Cover not available
Article published In:
ITL - International Journal of Applied Linguistics
Vol. 141/142 (2003) ► pp.255–287

Is ESP a success in the Turkish EFL Context?

| Bogaziçi University, Faculty of Education
This paper presents a study investigating the effects of an ESP program on the false-beginner Turkish EFL learners' language and vocational knowledge and skills. The purpose of this study is to answer the following research questions:
Will false-beginner level Turkish EFL learners develop/improve their L2 skills through an ESP program of instruction?
Will false-beginner level Turkish EFL learners get basic vocational knowledge and skills as well as L2 skills through an ESP program of instruction?
50 false-beginner Turkish EFL learners, 18 graduates of the program who have already been employed in the tourism sector in Turkey, and 8 employers participated in the study. The results indicated that despite some shortcomings, the program helped the learners develop both their vocational and EFL knowledge and skills.
Published online: 1 January 2003
DOI logo
https://doi.org/10.2143/ITL.141.0.2003190
References (25)
BLOSSOM, W. (2001). Content-based learning in English for Academic Purposes courses in teachers' colleges. Journal of Adolescent & Adult literacy, 44 (4) 372–382.Google Scholar
BRINTON, D. M., SNOW, M. A., & WESCHE, M. B. (1989). Content-based Second Language Instruction. New York: Newbury House.Google Scholar
BURGER, S., WESCHE, M., & MIGNERON, M. (1997). "Late, late immersion": discipline- based second language teaching at the University of Ottawa. In R. K. Johnson & M. Swain (Eds.), Immersion Education: International Perspectives (pp. 65–84). New York, NY: Cambridge University Press.Google Scholar
CRANDALL, J. (1987). ESL Through Content-area Instruction. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
(1993). Content-centered learning in the United States. Annual Review of Applied Linguistics, 131 111–126.Google Scholar
CUMMINS, J. (1994). Knowledge, power, and identity in teaching English as a second language. In F. Genesee (Ed.), Educating Second Language Children. Cambridge: Cambridge University Press.Google Scholar
FLOWERDEW, J. (1993). Content-based language instruction in a tertiary setting English for Specific Purposes, 12 (2) 121–138.Google Scholar
GENESEE, F. (1994a). Educating Second Language Children. Cambridge: Cambridge UniversityPress.Google Scholar
GENESEE. F. (1994b). Integrating language and content: lessons from immersion. Santa Cruz. CA: National Center for Research and Cultural Diversity Second Language Learning.Google Scholar
HUTCHINSON, T & WATERS, A. (1987). English for Specific Purposes. Cambridge.Cambridge University Press.Google Scholar
KASPER, L. F. (1995). Theory and practice in content-based ESL reading instruction. English for Specific Purposes, 14 (3) 223–229.Google Scholar
(1997). The impact of content-based instructional programs on the academic progress of ESL students. English for Specific Purposes, 16 (4) 309–320.Google Scholar
KRASHEN, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.Google Scholar
KRASHEN, S. & BIBER, D. (1988). On Course. Sacramento, CA: California Association for Bilingual Education.Google Scholar
MCGROARTY, M. (1993). Second language instruction in the workplace. Annual Review of Applied Linguistics, 131 86–108. Met, M. (1994). Teaching content through a second language. In F. Genesee (Ed), Educating Second Language Children (pp. 159–182). Cambridge: Cambridge University Press.Google Scholar
MIRAMONTES, O. B. (1994). ESL policies and school restructuring. In R. Rodriguez, N. J. Ramos, & J. A. Ruiz-Escalante (Eds.), Compendium of Readings in Bilingual Education (pp. 48–58). San Antonio, Texas: Texas Association for Bilingual Education.Google Scholar
MOHAN, B. A. (1986). Language and Content. Reading, MA: Addison-Wesley.Google Scholar
MOHAN, B. & BECKETT (2003). A functional approach to research on content-based language learning: recasts in casual explanations. Modern Language Journal, 87 (3) 421–432.Google Scholar
OXFORD, R. (1993). Progress in tertiary content-based ESL instruction. TESL Canada Journal, 11 (1) 75–97.Google Scholar
PICA,T. (2000). Tradition and transition in English teaching methodology. System, 281 1–18.Google Scholar
PLATT, E. (1993). Vocational/VESL teacher collaboration: some substantive issues English for Specific Purposes, 121 139–157.Google Scholar
SAVILLE-TROIKE, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly, 18 (2) 199–219.Google Scholar
SNOW, M. A. & BRINTON. D. (1988a). Content-based language instruction:investigating the effectiveness of the adjunct model. TESOL Quarterly, 22 (4) 553–574.Google Scholar
STOTT, T & HOLT, R. (1992). First Class English for Tourism. Hong Kong: Oxford University Press.Google Scholar
SWAIN, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern language Review, 55(1)44–63.Google Scholar
Cited by (1)

Cited by one other publication

Işık, Ali
2021. How Effective is the Assessment Component of a Customized CLIL Program?. Latin American Journal of Content & Language Integrated Learning 13:2 ► pp. 241 ff. DOI logo

This list is based on CrossRef data as of 6 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.