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English for specific purposes. Modern pedagogical approach - Anamaria Pavel

English for specific purposes. Modern pedagogical approach - Anamaria Pavel

Name: English for specific purposes. Modern pedagogical approach - Anamaria Pavel
Brand: Editura Universitară
SKU: 9786062816285
Price: 35.52 RON
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Publisher: Editura Universitară

Author: Anamaria Pavel

Edition: I

Pages: 284

Publisher year: 2023

ISBN: 978-606-28-1628-5

DOI: https://doi.org/10.5682/9786062816285

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The diversity of the means needed to teach a subject as complex as the English language for specific purposes, suitable for today's society, completes the profile of the English teacher. This is how Information and Communication Technology, Blended Learning, Flipped Classroom and Controlled Linguistic Immersion paradoxically become, together and each separately, essential in the act of teaching and profile elements of the teacher who uses them, when their integration in the practice of day by day becomes a beneficial routine and a versatile, multifunctional pattern, applied in everyday activity. This inter-pluri-trans-disciplinarity makes the difference and adds added value to the act of teaching English for specific purposes.

Anamaria Pavel

English for specific purposes. Modern pedagogical approach
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ANAMARIA PAVEL

ABOUT SEARCHES AND PATHS, PARTNERS AND MIRRORS / 9
IDEAS THAT CAUSE A NEW BEGINNING / 11
THE FREEDOM TO DISCOVER... / 13
List of figures / 16
List of tables / 18
List of acronyms / 19
Introduction / 21

Part I – THEORETICAL FOUNDATION / 26

Chapter 1. English for specific purposes in a multidisciplinary educational context / 27
1.1. ESP - definitions, definitions, characteristics, areas and purposes / 31
1.1.1. English language – lingua franca / 36
1.1.2. The English language in a (post)modern context / 38
1.1.3. The transformative - interactive educational method through relationship / 39
1.1.4. Summative intelligence / 43
1.1.5. Controlled linguistic immersion / 45
1.2. ESP from the historical perspective / 47
1.3. English for specific purposes – Classification / 51
1.3.1. ESP in the academic field (EAP) / 56
1.3.2. ESP in vocational-occupational spheres (EOP) / 58
1.4. ESP and psychopedagogy of foreign languages / 59
1.4.1. ESP in a multidisciplinary context - development of key skills / 64
1.4.2. The complex integrated multi‑trans‑pluri‑disciplinary profile of the English language teacher for specific purposes / 67
1.5. Language and content in ESP / 68
1.6. Continuous evaluation / 70

Chapter 2. Application of new information and communication technologies in education / 72
2.1. ICT in the teaching-learning process and evaluation of the English language / 72
2.1.1. Necessary resources / 77
2.2. Blended Learning / 81
2.2.1. Types of Blended Learning / 85
2.3. Moocs / 89
2.4. Flipped Classroom in English for specific purposes / 93

Part II‑A – APPLIED STUDIES / 99

Chapter 3. The use of ICT in the training of English language skills for specific purposes / 99
3.1. Description of the intervention plan / 99
3.2. Content, strategies and methods used in the study of ESP through ICT / 103
3.2.1. Activity in the classroom / 126
3.2.2. Interaction in the virtual environment - Moodle platform / 129
3.2.3. Interaction on the social media platform Facebook / 135
3.2.4. Blended Learning in the study of ESP / 136

Chapter 4. Goals, premises and positioning in the research approach / 142
4.1. Presentation of the investigated issue and establishment of the conceptual research framework / 142
4.2. Description of the investigative approach / 146
4.3. Research design / 148
4.4. Research coordinates / 151
4.4.1. Type of research / 151
4.4.2. The purpose of the research / 151
4.4.4. Research strategy / 151
4.4.5. Research stages / 153
4.4.6. Research objectives / 155
4.4.7. Research hypotheses / 155
4.4.7.1. General assumptions / 155
4.4.7.2. Working assumptions / 155
4.4.8. Research variables / 156
4.4.8.1. Constant variables / 156
4.4.8.2. Independent variables / 157
4.4.8.3. Dependent variables / 157
4.5. Description of the group of participants / 157
4.6. Methods, techniques and tools used in research / 158

Chapter 5. Practical scientific approaches / 164
5.1. Data collection / 164
5.1.1. Presentation in the lecture room / 167
5.1.2. Interview / 170
5.1.3. Moodle / 175
5.1.4. Questionnaire / 178
5.1.5. General English language test / 187
5.1.6. The ESP test / 191
5.1.7. Self-assessment of the level of the English language / 195
5.1.8. Feedback / 201
5.1.9. Collective volumes TWAU / 204
5.2. Data analysis and interpretation of results / 205
5.2.1. Intergroup analysis / 206
5.2.1.1. Analysis of interview data / 208
5.2.1.2. Feedback analysis / 218
5.2.2. Intragroup analysis / 237
5.2.2.1. Analysis of answers to the questionnaire - post-intervention / 238
5.3. Research conclusions / 255
5.4. Derived limits and errors / 257

CONCLUSIONS AND REFLECTIONS / 261
BIBLIOGRAPHY / 264
ANNEXES / 273
Annex 1 / 273
Collective volumes TWAU / 273
Annex 2 / 274
TWAU Club website / 274
Annex 3 / 276
Manuals used in the ESP / 276 course
Annex 4 / 277
Example of feedback 2014 – 2015 / 277
Annex 5 / 280
Example of feedback 2016 – 2017 / 280
Annex 6 / 283
Web application – ESP4YOU.academa.ro / 283

The one who goes through this book is invited on a journey with ups and downs in which he will get to know how a study of the English language for specific purposes i.e. Political Sciences, International Relations and European Studies and Sociology, can be implemented with the help of information and communication technology to meet the needs and desires of the modern student, anchored in the reality of the 21st century.
The idea that a research is a clearly defined process, through which important steps such as choosing the theme, studying the specialized literature, research strategy, selecting participants, conducting the study, analyzing the data and reporting the results, is not at all like that. Concessive combinations between research elements and available resources are presented in this work. The strength of this work comes from the very compromises that such an approach contains, but which clearly and transparently presents the reality, precisely to highlight what can be achieved with current technology in an educational context.
The investigative approach presented in the present paper began in 2013 and continued until 2018. The aim was to find out if the use of technology in the study of English for specific purposes brings new, thorough and useful knowledge to students in I enrolled in the Faculty of Political Sciences within the National School of Political and Administrative Studies, both through a theoretical and applied foundation.
According to the specialized literature, the conducted research falls into the action-research category: new ways of studying and evaluating the students' activity during an academic year have been introduced, with the result that their results will be compared with those of the students who studied the language English for specific purposes without the use of technology. Also, by exemplifying the links between the control group and the one on which it was intervened, but also within the group, this research is considered to be comparative and correlational. From the point of view of the reasoning applied in relation to the problem to be researched, it has both a descriptive and an exploratory character.
We also took into account the detailing of some encountered phenomena, so that the current research acquired an explanatory character, but to a lesser extent. Although different in some places, these types of research can group, overlap, interact, correlate and become a much more complex research, with numerous objectives on different levels and with multiple implications.
The interdisciplinary competences accumulated through study and developed by the specialized language teacher, over time, lead to the understanding and appropriate use of the specialized vocabulary that he teaches to his students, in the target language, integrating this knowledge, trans-disciplinary, in the activity of at the chair.
The diversity of the means necessary for the appropriate teaching of a subject of the complexity of English for specific purposes in the 21st century completes the profile of the teacher of English for specific purposes. This is how Information and Communication Technology, Blended Learning, Flipped Classroom and Controlled Linguistic Immersion paradoxically become, together and each separately, essential in the act of teaching and profile elements of the teacher who uses them, when their integration in the practice of day by day becomes a beneficial routine and a versatile, multifunctional pattern, applied in everyday activity. This inter-pluri-trans-disciplinarity makes the difference and adds added value to the act of teaching English for specific purposes.
The design of the current research is considered to be simultaneously incorporated, according to Creswell (2009), because during the 5 years of quantitative and qualitative data collection, they overlapped and intersected. Although priority was given to the collection of quantitative data to measure and compare the progress of students in the study of English for specific purposes, with and without the intervention of new technologies, the collection of qualitative data was also considered to support the results obtained through the method the comparison, but also for a corroboration of the effects of the use of information and communication technology in the study of the English language for specific purposes in the groups in which it was intervened.
However, the reservations regarding the results of this research are inherent because it investigates a problem that falls within the sphere of education sciences, and this cannot fully reflect the processes, respectively the work experiences of the students in the groups in which intervened. Thus, methods such as document analysis, interview-based investigation and analysis of the open-ended items contained in the questionnaire, weighed perhaps as much as the quantitative ones. According to the specialized literature, research that includes the collection of data from several sources, at different moments of the approach, and their analysis through the use of triangulation, provides a clearer picture of the actual situation, and the validity and confidence in the final results increase (Ferrance, 2000).
From the perspective of the data collection methods chosen and used, this research has a mixed character - quantitative and qualitative - because it tried on the one hand to find out if the introduction of information and communication technology in the study of the English language for specific purposes leads to progress students to retain and use the specialized vocabulary adequately, through the method of comparison between the control groups and those on which it intervened - quantitatively, and on the other hand, it wanted to describe and explain the phenomenon and the students' experiences during the intervention .
The structure of this work, which, although vast, cannot be considered all-encompassing, unfolds in stages, from the abstract to the concrete, each section addressing the subject both from the point of view of the specialists, expressed mainly in the first part of the work, and from the investigation de facto, the implementation strategy of the English language study program for specific purposes with and without the use of information and communication technology, the work experiences of the students and the projection of the usefulness of this program from the perspective of the learners. The information follows each other quickly throughout the 6 chapters as follows:
Chapter 1. English for specific purposes in a multidisciplinary educational context focuses on theoretical aspects of the study of English for specific purposes in a multidisciplinary educational context, presenting definitions, characteristics, classifications and, of course, its purpose and scope. At the same time, it introduces new elements in the approach of an ESP course such as the transformative-interactive educational method through relation, summative intelligence and controlled linguistic immersion used in the intervention, being described in detail in the first part of this paper.
Chapter 2. The application of new information and communication technologies in Education emphasizes the importance of using information and communication technology in education, allocating a comfortable space to the description and use of current digital resources in Blended Learning format.
In Chapter 3. The use of ICT in the training of the skills related to the English language for specific purposes, the research aims to portray the implementation of information and communication technology in the training of the linguistic skills necessary for the study of the English language for specific purposes, starting from the description of the intervention plan to the content, strategies and methods used in the study of the English language for specific purposes with the help of information and communication technology.
Chapter 4. Aims, premises and positioning in the Research approach is probably the essence of this work, namely the methodology used. This section presents and explains the problem to be researched, the actual investigative approach, the research design, the research strategy and its coordinates.
Chapter 5. Practical scientific approaches builds the research by presenting the practical scientific approach. Quantitative and qualitative data collection, intergroup and intragroup analysis (subchapters on the English language test for specific purposes, Active participation in the classroom, Correlational analysis and other comparisons, Comparison between the initial test and the final test of general English, Comparison between the GE tests and the ESP test, Correlation between self-evaluation and the grades obtained in the GE tests and the ESP test, Correlation between the chosen work group and the grades of the general English and ESP tests and Correlations between the work group, attendance in the classroom, Moodle score, test grades GE and ESP and the final grade can be consulted in the doctoral thesis already mentioned, of the author) of them, the presentation of the results, limits and errors derived from this research. It should also be mentioned that the annexes of the Discipline Sheet, the Interview Guide, the Table of Contents of the ESP manuals, the Questionnaire Questions and the General English and ESP Tests have been removed from the body of this work.
The last section underlines both the role and importance of the topic addressed, as well as the usefulness of the English language study program for specific purposes with the contribution of information and communication technology. It includes reflections on how to conduct the entire research process, from idea to result. Also of real importance are the projections of such a study in a hybrid format that not only innovates, but also proves its usefulness in the future, namely, the exposure of a product, which is only at the beginning of the road, through which the student can practice specialized vocabulary through testing.
By applying the transformative-interactive educational model through communication in the study of the English language for specific purposes, the responsibility of their own learning is partially transferred to the student and therefore the improvement of the knowledge base, both of the general English language and of specialized terms in the English language. He becomes a partner in the learning process, not just a receiver of the information received during the class. The partial transfer of responsibility in the process of learning English for specific student purposes and its integration in the new trends in education (self-study & find your tribe) come in the face of a new way of thinking and interacting specific to the new generations of young people adults who attend the contemporary academic environment.
Today, more than ever, it is important to outline and understand the profile of a modern student, with needs and limits, desires and opinions, intrinsic and/or extrinsic motivations, who aims to integrate into a democratic, mobile, versatile society, complex where extensive communication on a planetary level becomes essential.
We consider that this research adds value to the process of evolution, growth and maturation in which the main actor, the student, can manifest his own choices and, at the same time, can directly benefit from the results of his actions. This fact leads, in parallel, to future choices made knowing the cause and not dictated by third parties. Independence in making decisions about one's own person is acquired over time, first of all, and not infrequently with consistent effort, that's why I considered that a strategy for studying English for specific purposes is necessary to include elements that compete to the perfection of an autonomous person, responsible and aware of the results of his decisions.

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