This study investigates the identity of English for Specific Purposes(ESP)teachers within the dynamic landscape of shifts in public English teaching positioning.Adopting a mixed-methods approach,qualitative and quanti...This study investigates the identity of English for Specific Purposes(ESP)teachers within the dynamic landscape of shifts in public English teaching positioning.Adopting a mixed-methods approach,qualitative and quantitative analyses were employed to explore the complexities of ESP teacher identity construction and adaptation.Qualitative findings revealed key themes including strong professional identity grounded in specialized expertise,the impact of changing educational policies and curriculum reforms,and the importance of cultural competence and intercultural communication.Quantitative analysis of survey data indicated high levels of job satisfaction among ESP teachers,with significant correlations between variables such as professional development participation,perceived efficacy in technology integration,and self-perceptions of identity as ESP educators.展开更多
The paper aims to investigate the SVA （subject-verb agreement） errors made by the fourth semester （year two） diploma students at a public university in Malaysia. The samples are taking their EOP （English for Occu...The paper aims to investigate the SVA （subject-verb agreement） errors made by the fourth semester （year two） diploma students at a public university in Malaysia. The samples are taking their EOP （English for Occupational Purposes） （BEL 312） subjects. Their proposals which are part of their course assessment serve as the instruments for the study. The proposals are collected and analyzed. Five types of errors analyzed are the SVA of person, the SVA of number, the agreement with coordinated subject, the agreement with indefinite expressions of amount, and the notional agreement and proximity. The results reveal that these students who have spent almost 12 years learning English still possess problems in their use of SVA. Remedial actions/courses should be taken to emphasize the major areas of errors the students faced with.展开更多
基金China Association for Non-Government Education’s 2023 Annual Planned Project(School Development Category)“Identity Study of ESP Teachers in the Context of Shifts in Public English Teaching Positioning”(CANFZG23039)。
文摘This study investigates the identity of English for Specific Purposes(ESP)teachers within the dynamic landscape of shifts in public English teaching positioning.Adopting a mixed-methods approach,qualitative and quantitative analyses were employed to explore the complexities of ESP teacher identity construction and adaptation.Qualitative findings revealed key themes including strong professional identity grounded in specialized expertise,the impact of changing educational policies and curriculum reforms,and the importance of cultural competence and intercultural communication.Quantitative analysis of survey data indicated high levels of job satisfaction among ESP teachers,with significant correlations between variables such as professional development participation,perceived efficacy in technology integration,and self-perceptions of identity as ESP educators.
文摘The paper aims to investigate the SVA （subject-verb agreement） errors made by the fourth semester （year two） diploma students at a public university in Malaysia. The samples are taking their EOP （English for Occupational Purposes） （BEL 312） subjects. Their proposals which are part of their course assessment serve as the instruments for the study. The proposals are collected and analyzed. Five types of errors analyzed are the SVA of person, the SVA of number, the agreement with coordinated subject, the agreement with indefinite expressions of amount, and the notional agreement and proximity. The results reveal that these students who have spent almost 12 years learning English still possess problems in their use of SVA. Remedial actions/courses should be taken to emphasize the major areas of errors the students faced with.
