Developments in English for Specific PurposesCambridge University Press, 10 sept. 1998 - 301 pages English for Specific Purposes (ESP) is an important and distinctive part of English Language Teaching. Since the late 1980's ESP has changed in two very significant respects. Firstly, English for Business Purposes has become an increasingly important, even dominant, area of ESP. Secondly, the work of discourse and genre analysis on the one hand and the results of computer-based analysis on the other provide a fuller understanding of how specific texts, both written and spoken, work. This book provides an update on these major developments in ESP and a summary of where the discipline is now. It is practical and accessible while covering a wide range of both theoretical and methodological topics. It also charts how ESP has been influenced by new ideas in the areas of management training, human resource development, sociology and intercultural training. |
Table des matières
A historical perspective on ESP | 19 |
Summary | 32 |
EAP or EOP? | 48 |
English for Business Purposes | 53 |
English for Business Purposes versus English for Academic Purposes | 72 |
Discourse and genre analysis | 87 |
Listening to monologue | 101 |
Writing skills in ESP | 114 |
Course design | 145 |
The role of materials | 170 |
Classroom practice and beyond | 187 |
Epilogue | 230 |
Guidance for tasks | 263 |
| 278 | |
| 298 | |
Evaluation | 128 |
Autres éditions - Tout afficher
Developments in English for Specific Purposes Tony Dudley-Evans,Maggie Jo St John Aucun aperçu disponible - 1998 |
Expressions et termes fréquents
Academic Purposes activities approach areas assessment British Council Business English Cambridge car park carrier content chapter classroom common-core Concordancing course design culture define definition difficult disciplines discourse analysis discourse community discussion Dudley-Evans Dunchurch EAP situations English for Specific ESP course ESP practitioners ESP teacher ESP teaching evaluation example Extract feedback field figure final find findings first five flexible focus framework genre analysis grammar Hemel Hempstead Hylo IELTS influence input involves Language Learning Language Teaching learners lexical linguistic listening needs analysis one-to-one organisation practice professional questions reading real content reflect relevant rhetorical role scientific significant Situation Analysis speaker Specific Purposes spoken interaction St John strategies subject course subject lecturer Swales target events target situation Task taught teaching materials textbooks tion topic types understanding University of Birmingham vocabulary words writing written