992), Stake (1998) and Denzin & Lincoln (1998). Interviews were
carried out with two specialist informants, which allowed information to be gathered;
from the gathered information two questionnaires were designed and administered to
a group of participants: 8 professionals from Sorocaba-SP, 17 reading course
students and 6 writing course students (both courses are given in São Paulo) which
sums up 31 participants. Due to the lack of research focusing on the needs of legal
professionals, this research provides an original contribution to Language for Specific
Purposes and may assist in a better understanding of this context for professionals
who are involved with English for Lawyers teaching. These results will help to design
English courses in Sorocaba, as well as evaluate and redesign the Legal English
courses in the capital, São Paulo, identifying learning needs and target situation
needs / Esta pesquisa tem por objetivo desenvolver uma análise de necessidades de inglês
para advogados de uma cidade do interior do Estado de São Paulo e para alunos de
cursos de leitura e redação jurídica. O arcabouço teórico em Ensino-Aprendizagem
de Línguas para Fins Específicos está fundamentado especialmente nos preceitos
de Hutchinson e Waters (1987), Dudley-Evans e St John (1998) e Ramos (2004),
entre outros. A pesquisa tem caráter qualitativo com referencial metodológico do
estudo de caso, segundo as orientações de Lüdke (1983), Lüdke e André (1986), Gil
(1987), Johnson (1992), Stake (1998) e Denzin e Lincoln (1998). Foram realizadas
entrevistas com dois informantes especialistas, que permitiram levantar informações
que resultaram na elaboração de dois questionários aplicados ao grupo de
participantes, composto por 8 profissionais de Sorocaba-SP, 17 alunos do curso de
leitura e 6 alunos do curso de redação, ambos ministrados na cidade de São Paulo,
totalizando 31 participantes. Em razão da carência de pesquisas que busquem
levantar as necessidades de inglês de profissionais do Direito, esta pesquisa traz
uma contribuição original para a área de Línguas para Fins Específicos e pode
auxiliar no melhor entendimento desse contexto de trabalho para profissionais que
se envolvem com o ensino de inglês para advogados. Os resultados deste trabalho
fornecem dados que permitem elaborar cursos de inglês para advogados em
Sorocaba, bem como avaliar e redesenhar os cursos de inglês jurídico da capital
paulista, identificando necessidades de aprendizagem e da situação-alvo
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Fostering social change through community engagement: A critical insight into strategic knowledge and identity during domestic professional internships in Spanish for specific purposesJanuary 2018 (has links)
abstract: This linguistic ethnography follows three journalism students (Petra, Penélope, and María) as they engaged in experiential language learning (EX-LL) via collaboration with community members during their Spanish for Specific Purposes (SSP) internship sites in the fields of journalism and medicine within the local Metro Phoenix community. Data were collected over the course of a 15-week semester via ethnographic methods (field notes, interviews, observations, and participant-reported data) to explore how the interns (i) took advantage of their SSP internship experiences to engage in identity work that exceeded the goals of the program and how they (ii) implemented their strategic knowledge via communicative strategies (CSs) during breakdowns in communication with community members related to their SSP internship sites/the social function of such strategies.
In order to answer the first research question, the data were analyzed via open and focused coding (Dyson & Genishi, 2005), followed by discourse analysis (Gee, 2005) informed by Critical Applied Linguistics (Pennycook, 2001) and Positioning Theory (Davis & Harré, 1990). To answer the second question, all instances in which the interns implemented communicative strategies were analyzed based upon the categorization repertories established by Dörnyei and Scott (1995a, 1995b, 1997), Lafford (2004), and Tarone and Yule (1987). To go beyond understanding what the interns were saying to why were they saying it, discourse analysis was used (Gee, 2005).
The findings show that Petra, Penélope, and María appropriated their SSP internship to engage distinct, yet interrelated language- and ethnic/racial-based identity work. Each intern utilized language (and extra-linguistic elements, such as corporeal expression) to position themselves in different ways within social discourse. Furthermore, this identity work influenced which CSs they utilized, as the social function of many of these strategies was to maintain and/or protect their desired identities.
Drawing on these insights, a variety of implications are offered from four viewpoints: implications for (i) EX-LL-based research: colonized versus humanizing research, (ii) critical community collaboration inside and outside of EX-LL, (iii) CSs and communicative competence, and (iv) EX-LL/Languages for Specific Purposes pedagogy and internship design. / Dissertation/Thesis / Doctoral Dissertation Spanish 2018
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Samverkan- den vite riddaren? : En kvalitativ forskningsstudie om myndighetssamverkan mot traffickingCarlsson, Anne, Intsidou, Linda January 2012 (has links)
The purpose of this study was to examine how the authorities in Sweden collaborate when it comes to discourage trafficking for sexual purposes. More specifically the aim was to find which directives and problems the work of the individual authorities constitute in and how does it affect collaboration with other authorities. The study was based on interviews with six respondents, which have experience working within this field. Three themes were identified: what is collaboration, different perspectives, regulatory frameworks and different fundamental values within the organisations. The study concluded that collaboration is affected by several factors such as the absence of knowledge about trafficking for sexual purposes and the laws which regulate confidentiality, difficulties in defining collaboration as a concept and the authorities different ideas about what have to be done in the context of discouraging trafficking for sexual purposes. The authorities define the problematic aspects with trafficking in similar ways. Differences can be seen when it comes to define trafficking for sexual purposes as such. The analysis was based on two different perspectives: social constructive theory and new institutionalism in organizational analysis.
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Especificidades do uso do inglês (LE) na área técnica empresarial : a relação entre necessidades, planejamento de curso e material didáticoLopes, Jaqueline 09 January 2008 (has links)
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Previous issue date: 2008-01-09 / This study presents a comparison of the English as a Foreign Language courses
offered at two companies. Our purpose is to evaluate what is the treatment of the language use
specificities in these companies employees peformance of their functions in their daily work
routine. We discuss the key role of needs analysis in the design of effective LSP courses, as
stated by Hutchinson and Waters (1984, 1987) and Dudley-Evans and St John (1998), among
other reserchers in the field. Our data analysis shows how important it is that professionals who
decide to work in this area search for solid theoretical information on this fruitful and progressive
branch of EFL/ESL, more specifically. Our study can provide initial theoretical basis for those
language teachers, especially the ones working with EFL,who wish to be introduced or to obtain / Este estudo objetiva comparar os cursos de inglês de duas empresas a fim de
avaliar qual o tratamento dado às especificidades de uso da língua no desempenho das funções de
seus funcionários-alunos em suas rotinas de trabalho. Embasados, principalmente, nos achados de
Hutchinson e Waters (1984, 1987) e Dudley-Evans e St John (1998), discutimos a relevância da
análise de necessidades como instrumento essencial para o planejamento de um curso para
propósitos específicos mais adequado às necessidades e aos interesses de um público-alvo. A
análise de dados mostra a importância que o conhecimento teórico sobre o ensino de línguas para
propósitos específicos tem no trabalho de profissionais que se propõem a atuar nessa, fértil e
crescente, área do ensino de línguas. Esta pesquisa pode ser utilizada como um embasamento
teórico inicial para professores de língua estrangeira, sobretudo língua inglesa, que queiram
conhecer ou saber mais a respeito do planejamento de um curso para propósitos específicos.
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Ensino e aprendizagem de inglês para fins específicos: um estudo de caso / Language teaching and learning of english for specific purposes: a case studyHyppolito, Fernando de Barros [UNESP] 31 May 2017 (has links)
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Previous issue date: 2017-05-31 / Este trabalho objetivou investigar um curso de Inglês para Fins Específicos de um Centro de Ensino de Línguas de uma universidade pública do estado de São Paulo. O estudo visou detectar possíveis causas das dificuldades enfrentadas pelos seus participantes. O curso abordava as habilidades de leitura, interpretação e tradução de textos de diversas áreas, baseando-se nos cursos de graduação que a instituição oferece. A metodologia empregada foi conduzida pelo Estudo de Caso (NUNAN, 1992), Análise de Conteúdo (BAUER, 2007), juntamente com a pesquisa qualitativa (LARSEN-FREEMAN; LONG, 1991). A pesquisa foi realizada com base nos conceitos de Vieira-Abrahão (2006) e Bauer (2007), sendo conduzida na seguinte ordem: coleta de dados dos alunos participantes; organização e categorização dos dados coletados; análise qualitativa, para designar as causas mais comuns de dificuldades, assim como a indicação de alunos que apresentam problemas para realização de tais atividades. Apesar das análises apontarem o bom desempenho dos alunos no aproveitamento geral do curso, identificamos que a ausência dos participantes ao longo do curso, o baixo número de atividades extras executadas, as crenças dos alunos, a pouca dedicação ao estudo de determinados tópicos, e o uso da língua materna foram as causas de algumas dificuldades identificadas. Tecemos comentários sobre os encaminhamentos para futuros cursos, as lacunas identificadas nesta investigação, as possíveis contribuições para a área, bem como os encaminhamentos e temas que apareceram e que podem ser explorados em outros estudos. / This work aimed to investigate an English for Specific Purposes course of a Language Teaching Center of a public university in the state of Sao Paulo. The study intended to detect possible causes of difficulties faced by its participants. The course dealt with the skills of reading, interpreting and translating texts from several areas, based on the undergraduate courses offered by the institution. The methodology used in this investigation was done by the Case Study (NUNAN, 1992), Content Analysis (BAUER, 2007), along with qualitative research (LARSEN-FREEMAN; LONG, 1991). The research was performed based on the concepts of Vieira-Abrahão (2006) and Bauer (2007), being conducted in the following order: data collection of the participating students; organization and categorization of data collected; qualitative analysis, to designate the most common causes of difficulties, as well as the indication of students who presented problems to carry out such activities. Although the analyzes indicate the students' good performance in the general use of the course, we identified that the absence of the participants during the course, the low number of extra activities performed, the lack of the study of certain topics, and the usage of the mother tongue were the causes of some of the problems identified. In the end, we made comments about the referrals for future courses, the gaps identified in this research, the possible contributions to the area, as well as the referrals and themes that appeared and that can be explored in other studies.
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Překlad ve výuce odborné angličtiny pro nefilology / Translation in Teaching English for Specific PurposesBahenská, Adéla January 2014 (has links)
Translation in Teaching English for Specific Purposes at the Tertiary Level The purpose of this thesis is to explore translation as an aid to language teaching from various perspectives relevant to English for Specific Purposes (ESP) classes at the tertiary level of education. Our intention is to offer the option of incorporating translation activities within ESP courses at universities. The research presented in the thesis is relevant to the context of English as a foreign language, taught in a linguistically homogeneous environment to adult learners of ESP at a tertiary level, with a particular focus on English for legal purposes. The research questions dealt with in this thesis are as follows: 1. Can translation contribute to effective learning of English for Specific Purposes? 2. If the answer to the first question is 'yes,' what forms of translation activities are best suited to make such a contribution? 3. Is translation currently used in courses of English for Specific Purposes, and, more specifically, in courses of English for law taught in the Czech Republic? If so, how is it used? 4. What are learners' perceptions of translation activities? The first two questions are answered through a review of the relevant literature. The third question is answered through semi-structured interviews...
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The Impact of Service-Learning on Second Language Writing SkillsHamstra, Michele Diane Pike 14 March 2011 (has links)
Indiana University-Purdue University Indianapolis (IUPUI)
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Student learning approach and motivational orientations in the tertiary context of the United Arab Emirates : implications for English for academic purposes course designMcLaughlin, James Patrick January 2014 (has links)
This thesis investigates the interaction of student learning approaches and course design at a tertiary institution in the United Arab Emirates. The students involved in the study were mostly male students attending an English for academic purposes program. This study employed a mixed methods design utilizing questionnaires and interviews. The students completed the Revised Study Process Questionnaire (R-SPQ-2F) to assess their learning orientation along the deep and surface approach dimensions. The questionnaire results on the deep and surface dimensions were inconclusive. However, the results of a factor analysis suggest a disposition among the students towards attainment of satisfaction from learning. The evidence from the interviews indicates that the students were highly disposed towards practical learning outcomes, especially when these were linked to career skills. Interview evidence also points to the role of social relations amongst the students and with teachers as important learning factors. Finally, the interview analysis suggests the importance of affective factors. The results of separate questionnaires administered to a small group of faculty and the students at large, along with the interview data, indicate that the English for academic purposes courses broadly supported deep learning approaches. However, contextual factors at the college led to a highly structured and outcome based approach to the course curricula. Although the courses may have been supportive of deep learning approaches for most of the students, the courses’ prescriptive and structured approach may not have been optimal for high achievers. The implications of the findings of this study for EAP courses in the Gulf context are discussed as well as their implications for learning theory.
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