The journal of the IATEFL ESP SIG – Professional and Academic English – which I have edited for a while is coming up to its 50th issue. I thought it would be interesting to look back over the 50 issues to see how ESP – including EAP – has developed.
Language for Specific Purposes. Sandra Gollin-Kies, David R. Hall, and Stephen H. Moore. London: Palgrave Macmillan, 2015.
Theoretical and practical books about ESP teaching are rare, so I was happy to see this book available recently. Although the title is “Languages for Specific Purposes”, most of the examples are from English and as well as that useful research from other languages is included. The book is highly recommended to all ESP, including EAP, teachers.
In Language for Specific Purposes, Gollin-Kies, Hall, and Moore provide a good overview of the history, concepts, application, pedagogy and research of language for specific purposes (LSP).
I have recently received a large amount of work from my students of international business that is very messy, very badly organised – pages in the wrong order, tables not fitting on the page, even pages upside down and at 90 degrees. I have been wondering why. Most of the students I am thinking of were second or third language speakers of English and there seemed to be an inverse correlation between English language competence and quality of presentation of work, but I do not think it is direct. It has reminded me of several other experiences I have had and I wonder if there is a connection.
I remember a number of years ago, after a morning of evaluating student oral presentations with a colleague and wondering why they sometimes said strange things, I mentioned that it seemed to me that people lost their common sense when they were speaking a language they were not very confident in. My colleague – who was a good linguist and had never experiences such issues – disagreed.
My daughter was recently given a series of 8 books with the title Mastery of Speech, written by Frederick Law and published in New York in 1919.
It is described as: A course in Eight Parts on General Speech, Business Talking and Public Speaking, What to Say and How to Say It under All Conditions.
The titles of the eight books are:
- Book One: How to Speak Correctly and Pleasingly
- Book Two: How to Use Words Correctly
- Book Three: How to Speak Well Under All Ordinary Conditions
- Book Four: How to Speak in Daily Business Life
- Book Five: How to Speak under Trying Conditions
- Book Six: How to Speak In Private Life and in Public Places
- Book Seven: How to Speak on Public Occasions
- Book Eight: How to Find Material for Talking and Speaking
Book 4 might be useful in ESP business contexts! Books 5, 6 & 8 might be useful in EAP situations!
A group of students wrote something for me at the beginning of the semester. They were scientists and their lecturer wanted to see how well they could write so if they needed to develop their writing, we could start early in the year and not wait until they had submitted their first assessed assignments. Much of the writing was not very good and the lecturer was determined to arrange writing classes as soon as possible. I decided I’d try to talk to the students before we made decisions to see what I could find out about their experiences of writing.
I was recently asked to work with a group of students on blogging. The students had been asked to write a weekly assessed blog of between 500 and 700 words and were having difficulty.
As I thought about it, I realised that I did not have enough information about what the students were expected to do, and neither – I think – did the students.Continue reading
After 10 years of support, Garnet Education are no longer be in a position to sponsor the IATEFL SIG Journal after issue 47. Garnet Education has provided unmatched professional support of the highest quality which stretches from issue 30 (Summer-Autumn 2007) until now (issue 47). They have also sponsored the publication of four ESP SIG books, and for this we are indebted too. With Garnet’s sponsorship we have been able to develop a solid set of EAP and ESP publications which we will now have to maintain in our own right.
It is now necessary to make plans for the future of the journal. The opinion of the ESP SIG committee and the journal editors is that they should take this opportunity to switch to an electronic version of the journal in the immediate future in order to keep up with the times. The committee wanted to know what members thought of this proposal. A short questionnaire was sent out. The committee hoped that IATEFL would publish the findings, but, as they didn’t, here they are:
I’ve often quoted Frank Smith when discussing writing. In Writing and the writer, Smith distinguishes between “composition” and “transcription” in writing. “Composition” is deciding what you want to say, and “transcription” is what you have to do to say it. His advice is “The rule is simple: Composition and transcription must be separated, and transcription must come last. It is asking too much of anyone, and especially of students trying to improve all aspects of their writing ability, to expect that they can concern themselves with polished transcription at the same time that they are trying to compose. The effort to concentrate on spelling, handwriting, and punctuation at the same time that one is struggling with ideas and their expression not only interferes with composition but creates the least favorable situation in which to develop transcription skills as well” (Smith, 1982, p. 24).
After watching Juzo Itami’s 1995 film Shizukana seikatsu (A quiet life) recently I decided to read Nobel prize winner Kenzaburu Oe – on whose novel the film is based. In his novel The Changeling, he deals with a similar situation:
I’ve just returned from the IATEFL English for Specific Purposes (ESP) Special Interest Group (SIG) Pre-Conference Event (PCE) in Birmingham, UK.
The theme of the PCE was tensions and debates in ESP and EAP.
As usual it was a very interesting day with teachers from many parts of the world discussing how they go about trying to meet the academic and professional linguistic needs of their students, sometimes with limited resources.