Article published In:
ITL - International Journal of Applied LinguisticsVol. 141/142 (2003) ► pp.255–287
Vol. 141/142 (2003) ► pp.255–287
Is ESP a success in the Turkish EFL Context?
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.
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.
BRINTON, D. M., SNOW, M. A., & WESCHE, M. B. (1989). Content-based Second Language Instruction. New York: Newbury House.
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.
CRANDALL, J. (1987). ESL Through Content-area Instruction. Englewood Cliffs, NJ: Prentice Hall.
(1993). Content-centered learning in the United States. Annual Review of Applied Linguistics, 131 111–126.
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.
FLOWERDEW, J. (1993). Content-based language instruction in a tertiary setting English for Specific Purposes, 12 (2) 121–138.
GENESEE, F. (1994a). Educating Second Language Children. Cambridge: Cambridge UniversityPress.
GENESEE. F. (1994b). Integrating language and content: lessons from immersion. Santa Cruz. CA: National Center for Research and Cultural Diversity Second Language Learning.
HUTCHINSON, T & WATERS, A. (1987). English for Specific Purposes. Cambridge.Cambridge University Press.
KASPER, L. F. (1995). Theory and practice in content-based ESL reading instruction. English for Specific Purposes, 14 (3) 223–229.
(1997). The impact of content-based instructional programs on the academic progress of ESL students. English for Specific Purposes, 16 (4) 309–320.
KRASHEN, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
KRASHEN, S. & BIBER, D. (1988). On Course. Sacramento, CA: California Association for Bilingual Education.
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.
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.
MOHAN, B. A. (1986). Language and Content. Reading, MA: Addison-Wesley.
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.
OXFORD, R. (1993). Progress in tertiary content-based ESL instruction. TESL Canada Journal, 11 (1) 75–97.
PICA,T. (2000). Tradition and transition in English teaching methodology. System, 281 1–18.
PLATT, E. (1993). Vocational/VESL teacher collaboration: some substantive issues English for Specific Purposes, 121 139–157.
SAVILLE-TROIKE, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly, 18 (2) 199–219.
SNOW, M. A. & BRINTON. D. (1988a). Content-based language instruction:investigating the effectiveness of the adjunct model. TESOL Quarterly, 22 (4) 553–574.
STOTT, T & HOLT, R. (1992). First Class English for Tourism. Hong Kong: Oxford University Press.
SWAIN, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern language Review, 55(1)44–63.