Exploring the English language teachers use of English for professional purposes outside the classroom in Russia, China, Indonesia, the US and the UK.
создатель Tatiana Ershova
1. Background
1.1. What is professional communicative competence?
1.1.1. What is professional communicative competence of a language teacher?
1.2. What is needs-oriented language training?
1.3. National standards
2. Literature review
2.1. Existing research
2.1.1. Bachmann (1996)
2.1.2. Elder (2001)
2.1.3. Olivier (2002)
2.1.4. Butler (2004)
2.1.5. Çetinavci & Yavuz (2010)
2.1.6. Llewellyn-Williams (2012)
2.2. The ESP approach
2.2.1. Carver (1983)
2.2.2. Hutchinson, Waters (1987)
2.2.3. Hyland (2009
3. Research design
3.1. Methodology
3.1.1. Questionnaire description Part 1
3.1.2. Questionnaire description Part 1
3.2. Results
3.2.1. Russia
3.2.2. Indonesia
3.2.3. China
3.2.4. UK
3.2.5. USA
3.3. Discussion
3.3.1. Teachers' opinions vary
3.3.2. Top functions
3.3.2.1. Assessing writing
3.3.2.2. Giving feedback
3.3.2.2.1. Oral
3.3.2.2.2. Written
3.3.2.3. Developing tests/tasks
3.4. Limitations
3.4.1. Russia
3.4.1.1. Mainly secondary-level teachers
3.4.2. Indonesia & China
3.4.2.1. EF teachers
3.4.3. UK & USA
3.4.3.1. small sample