English for Specific Purposes or Academic English Research Papers (original) (raw)

Graham Greene, the twentieth century British author, demonstrated an interest in the
problems of evil, violence and alienation from the very beginning of his writing career. In his
novels he created a unique world of isolation, oppression and mistrust, which was later given
the name of Greeneland. It reflects Greene’s belief in the reality of another world, which is
removed from people in the same way God is, but which undoubtedly exists and represents
the rich material for human imagination to feed on. Since for Greene imagination and
intuition are significantly more important than objective measurement, the ordinary, run-down
and third-rate are given deeper, almost allegorical significance, as the three analysed novels
(The Heart of the Matter, Our Man in Havana and The Human Factor) show. As a
consequence of the Greenean method of permeating the facts of reality in an omnipresent
sense of suffering, unhappiness and impending catastrophe, the border between reality and
imagination becomes blurry, fades and finally disappears.
Key words: Greeneland, reality, imagination

This study is part of an ongoing investigation into what we would like to identify as a unique, and so far underexplored, form of knowledge dissemination by means of online academic bionotes. By focusing on academic online identity construction, we intend to highlight the core discursive mechanisms underlying such a practice as well as differentiate specific features from more familiar ones characterising general social networking public profiles (Fitzpatrick 2015). Although a relatively new convention in the academic workplace, the practice of scholars crafting their own academic identity through online personal branding has been gaining momentum during the past decade. This is mainly due to the rapidly changing world of work and the proliferation of online social networking sites (SNS) which have blurred the boundaries between work and personal lives (Garzone 2015; Duffy/Pooley 2017). With the Web becoming a workplace, where involvement in networking practices and the construction of a social presence are no longer a choice, scholars are now seriously reflecting on the importance of defining personal branding tools for the dual purpose of individual advancement and knowledge dissemination.
Consequently, by exploring scholarly knowledge sharing practices occurring on academic SNSs, the main aim of this paper is to investigate the extent to which the social construction of academic identity overlaps and interdiscursively blends together with previously investigated and more traditional processes of disciplinary knowledge dissemination (KD) (Hyland 2012a, 2015). This study, in fact, is taking a broader approach to KD by using Hyland’s own perspective as a starting point, especially when he argues that: "In pursuing their professional goals and constructing knowledge, academics engage with others, and because of this, discourses carry assumptions about knowledge, relationships and how this should be structured and negotiated" (Hyland 2012a: 175).
Hence, our approach explores these renegotiated discourses as enacted by renewed digital knowledge sharing practices such as those occurring in dynamic Web 3.0 environments. To this end, the investigation is based on the analysis of a multimodal corpus comprising a collection of profiles crafted by university scholars and posted on the academic social networking site (ASNS) known as Acadmia.edu. This platform, which is not an educationally affiliated organization, foregrounds the entrepreneurial mission of “accelerating the world’s research”3 as it is essentially designed for academics whose main intention is to share research papers and interests as well as other general information concerning affiliation and academic engagements. Also part of Academia.edu’s mission is to afford scholars the opportunity to monitor the impact of their research through deep analytics (Price 2012) while tracking the work of other academics they choose to follow (Thelwall/Kousha 2014). Established in 2008 in San Francisco by Richard Price as part of the Open Science movement, to date, Academia.edu is reported having nearly 31,000,000 registered account-holders contributing over 20 million papers and attracting nearly 26 million unique visitors a month.
Against this backdrop, it is quite evident that data collected from ASNSs are of major interest for linguistic exploration, mainly owing to the impact that the above-mentioned academic social networking practices may have on how language is devised and packaged in order to facilitate knowledge dissemination. For the purpose of shedding light on this still grey area of language innovation, the online profiles collected from the Academia.edu site are the object of this study as they comprise multimodal instantiations of both knowledge dissemination and self-branding resources.

In order to cater to these changing needs, two branches of English Language for Teaching (ELT)
namely English for General Purposes (EGP) and English for Specific Purposes (ESP) have emerged.
Although EGP is what is observed to be practiced in the ELT classrooms over the years ESP has
created an immense interest among ELT practitioners desiring to make a change in academic and
professional setting. The aim of the research is to find out what type of content is required to fulfill the
aims of the students academically. The current study which blends both qualitative and quantitative
methods was carried out with 40 undergraduates Findings of this needs analysis revealed that EGP
alone would not cater to the needs of the stakeholders as the students were expected to reach out to
the industry after completion of the degree and in this sense suggestions were brought forward to
design a curriculum with a blend of ESP and EGP. There was a strong recommendation of revising
the current curriculum to suit the requirements of both the academic context and the context of the
target career.
Keywords: English for Specific Purposes (ESP), English for General Purposes (EGP), Needs
Analysis (NA), language skills, stakeholders

While a wealth of resources is available for teaching research writing of traditional IMRD research papers, instructors have little to draw on when working with graduate students in mathematics. The present study offers insight into recent mathematical research articles through an exploration guided by phrase-frames, recurring multiword units with a variable slot or blank. The paper introduces the concept of key phrase-frames. In doing so, the potential of phrase-frames for understanding subregisters and for teaching is shown. The starting point of this exploration is a 2,289,670-word corpus of 128 recent mathematics research articles collected from eight scholarly mathematics journals. Five-and six-gram phrase-frames were generated in KfNgram. Key phrase frames are identified as those with an occurrence of at least 20 per million words, occurring across 75% of journals and with a sMAPE of 1.95 cut off or higher when compared to the academic section of the Corpus of Contemporary American English as a reference. The 180 resulting frames were coded for open slot position and common pattern before being consolidated and functionally grouped. Core functions related to the aboutness, coherence and moves of the text. The discussion centers on how these groups reveal different aspects of mathematical texts

Pilots who fly internationally must demonstrate a basic level of English language proficiency set forth by the International Civil Aviation Authority (ICAO) in a set of descriptors outlining varying ability levels.This insures clear communication between aircraft and air traffic control (ATC), a key element of air safety. Course design addressing ab initio students / trainees and licensed pilots in need of recurrency training must take into account learners’ specific needs for operational proficiency and licensure within the greater institutional framework. English communication standards exist to foster a safe and efficient operating environment. This paper will illustrate the connection between accident prevention, the implementation of language testing in aviation training, and the techniques and materials used in the aviation classroom.

The application of English for Specific Purposes (ESP) concept in engineering studies in the 21 st century still serves as essential platform where authentic target workplace language use and language tasks could be simulated and trained for engineering undergraduates. This however, does not come without challenges. This study highlights the practices of English language lecturers in developing language tests for ESP courses offered in engineering programmes and the challenges faced during the process. The findings elicited via qualitative approach unearthed complex realities of lecturers' actual practices in developing ESP tests. Far from ideal conditions, they have to grapple with challenges which stem from issues at the systemic or macro level in the engineering programmes. The lecturers' practices demonstrated a host of attempts to address the layers of challenges engulfing the task of preparing good ESP tests for engineering undergraduates. They are guided by their own longstanding views on language testing that present varying degrees of conformity, ingenuity and divergence as compared to best practices in ESP tests development.

- by Norkhairi Ahmad and +1
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- English for Specific Purposes, Teaching English as a Second Language, Engineering Education, Higher Education
- by Natasha Artemeva
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- Discourse Analysis, Genre studies, Writing, Systemic Functional Linguistics

The aim of this study was to examine the situation of the practice of ESP in the public universities of our country in order to make some suggestions for its improvement. The conclusions of the investigation carried out revealed a gap between the practice of ESP in our context and the expectations due to the lack of formal didactic framework, the absence of a clearly defined status of ESP as a theoretically rooted and professionally oriented academic discipline, and the discrepancy between the envisioned objectives that transpire in the perceived needs of the students and what they actually are able to do with the language. Our suggestions to improve the situation were threefold: Design a cross-specialties needs-based framework for textbooks or workbooks selection or course design that could help teachers make decisions about appropriate course materials; deign a cross-specialties modular framework for syllabus design which may be an indispensable resource that teachers can draw from in order to design their own syllabuses; and use functional-Genre-Based Language Teaching (FGBLT) as an approach which would allow ESP instructors to do away with uninspiring, stale and contrived views of ESP that overemphasize issues relating to register. Resume Cette étude avait pour but l'examen de la situation de la pratique de l'ASP dans les universités publiques de notre pays en vue de faire des suggestions pour améliorer la situation. Les conclusions de l'investigation menée ont révélées un écart entre la pratique de l'ASP dans notre contexte et les attentes du à l'absence d'un cadre

- by Open Access Publishing Group and +1
- •
- English for Specific Purposes, Teaching English as a Second Language, Didactics, Genre

THE ATTACHED DOCUMENT IS A BRIEF EXCERPT FORM A BOOK CHAPTER. THE FULL PUBLICATION CAN BE FOUND AT: http://www.multilingual-matters.com/display.asp?K=9781783096251
(Please do not hesitate to contact the author for further details)
During the 19th century the need to make science more accessible to the public resulted in the emergence of a new type of written genre, the popular science article (Meadows, 1987). In this study, I will contrast the structure of scientific RAs and popular science articles as well as some linguistic features such as the use of discourse markers and evaluative language in both genres. Here, I analyse a corpus of four articles: two popular science articles taken from one of the top ten websites on popular science called Science Daily and two scientific articles published in a prestigious medical journal, The Lancet. The topic in the articles is the same: arthritis. To be able to compare and contrast the articles more effectively, corpus analysis tools have been used to analyse the linguistic features above mentioned. This article aims at showing how popular science articles can be used as pedagogical material for the teaching of Medicine, as they are more easily understandable for students (Parkinson & Adendorff, 2004) and therefore bringing about a more intuitive learning process. On the other hand, scientific articles are a source of medical knowledge and should be taken into consideration accordingly. However, medical students in their first years at university who have never been exposed to academic and scientific articles may find the reading and understanding of this academic type of written genre difficult and arduous.

This paper is based on the research conducted in January, 2013 that uses a structured questionnaire to examine current usage of business English in hotels in Croatia with the purpose of obtaining specific information required to design a syllabus for the business English course for the needs of the hotel industry, through which students acquire skills and knowledge that are appreciated and applied in their desired future work places. Besides creating and adequate content for the business English course on Tourism and Hotel Management undergraduate programme, the author is providing the most efficient proven teaching method to achieve the desired student knowledge and communication skills, during which the students actively approach learning and acquire foreign language business communication skills much faster.

- by Brasoeur Molyka
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- Gender Studies, English for Specific Purposes, Women's Studies, Sexuality

This text brings together innovative local practices with global perspectives in EAP and ESP in different parts of the world and how they may be applied to other contexts.

Academic writing college courses aim to prepare students for college life by training them to become critical readers of their specialist literature, analyze information from various sources, present well-supported arguments and do independent research work. In other words, the success of an academic writing course lies in its ability to help learners perform well in other college courses by completing course assignments, answering exam questions, doing necessary research work, and present graduation projects. For non-native speakers, producing academic work in English is an extremely challenging task for linguistic and cultural reasons. Linguistically, students are required to write in a language they do not master, and deal with the specialized language of their field. As for cultural difficulties, every culture has its own conventions for organizing ideas and presenting logical arguments. Non-native writers are, thus, disadvantaged even more due to cultural differences in presenting logical reasoning. The present paper reports an institutional experience of developing a Technical Report Writing (TRW) course for nautical college students at the Arab Academy for Science and Technology and Maritime Transport (AASTMT) in Egypt. The paper first provides a brief description of the Maritime English (ME) programme at the Nautical Department. This is followed by an examination of the needs for the new TRW course and an overview of the stages of course design and material development/implementation.

Vysokoškolské vzdelávanie, ktorého súčasťou sú aj kurzy odbornej jazykovej prípravy, je do značnej miery spojené s čítaním cudzojazyčných textov. Je však čitateľská spôsobilosť našich študentov na dostatočnej úrovni? Ak nie, ako sa dá čitateľská gramotnosť posunúť vyššie? Príspevok prezentuje výsledky výskumu zameraného na rozvoj čitateľských kompetencií v troch skupinách vysokoškolských študentov prvého ročníka s približne rovnakou vstupnou jazykovou kompetenciou. Výskum sa uskutočnil v rámci dvoch semestrov akademického roka 2012/2013 a potvrdil nami stanovenú hypotézu, že zvýšením frekvencie práce s cudzojazyčnými textami, sa výrazne zvyšuje schopnosť študentov čítať takéto texty s porozumením. Príspevok zároveň navrhuje možné riešenie, ako zlepšovať čitateľskú spôsobilosť u študentov, ktorí nie sú ich vlastnými kmeňovými katedrami nútení od začiatku štúdia pracovať s cudzojazyčnými zdrojmi.

- by Denisa Šulovská and +1
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- English for Specific Purposes or Academic English

A PDF of English for Mechanics (120 pages) is available for purchase for US$15 (Paypal) at http://thormay.net/lxesl/teachx2.html . The material here on Academia.edu is a sample only. This is a workbook for classroom use or private study. It consists of Paragraph Units on Topics in Automotive Mechanics for teaching to NESB students (non-English speaking background) and others. English for Mechanics is a vehicle to improve competence in the English language, and to reinforce mechanical knowledge. It deals with a wide range of automotive engineering topics, but does not claim to be comprehensive on any topic. This book should supplement automotive engineering texts and workshop practice, never substitute for them. English for Mechanics will ideally be used by a skilled language teacher who also has a good mechanical understanding and can bring the content to life. Since most of the target students already have a good grasp of mechanical processes, the teaching can be dynamic and interactive. The book deliberately uses short texts to make learning effective and easy. An appendix briefly explains why short texts are so useful as a learning and teaching tool. Teachers can use the principles involved to shape their own curriculum material.

- by Thorold (Thor) May
- •
- Mechanical Engineering, Discourse Analysis, Physics, Chemistry

This is a corpus study aimed to compare six Iranian general English university textbook's reading comprehension passages and the passages of reading comprehension section of MA exams from 2010 to 2014. The study used three reading related factors to make the comparison: vocabulary coverage, syntactic complexity and discourse features. To meet these needs, three test types were used: measures of vocabulary coverage by the vocabprofiler software, measures of readability by means of readability formulas and measures of text easibility of the Coh-Metrix software. The analyses showed a big gap between what textbooks offered with regard to vocabulary, structures and discourse and what the MA examinations asked from the readers regarding the reading comprehension processes. The findings and results were presented along with the pedagogical implications and some suggestions for future researches.

The present paper seeks to closely explore Kurt Vonnegut " s Slaughterhouse-Five in terms of Judith Herman " s surveys and categorization of post-traumatic stress disorder symptoms. It is an attempt to analyze the conflict between the will to deny horrible events experienced by the protagonists of the novel in World War II and the will to proclaim them aloud. The psychological distress symptoms including the inability to sleep, lack of concentration, flashbacks and state of surrender are thus investigated in the narrator and Billy Pilgrim as the two figures who are suffering from PTSD. These symptoms are analyzed in a way to call attention to the existence of unspeakable secret and simultaneously as means to deflect attention from it. The protagonists are both subjected to the dialectic of trauma in that they find it difficult to remain clearheaded, to see more than a few fragments of the picture at one time, and to retain all the pieces and to fit them together. It is even more difficult to find a language that conveys persuasively what they have seen.

This paper draws on autoethnographical insights and genre analysis in offering an introductory guide for writing a manuscript-style master's level thesis or doctoral dissertation in TESOL and Applied Linguistics fields. We report on our own recent experiences writing, defending, and preparing for publication from our own manuscript-style dissertations during and following our doctoral study, both conducted at the same major Canadian research university. While other work in TESOL and Applied Linguistics areas have addressed the manuscript-style format amidst more general discussions of thesis and dissertation writing (e.g., Paltridge, 2002; Paltridge & Starfield; 2007), this article concentrates specifically on the unique characteristics of this dissertation structure and the genre-features, processes, and considerations around planning, composing, presenting, and publishing in this format. The intended audience of this paper is primarily graduate students and supervisors in TESOL and Applied Linguistics, although other stakeholders involved in graduate-level writing across various disciplines can also benefit from our discussion. Our central goal in writing this article is therefore to provide an introductory discussion regarding the nuances inherent in this format of dissertation compared to other traditional monograph forms.

Although English for Tourism (EfT) is an acknowledged branch of English for Specific Purposes (ESP) in both research and pedagogy, a clear definition of EfT and a clear methodological framework for EfT research seems to be lacking in the literature. This presentation will report the preliminary results of an exploratory study in progress that seeks to answer the deceptively “simple” question: “What is English for Tourism?”. More specifically, a representative (but not yet comprehensive) sample of all English for Tourism literature available on Google Books and Google Scholar, including both teaching material and academic literature, has been analyzed and coded in accordance with the methods of grounded theory. The preliminary results offer insights into the semantic, conceptual, theoretical, and methodological differences between the interdependent yet distinct perspectives of “English for Tourism” (EoT) and EfT, from which a working model of EfT is emerging. The results also reveal national tendencies toward either EfT or EoT and thereby expose particular gaps in the existing body of research.

The CEFR (Council of Europe, 2001) has been widely used in Europe and beyond for the
purpose of standard-setting in high-stakes examinations and curriculum development.
This paper reports on a large-scale project to extend the framework in the educational
domain, with a focus on academic study at the tertiary/post-secondary level context.
Using the same rigorous procedures applied by North (2000) to develop the original
framework, we created 337 descriptors describing what users of Academic English can
do with the language at increasing levels of proficiency. First, the original CEFR Can Do
statements were analyzed and a number of limitations identified: the original descriptors
are limited in number, unevenly distributed over the levels, and strongly biased towards
the speaking skill. In the next stage, new learning objectives were identified with
reference to learning, teaching and assessment materials of academic English based on
educational resources and guidelines. In the final stage, the descriptors were
benchmarked to the CEFR levels by a group of over 6,000 teachers worldwide and to the
GSE scale by ELT experts worldwide in a rating exercise. The ratings were then scaled
through IRT analysis. Linking to the CEFR was accomplished through inclusion of anchor
descriptors from North (2000).
In creating domain-specific descriptors, we address the particular language needs that
arise in the higher educational domain, helping to accurately define the construct of
academic English and offering an insight into how the CEFR can be extended to a
context other than the one it was originally developed for.

Abstract. The paper addresses culture-specific as well as linguistic issues when translating a Russian research paper into English. The author advances the idea of international content adaptation
as an obligatory practice of preparing a research product for the English-speaking academic community.
Keywords: translation, localization, intercultural communication, academic discourse, linguoculture, cultural markedness.
Аннотация. В статье рассматриваются отдельные вопросы лингвокультурной и профессиональной адаптации текста русскоязычной научной статьи при переводе на английский
язык. Анализируя специфику межкультурной коммуникации в сфере науки, автор приходит к выводу о необходимости локализации языкового представления результатов научных
исследований для обеспечения их адекватной рецепции международным научным сообществом.
Ключевые слова: перевод, локализация, межкультурная коммуникация, научный дискурс, лингвокультура, культурная маркированность.

- by Aysha Sharif
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- Education, Technology, Educational Technology, English for Specific Purposes

English language skills for nursing students are essential for effective interaction in English-speaking environment of medical profession. Though there are number of language courses and skills assessment exams available, it is imperative that the needs of students should be ascertained before implementing any language learning strategy and language modules. Studies reveal that the adult learners are of different language levels when they enroll for training in English for specific purposes. In such a context, needs analysis questionnaire plays a major role in identifying the exact requirement of each learner. The struggles experienced by nursing students in their profession after their studies and the difficulties they faced in clearing international exams like OET necessitated a revisit on the language curriculum. The present paper makes a thorough analysis of the language needs of nursing students in a college. The study reveals that the present curriculum lacks in providing more importance to speaking and writing. The respondents would prefer to have more contextually relevant activities so that they use speaking and writing skills effectively in their workplace. The study was conducted at Josco College of Nursing, Eddapon, Kerala by administering a questionnaire.

This course book seeks to fill a gap in EFL teaching materials for the Specific Academic
Purpose of Tourism Studies. There are numerous texts on the market for employees and
managers in the tourism field, but there are very few options available to university students
enrolled in a Tourism Studies degree program that includes content courses taught in English,
which is becoming ever more common.

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

- by Mohamed A Eno
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- Psychology, Cognitive Psychology, Personality Psychology, Social Psychology

This paper mainly introduces the typologies of bilingualism, namely, societal/individual bilingualism, primary/secondary bilingualism, receptive/productive bilingualism, semilingual/ semibilingualism, symmetrical/asymmetrical bilingualism, incipient/ascendant/recessive bilingualism, additive/subtractive bilingualism, co-ordinate/sub-ordinate/compound bilingualism, and early/late bilingualism. Moreover, based on the typologies, the attribute of bilingual instruction in our country is defined as additive individual bilingualism.

Saudi Arabia has not been colonized or dominated by a super power in its history. But English has assumed a special status in the whole region since the beginning of the twentieth century. This paper explores the place of English in academic settings in Saudi Arabia, and the bearings this role has assumed on translation from English as a language of a super power into Arabic. One important aspect of this case of language in contact is seen in the role ascribed to English in the process of the "Arabization" of higher education in the country. The paper explores the prevailing culture and practices that have maintained English as a language of academic teaching, research and publication. It concludes that Arabic needs to extend its social, epidemiological and cultural domains to launch a substantiated translation program, in which English maintains its central position as an international language.

Meta-analyses of research show that notetaking enhances listening, active learning, and recall (e.g., Kobayashi, 2006). Unsurprisingly, taking notes leads to better performance than not taking notes (e.g., Fischer & Harris, 1973). However, the notion of what constitutes " good " notes remains unclear, particularly from the perspective of EAP teachers. Various methods for evaluating the quality of student notes have been proposed by teachers and researchers, including total notations, content words, information units, and test answerability (e.g., Crawford, 2015; Dunkel, 1988). Some teachers also give grades for student notes, and focus on aspects such as legibility and organization. This paper considers the benefits and drawbacks of several methods for evaluating notes. It then promotes the notion of " information unit " (IU) as arguably the most relevant method for teaching EAP. The paper illustrates how notes can be evaluated through IU analysis using excerpts from a TED Talk and samples of an EAP student's notes. Other methods are also applied to the note samples in order to demonstrate that IU analysis is a more useful measure of lecture comprehension. This analysis also describes why certain entries in student notes may or may not qualify as IUs, thereby illustrating the concept in practice.

Learner autonomy is often many different things to many people but Holec’s early definition that it is “the ability to take charge of one’s learning... to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning” (1981, p. 3) is still extremely influential today. “All aspects” include decisions about the objectives of a course, defining the course contents, and even evaluating what has been acquired. In the context of teaching English at Italian universities, however, this vision can be challenging or even impossible to implement, given the vast number of limitations imposed upon undergraduate programmes from all the different stakeholders involved. This chapter will present an action research project whose aim has been to actively include students in the decision-making processes of an advanced English for specific academic purposes (ESAP) syllabus for economics students at the Free University of BozenBolzano. Parts of the ESAP syllabus, i...

- by Jemma F Prior and +2
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- English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, English language

In today’s world information and communication technology has almost integrated with every human work. Computer along with the internet have become one of the most important tool and has sparked a revolution and made the current era a digital age. The integration of computer to language learning and teaching is the most commonly practiced mode of language education worldwide. Computer-assisted language testing (CALT) employs computer applications eliciting and evaluating test takers’ performance in a second language. CALT encompasses computer-adaptive testing (CAT), the use of multimedia in language test tasks, and automatic response analysis (Chapelle & Douglas, 2006). While learning and teaching a language, especially a foreign language, becomes the most essential part. The three main motives for using technology in language testing are efficiency, equivalence, and innovation. The paper aims to highlight the detailed description of CALT along with its various dimensions; its application and the methods involved. It will also throw lights on assessing English for Specific Purposes (ESP). Since technology is a challenging task, particularly computer and language teaching and learning, it will explore the challenges of CALT, referring to Indian Classrooms.

Business English is one of the examples of the English for a Specific Purpose, In the case of Business English, it is largely used in international trade by many whose primary spoken or written language in English. In a globally connected world, Business English is becoming increasingly important as more and more companies need their staff to be multi-lingual language. The goal of any Business English Course is to allow its users to effectively communicate with others in a business environment, whether that communication is in correspondence, face to face meetings, or other methods. Therefore, a Business English Language may include topics such as business English reading, letters, and resumes, business phrases, or terms of sale, advertising, and marketing. Related to the definition of Business English or English for Business Purposes, it shares the important elements of needs analysis, syllabus design, course design, and the selection and development of materials with all ESP fields of work. Teaching Business English (English for Business) requires a teacher’s awareness of the subject matter. ESP combines the subject matter and English language teaching skills. The role of a teacher at this stage is managing to adapt teaching skills and strategies for teaching Business English.

- by Siti F I T R I A H Musadad
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- English for Academic Purposes, Reading, Syllabus Design, Course design

Needs analysis is a relevant issue in language teaching as its final aim is to enhance the language learning process by setting realistic course objectives. This paper briefly reviews past and present approaches to the concept of " needs " and " needs analysis " in foreign language (FL) methodology with particular reference to the higher education context and the post-Bologna reform. It discusses the complex interplay of addressing target and learning FL needs by gathering data from different stakeholder groups and making use of different data collection instruments. Then, it explores current trends in needs analysis research and explains how " competences " and " profiling " have surpassed " needs " and " needs analysis " in the educational systems under the European Space of Higher Education. Last, this study addresses the implications of adopting a more critical, quality-driven approach to FL needs analysis with a view to attaining a more participatory and accountable higher education. Keywords: needs analysis, teaching English as a foreign language, European Space for Higher Education, Common European Framework, quality assurance, accountability.