By Dan Kim
English for Occupational reasons examines the sphere of educating English in occupational settings as a specific example of normal office education and improvement. it's the first e-book to unite scholarship on place of work English with normal education.
The booklet makes use of case stories and surveys from a number of occupational contexts to invite no matter if English for Occupational reasons and basic education use a similar "language" in articulating their curricular and educational improvement. the focus of the learn is on enterprise companies, particularly in South Korea, the place English has develop into a vital part of commercial either within the office, in company to company negotiations, and in specialist training.
This attention-grabbing monograph should be of curiosity to researchers in English for particular reasons and utilized linguistics in addition to students of office education.
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Extra resources for English for occupational purposes: one language?
Example text
Park greeted me as he opened the door. My first impression of Mr. Park was that he didn't quite seem like an academic type to work at a university, although he was dressed in a summer suit wearing glasses. He didn't look over 40. He was a smoker and a Korean-American who spoke both Korean and English fluently. When I first called him a couple weeks ago I was ready to speak to him in English, because his profile said he was a KoreanAmerican and he only had an American first name. " in Korean, I immediately sensed that he had native fluency of Korean.
I also expected that conducting a pilot study would help shape and 36 English for Occupational Purposes refine the data collection procedure for the main study. The survey consisted of five major areas of investigation: (a) background information, (b) the learners, (c) the program, (d) the learning environment, and (e) miscellaneous (see Appendix A). The items for the questionnaire included both 5-scale closed form and open-ended form. The survey was written in English, since the target population for the pilot study consisted of staff and faculty who were assumed to be fluent in English.
On the fifth floor were offices for instructors and professors. I had to check the office number in my planner again, since there was no nameplate at Mr. Park's office. I knocked on the door. Mr. Park greeted me as he opened the door. My first impression of Mr. Park was that he didn't quite seem like an academic type to work at a university, although he was dressed in a summer suit wearing glasses. He didn't look over 40. He was a smoker and a Korean-American who spoke both Korean and English fluently.