A process approach to English for Specific Purposes

Petra Kletzenbauer; Alia Moser

doi:10.25364/978-3-903374-05-8

A process approach to English for Specific Purposes

Authors

Petra Kletzenbauer FH Joanneum

Alia Moser Bundeshandelsakademie Baden

DOI: https://doi.org/10.25364/978-3-903374-05-8.017

Synopsis

In this chapter, we ask the following questions:
How is ESP different from General English (GE)?
What are the various roles an ESP teacher has to tackle, and how are they different from the role of a GE teacher?
Why is a needs analysis essential when planning an ESP course?
What should teachers consider when designing courses and tasks?

Author Biographies

Petra Kletzenbauer, FH Joanneum

Petra Kletzenbauer is a university lecturer of English for Specific Academic Pur-poses (ESAP) and Academic Writing at FH JOANNEUM University of Applied Sci-ences. She also teaches EFL at a Montessori school. Her research interests include Integrating Content and Language in Higher Education (ICLHE) and English for Specific Purposes (ESP). In addition to teaching, Petra also has expertise in training and advising teachers and faculties on issues related to ICLHE.

Alia Moser, Bundeshandelsakademie Baden

Alia Moser teaches English, German, history, and Business Behavior (BB) at a sec-ondary business school in Lower Austria. She earned her Ph.D. at the University of Graz, researching mediating factors impacting students’ engagement with written corrective feedback. She is the author of Written Corrective Feedback: The Role of Learner Engagement (2020, Springer). Her research interests lie in student engage-ment, written corrective feedback, and Content and Language Integrated Learning (CLIL) in secondary education. Her current research focuses on students’ varying motivation during various tasks (e.g., individual, pair or group work) in a classroom setting.