Good Practices in Teaching and Learning English for Specific Purposes in Chinese Universities - Research Proposal Example

Running head: ESP Good Practices in Teaching and Learning English for Specific Purposes (ESP) in Chinese Universities Introduction An international language is essential for the business world in order to establish proper communication between organizations and the diverse customers. English is an international language widely used in almost all the countries for the communication purposes. Second language learning is encouraged in many countries especially in non-native English speaking countries, in order to improve communication skills and to exploit the global employment potentials. Globalization and Liberalization policies implemented by majority of the countries have increased the importance of English at international level. “Language learning activities are representative of the diverse social and cultural background knowledge and experience of learners. Language learning activities provide learners the opportunities to assess and negotiate knowledge, concepts and ideas in the light of their own socio-cultural backgrounds” (Ajayi, p.8) The above facts forced non-native English speaking nations to encourage the learning of English by implementing it in their curriculum. “The need for a common international language with the expansion of a global communication network has made the English the language of choice” (TESOL& Dang, p.9) Postgraduate classes from grades 2001 to 2004 at Capital University of Medical Sciences in Beijing were assigned to study English for Technical Communication, a course that integrated the concepts of technical communication into English for specific purposes. In the survey of Grade 2004, over 96% of the graduates claimed that it was necessary for them to study English for Technical Communication; more than 90% of the students confirmed that the course was practical; and 90% of them claimed that the course had significantly improved their abilities in technical communication. Therefore, introducing technical communication in English for specific purposes would be a feasible way to develop the teaching of technical communication in China. (Duan et al) Even the communist China, started to encourage the learning of English. They have realized the limitations of Chinese language at international level and realized the importance of English for the smooth communication purposes at international level. English learning is not easy for no-native English speakers. Proper teaching strategies are essential for Learning English for Specific Purposes (ESP) especially in China like non-native English speaking countries. Thesis Statement Social, cultural and economic factors can affect the teaching and learning of English for Specific Purposes (ESP). Though many curriculum strategies are prevailing at present in order to study English as a foreign language, the selection of the right ESL (English as Second Language) instruction method based on the social and cultural aspects of the learner and teacher are equally important in teaching and learning of English. I would like to conduct a research on the topic “Good Practices in Teaching and Learning English for Specific Purposes (ESP) in Chinese Universities” and this paper is written as a research proposal on the above topic. Aims of research English is used differently in even native English speaking countries like America, Britain and Australia. The accent and vocabulary of English is slightly different in these countries because of cultural and social differences. The non-native English speakers who learn English for Specific Purposes (ESP) are coming from different social and cultural backgrounds. These differences have a significant effect on their English language learning abilities. It is not possible for the Chinese to learn and speak English same way like the Indians though both India and China are non-native speakers of English. The main aim of this research is to find out suitable methods to teach and learn English in a Chinese university. Methods This research is aimed to conduct in a Hong Kong university with the help of Chinese people. I would like to visit various Chinese universities in Hong Kong to conduct certain interviews with the Chinese students and teachers who learns and teaches English in these universities. Moreover, I would like to gather secondary information about the topic from previous researches, internet, journals, articles, periodicals and news papers etc. I would like to prepare some questionnaires, for conducting surveys among the Chinese people in these universities which will definitely give more information about the problems they might face in learning English. I would like to visit some business & educational organizations in America and Britain where Chinese people are working in order to learn more about their difficulties while communicating with the Americans or the British people. Moreover, I would like to attend certain ESP classes in order to collect data and also to observe the difficulties in teaching and learning of ESP. Outline of the research background of the topic ESP - English for Specific Purposes: This term refers to teaching a specific genre of English for students with specific goals. Examples include English for Academic Purposes, business English for business people, medical English for nurses, doctors, other health care professionals etc (ESP) A study conducted by J. Jackson after interviewing 45 business lecturers at five tertiary institutions in Hong Kong shown that the students generally had poor study habits, inadequate reading and writing skills, weak problem-solving skills, and were reticent in class. Striking differences were found in the sub-disciplines in terms of expectations, course requirements, and modes of assessment. This study also revealed the importance of seeking input from business faculty so that the genuine needs of students can be identified and addressed in well-designed, discipline-sensitive business communications programs. (Jackson) Students required to grapple with the concepts in a language that they are not proficient in. As a result they spent most of the time trying to master the target language (Tsui & Johnson, p.15) Extra efforts from students are required in order to learn English properly. For example, for some specific purposes of communication using English, the written skills required more than the aural skills. Some people are good at writing the English where as they are poor while using it aurally. This problem needs to be rectified while teaching English in Chinese universities. Since the classroom is one of the few places where comprehensible input and modified interaction are made available, and since the teacher is an important source of input, it is essential for ESL (English as Second Language) teachers to analyze what actually has gone on in their own language classrooms (Amy) In a typical foreign language classroom, the common belief is that the fullest competence in the TL (target language) is achieved by means of the teacher providing a rich TL environment. (The Mother-Tongue (L1) Usage In Teaching English Perspectives Of Students And Teachers) But the teacher must consider the intellectual levels of the students also before he starts providing an intense TL environment. For some people this strategy may be successful while for others it can create negative impacts. “The idea of "the more English the better" is fallacious and can actually slow down childrens learning considerably” (Acquiring English as a Second Language) “English for Academic Purposes (EAP) is a truly international phenomenon linked in with the overall trend towards the globalization of information exchange, communication and education” (Peacock & Flowerdew, p. xv). So the English learning curriculums in Chinese universities must formulate learning strategies suited for the specific purposes mentioned above rather than going for in depth tutoring of English which might complicate the learning processes. Economy and cultural aspects can affect the learning of English language. Rich people can utilize more resources for their learning needs compared to others. Communities or cultures which have similarities or relation with the English culture may learn the English quickly compared to others. For example, French language has lot of similarities with English and the French people can learn English quickly compared to others. People who are staying nearer to the English speaking countries can also learn English language quickly compared to others. It is a fact that non-native speakers of English has a tendency to translate or attempt to translate first language words, phrases and organization in to English (Connor, p.3) It is difficult to translate a sentence from another language into English, just by translating each word and phrase and keeping the same structure. The composition of English sentences is very much different from that of other languages. ESP students must remove all such influences of their mother tongue from their minds while communicating through English. When language learners are thrust into the target language without sufficient mastery of the first language, such students "develop relatively low levels of academic proficiency in both languages (Ajayi, p.10) So, the selection of suitable ESP instruction method is important for proper learning of English. Before, the non-native English speakers start to learn ESP they must make sure that they have sufficient knowledge in their own native language. This is important since ESP curriculum is designed with special emphasis on the native languages of the ESP students. “ESP concentrates more on language in context than on teaching grammar and language structures. The ESP focal point is that English is not taught as a subject separated from the students real world (or wishes); instead, it is integrated into a subject matter area important to the learners” (Teaching English for Specific Purposes (ESP)) It is not required for the ESP students to achieve in depth knowledge in English as they use it for some specific purpose alone. For example, a Chinese worker working in an American company needs to communicate with his colleagues properly. So he needs the basic communication techniques alone as far as English learning is concerned. Grammar and language structure are not much important for him. On the other hand if a Chinese person wanted to teach English language to Chinese students, then he should have more in depth knowledge about English language with respect to grammar as well as language structure. So the teachers of ESP should know the requirements of the students first in order to decide upon the topics he needs to deal in the class. Expected Findings Non native speakers might have lot of difficulties in learning English because of their differences in cultural & social backgrounds. Learning English for specific purpose curriculum should concentrate on the specific requirement of the learner rather than going for a comprehensive approach or in depth learning of the English language. Separate curriculums would be needed for those who study English for special purposes. For example the needs of a student who learn English for academic purposes might be different from that of the needs of a student who learns it for business purposes. Summary The importance of an international language has increased in the current century because of Globalization and Liberalization. English is an international language which is used widely all over the world for communication purposes. Learning of English as a second language is essential for even the non-native English language speakers because of the utility of it in their future endeavours. For special purposes like academic and business, the knowledge of English is required. It is not necessary that a business person needs in depth knowledge in English whereas a teacher who teaches English should have sound knowledge in English. So based the varying degrees of need, the English curriculum in Chinese universities should be adjusted. Learning of English is not easy for the non-native English speakers because of the cultural and social differences between countries. ESP instruction programs must be formulated based on the cultural and social aspects of the persons who seek admissions in such programs. Conclusions The demand for a common language, especially in the current globalized environment is more and English seems to be the better suited international language for communication purposes. Non-native English speaking countries like China have already implemented English in their educational curriculum. But the learning of English is difficult if the curriculum fails to address the exact requirements of the teaching and learning processes of English. Further research and studies are necessary in order to find out suitable English learning and teaching strategies in Chinese universities. References 1. Acquiring English as a Second Language, 2009, Retrieved on July 20, 2009 from http://www.asha.org/public/speech/development/easl.htm 2. Amy Tsui Bik-may, Analyzing Input and Interaction in Second Language Classrooms RELC Journal, Vol. 16, No. 1, 8-30 (1985) Retrieved on 9 September, 2009 from   http://rel.sagepub.com/cgi/content/abstract/16/1/8 3. Ajayi, Lasisi J. 2005, A sociocultural perspective: language arts framework, vocabulary activities and English language learners in a second grade mixed classroom, Retrieved on 9 September, 2009 from   http://findarticles.com/p/articles/mi_m0FCG/is_3_32/ai_n15882746/pg_3/?tag=content;col1 4. Connor Ulla M. Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing, Publisher: Cambridge University Press (January 26, 1996), http://www.amazon.com/Contrastive-Rhetoric-Cross-Cultural-Cambridge-Linguistics/dp/0521441455/ref=sr_1_2?ie=UTF8&s=books&qid=1248070792&sr=1-2# 5. Duan, Ping; Gu, & Weiping, English for Specific Purposes: The Development of Technical Communication in Chinas Universities, Retrieved on 9 September, 2009 from http://www.ingentaconnect.com/content/stc/tc/2005/00000052/00000004/art00004 6. ESP, Retrieved on 9 September, 2009 from http://www.teaching-english-in-japan.net/acronyms/esp 7. Jackson J, 2004, An inter-university, cross-disciplinary analysis of business education: Perceptions of business faculty in Hong Kong Retrieved on 9 September, 2009 from http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDM-4F6F65X-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_searchStrId=1008901566&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=9490fb7b70979ace690ef91129911906 8. Peacock Matthew & Flowerdew John, Research perspective for English for academic purposes, Cambridge University press, Retrieved on 9 September, 2009 from   http://assets.cambridge.org/97805218/05186/frontmatter/9780521805186_frontmatter.pdf 9. Teaching English for Specific Purposes (ESP), Retrieved on 9 September, 2009 from http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html 10. TESOL B.A.,& Dang,Pinky Y. , Highway To E.S.L.: A User-Friendly Guide to Teaching English As A Second Language, Publisher: iUniverse, Inc. (May 18, 2005), http://www.amazon.com/Highway-E-S-L-User-Friendly-Teaching-Language/dp/0595342213/ref=sr_1_7?ie=UTF8&s=books&qid=1248070792&sr=1-7# 11. The Mother-Tongue (L1) Usage In Teachıng Englısh Perspectıves Of Students And Teachers, Retrieved on 9 September, 2009 from   http://www.articlesbase.com/languages-articles/the-mothertongue-l1-usage-in-teachng-englsh-perspectves-of-students-and-teachers-1042917.html 12. Tsui Amy B.M. & Johnson Ivor, Teacher education and Development, Educational paper 18, Faculty of Education, The university of Hong Kong, Hong Kong 1993 Read More