This document provides an overview of teaching English for Specific Purposes and Medical English. It discusses the need for a new paradigm in teaching career-specific English that focuses on acquiring language in context rather than primarily on grammar and structure. The methodology presented teaches English from the perspective of the target career first by using hands-on activities and discussions, while still incorporating vocabulary, grammar and language rules. It argues this approach leads to more effective language acquisition compared to traditional audio-lingual methods.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Basic concepts of methodology method, method, principle. Didactics what do we teach is the content of the training. Methodology how do we teach teaching methods and techniques. The concept of method is derived from the Greek Latin word metodos method , which means the way to a particular goal, method. The narrow and broad meanings of the term can be found in various literatures. The term “methodology†in the narrow sense refers to a concept related to the specific teaching process of education. Jurayeva Yulduz Ruzikulovna "Methodology of Foreign Language Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46480.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46480/methodology-of-foreign-language-teaching/jurayeva-yulduz-ruzikulovna
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Basic concepts of methodology method, method, principle. Didactics what do we teach is the content of the training. Methodology how do we teach teaching methods and techniques. The concept of method is derived from the Greek Latin word metodos method , which means the way to a particular goal, method. The narrow and broad meanings of the term can be found in various literatures. The term “methodology†in the narrow sense refers to a concept related to the specific teaching process of education. Jurayeva Yulduz Ruzikulovna "Methodology of Foreign Language Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46480.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46480/methodology-of-foreign-language-teaching/jurayeva-yulduz-ruzikulovna
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
The basis of curriculum and syllabus designingAtatin Atiqotul
Curriculum basic and design the syllabus, don't forget to check my blog also pendakiilmu.wordpress.com and my google account Atatin Atiqotul M.F
thank you
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
The basis of curriculum and syllabus designingAtatin Atiqotul
Curriculum basic and design the syllabus, don't forget to check my blog also pendakiilmu.wordpress.com and my google account Atatin Atiqotul M.F
thank you
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
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1. Teaching English for Specific
Purposes
Prepared by : Edward Valcárcel Melgarejo
Docente de Educación en Idiomas
Universidad Nacional de San Agustín de
Arequipa
Segunda Especialidad en Didáctica de Inglés como Lengua Extranjera
2. CHAPTER 3
PURPOSES
OBJECTIVES
1. To demonstrate theoretical knowledge
of the new paradigm to teach English for
some specific purposes.
2. To gain skills in preparing materials to
teach English for some specific purposes.
4. MEDICAL ENGLISH
Current methods of instruction most commonly
used today for health professionals focus primarily
on English language while secondarily embedding
health care terminology in the lessons.
The author has developed a new methodology: a
paradigm shift. Medical English is taught from the
perspective of medicine and health care first and
foremost while reinforcing vocabulary acquisition,
grammar and structure secondly.
6. Medical English cannot be taught at the level of
or in the same methods of basic English
language teaching. Career-specific, highly
technical language must be contextually based.
It is advanced English. Students come with a
wealth of knowledge and skills in their career
fields. The goal of learning English at this level is
not to learn grammar and structure primarily,
but to acquire and use the language of practice
and social relations within the career.
Contextually based learning is crucial.
7. Goal of Curriculum
When the curriculum designer begins to develop
a course or series of courses in Medical English,
he/she must consider who the students are,
what their motivations will be, and identify
which perspective they wish their teachers to
have. The curriculum framework must be
developed to meet the needs of the educational
institution, the students, relevant legislation,
and any other stakeholders such as employers of
the students.
8. Student Motivation
Research in the fields of adult education and the
acquisition of a new language identifies that
students are much more motivated to learn when
they find value in the material . When designing a
curriculum for Medical English, it is important to
survey the motives of the students. The writer has
found these are not always the same. Some
students pursue career-specific English course for
professional development reasons while others take
it with the hopes of immigration. The former is
generally more successful than the latter.
9. Language Acquisition versus
Language Learning
Currently, language learning and language teaching
is a combination of behaviourism and cognitivism.
These comprise the audio-lingual method of
language acquisition. Teaching based in behavioural
psychology focuses on stimulus-response-
reinforcement as the method for promoting
learning. The student is presented with a great deal
of material over the duration of a course, and
frequently drilled or given oral/written feedback to
reinforce accuracy and skill.
10. There is a strong focus on repetition with the belief
that this will create a habit of using language in
certain ways: in response to certain cues. The
drawback is that this does not foster thinking,
generalization, or application of language in other
than the structured, memorized stimulus-response
form. Many schools around the world are using this
method for teaching Medical English. Their focus is
on the presentation of reams of medical
terminology with very little application to the real
world of medical practice. In effect, it is a method
of rote memorization and the actual benefits of
acquiring language that can be used in the career
remains questionable.
11. Cognitivism is another theory base for the audio-
lingual method of language acquisition. Also based
in psychology, this theory asserts that people
acquire language by learning and internalizing the
rules of that language's structure (Harmer, 1996).
The assumption is that if a student is given
sufficient vocabulary they will be able to create
their own sentences, convey messages, and make
meaning. In this method, rules become paramount
and it is possible to teach language lessons based
solely on rules and formulas. Indeed, this is a very
popular practice today. Lessons are created with a
focus on the rule or structure for the day, ie: the
subjunctive clause. Any new vocabulary or exercises
are designed around identifying and using the rule
correctly.
12. Acquisition is a process that occurs
subconsciously and results in the actual
knowledge of a language.
Acquisition means that vocabulary and language
are acquired through a multitude of means, the
most importance of which is access to the
language in use: in context.
Exposure is critical.
13. Methodology: the new paradigm
Language acquisition must be a combination of
academic preparation that includes behavioural
and cognitive approaches that are secondary to
the focus or context of the lesson. The design of
English for Nurses and Medical Personnel
reflects this. Lessons are contextually and
experientially based to provide hands-on
opportunities to apply or use the language
immediately.
14. Classes are interactive and promote exploration
and discovery of language through discussions
and exercises based on the focus of the lesson.
The curriculum design is based on health care,
not English language structure or rules. It
follows an A - B format. Lesson A finds its focus
on vocabulary presentation and acquisition.
Lesson B to follow provides opportunities to
apply learning from the previous lesson into
context.
15. Learning activities in Lesson B can include using
actual hospital charts and forms, role-playing
assessment, use of medical equipment, open
exploration of treatments and interventions
related to the main subject. Understanding that
all students have medical backgrounds,
discussions are enhanced as health
professionals attempt to confer and consult;
sometimes debate medical-health conditions
and best practices. The structure of language
acquisition is less acute. Broken English is
accepted.
16. Pratt and Brookfield (2002) identify a number of
perspectives on teaching in adult education. The
Transmission Perspective is the stereoptypic
view of the teacher in the classroom in which
he/she imparts information in a top-down
method of dissemination of material.
The Apprenticeship Perspective (Pratt, et al.,
2002) reflects teaching outside of the classroom.
It is a process of enculturating the learner into a
specific community. This is paramount in the
design of any Medical English course. Language
in context cannot be ignored in this highly
specialized, career-specific focus.
17. ARGUMENT
The writer agrees with Swan (1997) that some
styles of speech and writing have their own
rules and structure. This is most certainly the
case in the Medical English. Health professionals
must read, write, interpret, give directions,
etcetera using a wide, wide variety of
abbreviations and acronyms that are extremely
career-specific.
18. Unless one has spent time working in this field,
it is almost impossible to understand this career-
specific jargon. Medical English is also
contextual. It is a language of its own. Doctors
and nurses use academic and technical language
interspersed with common speech and
workplace jargon. It rarely focuses on complete
or proper sentence structure. Indeed, charting is
expected to be brief and in cryptic form.
19. CONCLUSION
In conclusion, the method of curriculum design
and delivery for Medical English needs to shift
from the traditional audio-lingual method to
being contextually-based and experiential. It
needs to be delivered at the level of advanced
English training where focus can be dedicated to
the language of the career rather than the
structural foundations and rules of learning a
new language.
21. ENGLISH FOR ECONOMIC
DEVELOPMENT
What is English For Economic Development?
English For Economic Development is ISAI's
proprietary English Learning System for
sustainable development. English for Economic
Development includes English for sustainable
development, halting global warming, agricultural
tourism, ecotourism, tropical food production,
soccer, Sports Adventure Tourism, Leucaena Effect
Agroforestry, Caribbean Basin business, sports
diversity, small scale industries, export and
international business.
22. It is English reading, communicating in writing,
creating English web pages on the Internet,
putting together email newsletters, speaking
and listening to English in business development
in developing countries.
In this English For Economic Development
program you do not read poetry, discuss the
classics of literature or discus ideals. Its about
developing and using English for international
business. All scenarios and stories used will be
about international business.
23. ENGLISH FOR ECONOMIC DEVELOPMENT is just
that - speaking, reading, listening, and living
about sustainable business and development.
English For Economic Development has two
components
1) Helping you as a world class entrepreneur
achieve native speaker fluency in the World
Interface Language, American English
2) Helping you develop the international
business skills needed to become a world class
sustainable entrepreneur
24. Dee Brightman (creator of English For Economic
Development) says - "I have written the
BUSINESS INFORMATION PART OF THESE
LESSONS with one objective in mind, to help you
make more money, gain wealth, power and
influence in your country, and in this
polyeconomic world, creating, building and
expanding your polyeconomic business. You will
be able to expand as large as you desire by:
25. • planning
• export and business development
• creating long term international interactions
• developing low cost entry projects
• using computer and fax to access world
information sources
• establishing joint ventures, licensing and
international investment
• creating market oriented projects, products
and services
26. Why do so many of these entrepreneurs, their
products and services, fails? What prevents the
maximization of their business? Several
significant reasons include the following:
• Not planning the business.
• Not developing and applying an international
business marketing plan.
• Most developing countries are promoting
export production within their countries.
• Not understanding the target market
consumers needs, interests and lifestyles.
27. • Not understanding that different approaches
to marketing are required for cultures
different than your own.
• But most developing country entrepreneurs
attempt to sell international buyers the same
way they sell to buyers in their own culture.
• Not finding out from buyers what they want
and need both in products and services.
• Not developing long term relationships with
buyers and suppliers.
28. • Not understanding the need for outside
knowledge and technology.
• Trying to begin with high cost products that
require extensive development costs and high
tech equipment, elaborate quality control
systems, high front end costs and high capital
input to begin with.
• Not developing your business from the very
beginning to be an integral part of the developing
world polyeconomy.
• Not researching, finding and selecting an
international information, science and technology
transfer/conduit organization to be a long term
working associate in their business development.