Maintains that because the field of English for specific purposes deals with the language of science, technology, and business, it is in a pivotal position regarding the use or abuse of linguistic power. (Author/VWL)

Details principal approaches to the teaching of English for specific purposes (ESP), emphasizing the international nature and scope of such instruction and diversity of approaches, and predicts that an increasing need for research on the nature of written and spoken discourse will increase the links between ESP and other disciplines. (88…

Writing samples for a pre-med biology class by ESL and native-speaking students are analyzed to investigate the nature of rhetorical connectedness and where the quality actually resides. It is argued that a text grammar should show such connections as predications of a special type. (Author/AMH)

American and EFL students' comprehension difficulties in reading scientific discourse containing implicit and explicit definitions were tested. Though both found implicit information more difficult to comprehend, the differences in scores on the implicit and explicit definitions remained the same even where English proficiency increased. (PMJ)

Presents a set of descriptive models for teaching paragraph development in English as a second language (ESL) writing classes based on the "given/new contract," a theory of information distribution developed text linguists. Discusses applications of the models to ESL composition classes, particularly scientific and technical writing classes. (SED)

This paper examines from a discourse point the inability of a second language learner to comprehend the total discourse in a paragraph even if he understands all of the words and sentences. Research shows that native readers of English in science and technology use presuppositional information lacking in non-natives. (CHK)

Describes difficulties with nominalization and with the rhetoric of scientific papers experienced by English of Science and Technology (EST) students, relating nominalization occurrence to scientific rhetorical divisions. Finding significant differences in that-nominal construction frequency between rhetorical sections, suggests coordinating…

This article discusses the three ways in which language teaching and content teaching may be related. (CFM)

This article describes the procedure for developing skill-based ESP (English for Special Purposes) curricula for intensive, technology-oriented training programs. (Author/CFM)

Develops a framework for specifying and evaluating clients' needs in English for occupational purposes programs in terms of cost-benefit analyses. Shows how government agencies and nongovernmental organizations involved in language in development work can develop language programs with likely returns on investment and evaluate programmatic impacts…

Learners in an English for specific purposes workshop in northeast Thailand determined and accomplished their own objectives through the use of logbooks. Analyses of logbook writings and videotaped comments and observations showed the usefulness of logbooks as an available source of assessment information and future program planning. (Contains…

Presents the findings of an investigation on the effectiveness of a genre-based approach to the writing of short tourist information texts in an English for academic purposes class. (Author/JL)

Discusses the common problems encountered by Israeli students in reading specialized English discourse in four different disciplines. (CFM)

Summarizes an initiation to feminism through courses and an English for specific purposes curriculum evaluation completed as part of a thesis. Discusses how feminism can have an impact on fields such as TESL and applied linguistics, how feminist education and research relate to other epistemologies, and how feminist features can be applied to…

A method of teaching academic vocabulary to the intermediate to advanced EFL graduate students is discussed. Academic vocabulary includes non-technical vocabulary used in the research process, analysis and evaluation. Criteria for selecting academic vocabulary items are explained. Selected items and sample exercises for each area are given. (SCC)