دوره 28، شماره 4 - ( 4-1396 )                   جلد 28 شماره 4 صفحات 1-15 | برگشت به فهرست نسخه ها



DOI: 10.18869/acadpub.umj.28.4.1

XML English Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Farrokh Eslamloo N, Sarkhosh M, Gholami J. The Differential Effects of Three Different Approaches to the Teaching of English for Medical Purposes. J Urmia Univ Med Sci. 2017; 28 (4) :1-15
URL: http://umj.umsu.ac.ir/article-1-3969-fa.html
Farrokh Eslamloo Nazila، Sarkhosh Mehdi، Gholami Javad. The Differential Effects of Three Different Approaches to the Teaching of English for Medical Purposes. مجله پزشکی ارومیه. 1396; 28 (4) :1-15

URL: http://umj.umsu.ac.ir/article-1-3969-fa.html


Urmia University ، eslamlufn@gmail.com
چکیده:   (566 مشاهده)

Background & Aims:  Recently, the role of English has shifted from the more general perspective of every day usage to a narrower situation and task specific perspective. Many experts in the field argue that Learners need English for a particular task or a field of study and successful courses are those that concentrate on one particular area in teaching English.  Accordingly, the present study attempts to investigate the issue of whether the English teacher or the field specialist or their cooperative instruction is more effective.

Materials & Methods: Three groups of 130 medical students participated in this study. The first experimental group taught by cooperation of both an English teacher and a field specialist and also, two other experimental groups, one taught by a field specialist alone and the other taught by an English teacher. One test of reading comprehension was developed, which was used both for the pretest and the posttest; besides, a vocabulary test was designed, which was used both for pre and posttests. Mixed methods experimental research design was utilized for the present study.

ResultsBoth qualitative and quantitative analyses revealed that the class taught by the cooperative method held more positive attitudes toward learning English and they paid more attention to reading skill. 

Conclusion: The findings of the study showed that among language skills, reading was considered the most important by the students, and cooperative teaching was so effective in students' achievements in both reading comprehension and vocabulary tests.

متن کامل [PDF 423 kb]   (226 دریافت)    
نوع مطالعه: پژوهشي(توصیفی- تحلیلی) | موضوع مقاله: عمومى
دریافت: ۱۳۹۶/۲/۲۷ | پذیرش: ۱۳۹۶/۳/۱ | انتشار: ۱۳۹۶/۴/۲۵

فهرست منابع
1. 1. Paltridge B, Sue S. The Handbook of English for Specific Purposes. Chichester, UK; 2013.
2. 2. Hutchinson T, Waters A. English for specific purposes: Cambridge: Cambridge University Press; 1987.
3. 3. Belcher D. English for specific purposes in theory and practice Ann Arbor. MI: University of Michigan Press; 2009.
4. 4. Yang MN. Nursing Pre-professionals' Medical Terminology Learning Strategies. Asian ESP J. 2005; 7 (1): 1-18.
5. 5. Sherkatolabbasi M, Mahdavi-Zafarghandi A-. Evaluation of ESP Teachers in Different Contexts of Iranian Universities. Int J Appl Linguistics English Literature 2012;1(2): 198-205.
6. 6. Aliasin H, Pouyan P. An Investigation into Iranian University Students’ Views about Who Should Teach ESP Courses: A Specialist-in the Field Instructor, or an EFL Teacher? . English Language Teaching 2014;1(1): 75-96.
7. 7. Farhady H. Reflections on and Directions for ESP Materials Development in SAMT Proceedings of the First National ESP/EAP Conference 3, Tehran: SAMT Publication; 2006.
8. 8. Yarmohammadi L. ESP in Iran from language planning perspective. Proceedings of the first national ESP/EAP conference 2005. p. 2–20.
9. 10. Chien C, Lee W, Kao L. Collaborative Teaching in an ESP Program Asian EFL J 2008;10(6): 114-33.
10. 11. Hutchinson T, Waters A. English for specific purposes: Cambridge: Cambridge University Press; 1987.
11. 12. Huhta M, Vogt K, Johnson E, Tulkki H. Needs Analysis for Language Course Design: A Holistic Approach to ESP. Int J Sci Commerce Hum 2013;2(4): 302-4.
12. 13. Barnard R, Zemach D. Materials for specific purposes Cambridge: Cambridge University Press; 2003.
13. 14. Orr T. English for Specific Purposes. Alexandria, Va: TESOL Publications; 2002..
14. 15. Mcdonough J. ESP in perspective: practical guide. London: 1984.
15. 16. Bracaj M. Teaching English for specific purposes and teacher training. Eur Sci J 2014;10(2):40–9.
16. 17. Dudley-Evans T. English for Specific Purposes. The Cambridge Guide to Teaching English to Speakers of other Languages. Cambridge: Cambridge University Press; 2001.
17. 18. Ghadessy M, Henry A, Roseberry RL, editors. Small Corpus Studies and ELT: Theory and practice. Amsterdam ; Philadelphia, PA: John Benjamins Publishing Company; 2001.
18. 19. Basturkmen H. Specificity and ESP course design. RELC J 2003;34(1):48–63.
19. 20. Dudley-Evans T, St John JM. Developments in English for Specific Purposes. Cambridge: Cambridge University Press; 1998.
20. 21. Ahmed MK. The ESP Teacher: Issues, Tasks and Challenges. Engl Specif Purp World 2014;15(42):1–33.
21. 22. Basturkman H. Developing Courses in English for Specific Purposes. New York: Palgrave Macmillam; 2010.
22. 23. Hyland K. English for academic purposes: An advanced resource book. London: Routledge 2006.
23. 24. Atai MR. EAP teacher education: Searching for an effective model integrating content and language teachers’ schemes. Retreived from: http://www paaljapan org/resources/proceedings/PAAL11/pdfs/03 pdf [Internet] 2006 [cited 2017 Jul 13]; Available from: http://paaljapan.org/resources/proceedings/PAAL11/pdfs/03.pdf
24. 25. Delli-Carpini M. Teacher collaboration for ESL/EFL academic success. Internet TESL J. 2008;14(8).
25. 26. Zohrabi M, Sabouri H, Mohammadzadeh M. Investigating the effectiveness of co-teaching vs. traditional teaching in Irannian EFL context. IJLLALW 2014;6(4): 202-19.
26. 27. Moslemi F, Moinzadeh A, Dabaghi A. ESP needs analysis of Iranian MA students: A case study of the University of Isfahan. English Language Teaching 2011;4(4): 121-9.
27. 28. Akgül M. Needs assessment of medical students in ESP courses. Ankara, Turkey: Bilkent University; 1991.
28. 29. Boztas I. Identifying academic English needs of English-medium medical students at Hacettepe University for a communicative syllabus design. Ankara: Hacettepe University; 1988.
29. 30. Chia H-U, Johnson R, Chia H-L, Olive F. English for college students in Taiwan. A study of perceptions of English needs in a tertiary setting. English for Specific Purposes World 1998;18(2): 107-19.
30. 31. Hwang Y. Pedagogical Implications on Medical Students’ Linguistic Needs. English Language Teaching J 2011;4(1).
31. 32. Su SW. A study of English curriculum in junior colleges: the perception of junior college graduates. Bulletin of Yang-Ta Institute of Technology and Commerce 2001;2(2): 35-46.
32. 33. Kayagoglu MN, DagAkbas R. An Investigation into Medical Students' English Language Needs. Participatory Educational Research J (PER) 2015: 163-71.
33. 34. Ziahosseiny SM. A psycholinguistic approach to ESP/EAP material design. Proceedings of the First National ESP/EAP Conference 2005. p. 157–168.
34. 35. Maher J. English for Medical Purposes. Language Teaching. 1986b;19: 112-45.
35. 36. Robinson P. ESP today: A practitioner’s guide. New York: Prentice Hall; 1991.
36. 37. Belcher D. Trends in teaching English for specific purposes. Annu Rev Appl Linguist 2004;24: 165-86.
37. 38. Kimball J. Task-based medical English: elements for Internet-assisted language learning. Call J 1998;11(4): 411-8.
38. 39. Wood A, Head M. Just what the doctor ordered: The application of problem-based learning to EAP. Engl Specif Purp World 2004;23(1): 3-17.
39. 40. Terzić BB. Metacognitive Awareness of reading Strategies among ESP Students Reading Their Prior Education. Teaching English for Specific and Academic Purpose 2015;3(2): 257-68.
40. 41. Spasić D, Jankovići A, Spasić-Stojković M. ESP Course Design for the 21th Century: Team teaching and Hybrid Learning. Language for specific purposes (LSP) SYNTHESIS 2015: 763-7.
41. 42. Chien C, Lee W, Kao L. Collaborative teaching in an ESP program. Asian EFL J 2008;10(4): 114-33.

ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما:
کد امنیتی را در کادر بنویسید

ارسال پیام به نویسنده مسئول


کلیه حقوق این وب سایت متعلق به مجله پزشکی ارومیه می باشد.

طراحی و برنامه نویسی : یکتاوب افزار شرق

© 2015 All Rights Reserved | URMIA MEDICAL JOURNAL

Designed & Developed by : Yektaweb