This volume offers research-based studies on English for Specific Purposes in higher education from across the world. By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion. There is a growing need for undergraduate students to develop their proficiency of ESP skills and knowledge in the increasingly globalized world. Knowledge of ESP is an important factor in subject matter learning by students, and also closely related to the performance of university graduates in the relevant sectors. Careful planning and efficient implementation are essential to ensure the quality of the language learning process. For a variety of reasons, it proves difficult to maintain ESP instruction in higher education. These reasons include the incompetence of teachers, lack of materials for that specific context, as well as lack of opportunities for ESP teachers to develop their skills. The chapters in this book, taken from a wide variety of countries, shed light on the diversity of current practices and issues surrounding ESP.
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Using a Corpus-Based Approach to Select Medical Vocabulary for an ESP Course: The Case for High-Frequency Vocabulary
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Lesson Study in Higher Education: A Collaborative Vehicle for Professional Learning and Practice Development of Teachers of English for Specific Purposes
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Practitioner Research as a Way of Understanding My Work: Making Sense of Graduates’ Language Use
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Perceptions of Students, Teachers and Graduates About Civil Aviation Cabin Services ESP Program: An Exploratory Study in Turkey
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Introducing Innovation into an ESP Program: Aviation English for Cadets
págs. 179-199
From EFL to EMI: Hydrid Practices in English as a Medium of Instruction in Japanese Tertiary Contexts
págs. 201-221
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Are We Really Teaching English for Specific Purposes, or Basic English Skills?: The Cases of Turkey and Latvia
págs. 243-264
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The C of Cognition in CLIL Teacher Education: Some Insights from Classroom-Based Research
págs. 305-321
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