Table Of ContentTowards a New Paradigm for English
Language Teaching
ThisbookproposesanewparadigmforEnglishlanguageteachingbasedonconcepts
from English for Specific Purposes (ESP) research and applications as well as from
growingevidencerelatingpatternrecognitiontolanguagelearningability.Thecon-
tributors to the volume argue that learners should not try to become proficient all-
around users of ‘idealistic native-like’ English, but instead should be realistic about
whattheyneedtoacquireandhowtogoaboutachievingtheirspecificgoals.
ThebookdiscussesthepresentsituationbydescribingthestatusquoofEnglishlan-
guageeducationinJapan,takingintoconsiderationrecenttrendsofCLIL(contentand
language integrated learning), EMI (English medium instruction), and TBLT (task-
basedlanguageteaching)aswellastheworkdoneontheCommonEuropeanFrame-
work of Reference for Languages (CEFR). It introduces new movements in ESP in
JapanandinotherAsianregions,coveringtopicsrangingfromgenreanalysistocorpus
linguistics,andpresentsapplicationexamplesofESPpracticeinarangeofeducational
situations in Japan from the graduate school level to elementary and middle school
contexts.ItalsooffersreadersapplicationexamplesofESPpracticeinarangeofbusiness
settingsandexpandsthediscussiontotheglobalspherewhereEAPandESParegaining
importanceasthenumberofELF(EnglishasaLinguaFranca)speakerscontinueto
increase.
The book will be of great interest to academics, researchers, and post-graduate
students working in the fields of EFL and ESL.
Hajime Terauchi is a Professor of English Language Education and President of
Takachiho University, Japan. He is President of the JACET (Japan Association of
CollegeEnglish Teachers)from2015. Heisalsoa recipientof theJACET Award
for excellence in academic publication (2017).
JudyNoguchiisProfessorEmeritaofKobeGakuinUniversity,wheresheservedasthe
firstDeanoftheFacultyofGlobalCommunication.ShewasVice-PresidentofJACET
from2015to2017andPresidentofJACETKansaiChapterfrom2010to2015.
AkiraTajinoisProfessorEmeritusatKyotoUniversity,andProfessorandChairof
the Department of British and American Studies at Nagoya University of Foreign
Studies, Japan. He is a recipient of the JACET Award for excellence in teaching
(2011)andthe JACET Award for excellenceinacademicpublication(2014).
Routledge Research in Language Education
The Routledge Research in Language Education series provides a platform for
established and emerging scholars to present their latest research and discuss key
issuesinLanguageEducation.Thisserieswelcomesbooksonallareasoflanguage
teaching andlearning, including but not limitedto language educationpolicy and
politics, multilingualism, literacy, L1, L2 or foreign language acquisition, curricu-
lum, classroom practice, pedagogy, teaching materials, and language teacher edu-
cation and development. Books in the series are not limited to the discussion of
the teaching and learning of English only.
Books in the series include:
Teaching English for Tourism
Bridging Research and Praxis
Edited by Michael Ennis and Gina Petrie
Post-colonial Curriculum Practices in South Asia
Building Confidence to Speak English
Asantha U. Attanayake
Teaching Content and Language in the Multilingual Classroom
International Research on Policy, Perspectives, Preparation and Practice
Edited by Svenja Hammer, Kara Viesca, and Nancy Commins
Project-Based Learning in Second Language Acquisition
Building Communities of Practice in Higher Education
Edited by Adrián Gras-Velázquez
Towards a New Paradigm for English Language Teaching
Current ESP Perspectives in Asia and Beyond
Edited by Hajime Terauchi, Judy Noguchi, and Akira Tajino
Worldwide English Language Education Today
Ideologies, Policies and Practices
Edited by Ali Al-Issa and Seyyed-Abdolhamid Mirhosseini
Home Schooling in China
Culture, Religion, Politics, and Gender
Xiaoming Sheng
Formoreinformationabouttheseries,pleasevisitwww.routledge.com/Routledge-
Research-in-Language-Education/book-series/RRLE
Towards a New Paradigm for
English Language Teaching
fi
English for Speci c Purposes in
Asia and Beyond
Edited by
Hajime Terauchi, Judy Noguchi and
Akira Tajino
Firstpublished2020
byRoutledge
2ParkSquare,MiltonPark,Abingdon,OxonOX144RN
andbyRoutledge
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AkiraTajino;individualchapters,thecontributors.
TherightofHajimeTerauchi,JudyNoguchi,andAkiraTajinotobeidentified
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chapters,hasbeenassertedinaccordancewithsections77and78ofthe
Copyright,DesignsandPatentsAct1988.
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utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now
knownorhereafterinvented,includingphotocopyingandrecording,orinany
informationstorageorretrievalsystem,withoutpermissioninwritingfromthe
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TypesetinGalliard
byTaylor&FrancisBooks
Contents
List of figures vii
Foreword ix
List of contributors xi
Introduction: Why this book now? xvii
PART1
Key concepts in ESP 1
1 ELT: Past, present and future 3
JUDYNOGUCHI
2 ESP today 16
HAJIMETERAUCHI
3 Conceptualizing the discourse community 27
TAMAOARAKIANDHAJIMETERAUCHI
4 Expanding the horizons of genre analysis 34
JUDYNOGUCHI
5 ELF(Englishasalinguafranca)inbusiness:Dynamicsofteachingfor
business interactions 41
ANNEKANKAANRANTA
6 Assessing EAP (English for Academic Purposes) 54
NEILMURRAY
7 ESP curriculum development: A systems approach 66
SAYAKOMASWANAANDAKIRATAJINO
vi Contents
PART2
ESP in East Asia: Overview and examples 77
8 EAP in Japan 79
YUKAIIJIMA,SACHITAKAHASHI,ATSUKOWATANABEANDHIRONORIWATARI
9 ESP in South Korea 93
JIHYEONJEONANDYOONHEECHOE
10 ESP/EAP in China: Growing amid challenges 106
JIESHI,JIGANGCAI,JIANYINGDUANDLIWENLI
11 EAP in Hong Kong 115
JULIACHEN
12 ESP/ESAP in Taiwan 127
SHIN-MEIKAO
PART3
ESP practice: Suggestions from Japan 139
13 ESP in primary and secondary education 141
HIROSHIYAMADAANDSAYAKOMASWANA
14 EAP in undergraduate education 152
SACHITAKAHASHI,TOSHIYUKIKANAMARUANDYUKAIIJIMA
15 EAP in postgraduate education 164
JUDYNOGUCHIANDMASAKOTERUI
16 English for tourism and hospitality 172
REIKOFUJITA
17 English for business purposes (EBP) 181
HISASHINAITOANDHAJIMETERAUCHI
18 Materials development for EBP 193
MASAKIYAMADA,HAJIMETERAUCHIANDKOSUKEMIKI
Epilogue: New horizons for ESP 202
Index 204
Figures
1.1 Categories of the Lewis Model 7
2.1 Latest publications from ESP-related SIGs in JACET
(2016–2018) 21
2.2 Poster presentation themes at the 1st JAAL in JACET one-day
conference 21
2.3 Survey results on the type of English curriculum 22
2.4 ESP textbooks among all the university English textbooks from
five publishers in 2017 22
2.5 Number of candidates taking TEAP and number of universities
accepting TEAP scores 23
7.1 Stages in curriculum development 69
7.2 The sequence of university English education 70
7.3 Transformation process model for curriculum development 71
7.4 Objectives of university English education 72
7.5 A systems model for the CALL course 73
8.1 Question categories of EAP curriculum survey in Japan 83
8.2 Overview of university-wide EGAP curricula in Japan 84
8.3 Learning supports along with university-wide EAP curricula in
Japan 85
8.4 Tertiary English language programmes accreditation criteria 88
9.1 Categories of ESP studies in Korea 95
9.2 ESP articles published by year 96
10.1 SES ESAP curriculum 109
11.1 Use of Chinese, spoken English, and written English in Hong
Kong 116
11.2 Typical coverage of an EGAP course 117
12.1 Summary of ESP courses offered in Taiwanese tertiary institutions
in academic year 2017/2018. 130
12.2 Taiwan Tech’s English curriculum 131
12.3 NCKU’s modularized English curriculum 133
14.1 Kyoto University: overview of English programme 153
14.2 Outline of English subjects for first-year students 154
14.3 Assessment criteria of English Writing/Listening 154
viii List of figures
14.4 Structure and flow of listening component 155
14.5 Coordination among involved parties 156
14.6 Identified needs for the curriculum development 159
14.7 Materials and system development projects in the curriculum
development 159
14.8 Skill categories of Dokkyo ZE EGAP Can-do List 160
14.9 First- to third-year student EGAP and ESAP/content courses 161
14.10 Tasks, topics, and language foci in STSS course 162
14.11 Four projects and research elements in STSS course 162
16.1 Difficulty in communication 175
16.2 Necessary skills and knowledge 176
17.1 Aims of the large-scale survey 182
17.2 Profile of the respondents (N=7,354) 182
17.3 English proficiency of businesspeople (TOEIC score) 183
17.4 CEFR level of the respondents (current and goal) 184
17.5 Language backgrounds of attendees (N=909) 185
17.6 Items with high difficulty (N = 909) 185
17.7 Application of survey results to the development of an EBP
program 187
17.8 EBP Learning model for international trade fair 188
17.9 English abilities of business management students on the CEFR-J
scale 189
17.10 Sales volumes of branch office overseas by region 190
17.11 Number of companies expanding overseas 191
18.1 Overview of the self-learning platform for business meetings
including assessment 194
18.2 Self-learning platform for business meetings 194
18.3 Preparation stage activities 195
18.4 Agenda of DASH status update 195
18.5 Meeting stage activities 196
18.6 Follow-up stage activities 196
18.7 Minutes of DASH status update 197
18.8 Relevance of this platform to the TOEIC® tests tasks 198
18.9 Relevance of this platform to the GCAS test tasks 199
Foreword
Iamdelightedtointroducethiseditedcollectionwhichpresentsthekeyconceptsof
ESP and the genre-based approach from a new perspective – that of English as a
linguafranca(ELF).Thecontributors,allwithimpressivetrackrecordsofresearchin
this area, build on the work of earlier theorists and practitioners under the expert
editorialguidanceofHajimeTerauchi,PresidentoftheJapanAssociationofCollege
English Teachers. The result is a very timely in-depth exploration of modern ESP
theory and practice, especially in the East Asian context where great changes are
takingplace,bothtechnologicallyandintermsofeducationandlanguagepolicies.
The volume makes clear that modern ESP is not about the setting of non-
negotiable norms and conventions, or the training of speakers of other languages
to adopt the culture of English-speaking countries. In a globally-connected envir-
onment, ESP learners increasingly need to be able to interact within and between
a range of cultures; they will also belong to diverse discourse communities with
differing demands for standardisation and accuracy, and differing communicative
purposes. This edited collection reminds us that English as a lingua franca takes
many forms, depending on situation and context, and that the assessment of lin-
guistic proficiency and discourse organisational skills should be undertaken with
reference to real practice, recognizing that all novices, including L1 speakers of
English, need training to engage with the genres of their specific discipline or
profession.
Many of the contributors to this volume present the genre-based approach as a
means of encouraging learners to identify and achieve the communicative aims of
their own communities of practice. As Araki and Terauchi point out (Chapter 3),
ESP learners’ own first languages and cultural backgrounds should not be regar-
ded as a hindrance, but rather as a means of enriching professional and academic
genres in global contexts. The contributors foresee that ESP genres will evolve as
discourse communities embrace a wider range of cultural perspectives, and they
also predict the evolution of genres as technologies advance. Chen (Chapter 11)
reminds us that within our students’ working lifetimes the professions practiced
today will be displaced, and new ones will be created. This points to the need for
learners to develop independent analytical skills, for example via the OCHA
approach (Noguchi, Chapter 4) so that they can update their knowledge of
emerging genres.
