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摘要：This article examines Languages for Specific Purposes (LSP) in New Zealand and Australia (Australasia) and Europe in recent years, focusing on the creation and implementation of curricula in these contexts. The examination draws on themes distinguished by Grosse and Voght (1991) in their discussion of the emergence of LSP foreign language programs in the United States. Examining curriculum creation, the article identifies factors in the creation of LSP curricula in both contexts, provides an overview of the types of programs established and the processes of course and materials design involved. It highlights the key role English for specific purposes plays in Australasia and Europe in enabling learners to access study and work opportunities in both contexts. In examining curriculum implementation, the article describes the types of support available for teachers, and identifies concerns of LSP practitioners, current needs, and priorities. The final section draws together ideas emerging from the examination of LSP in both contexts to suggest areas for further research. It is suggested that more research is needed to compare the value of different types of curricula. It is argued that published research into work-related LSP is limited and suggests a number of possible research topics for this area. Adapted from the source document

摘要：After the United States emerged as the major world economic leader following World War II, language curricula for specific purposes in international business were put into practice at the college and university levels. This article documents the work of the major players in the development of coursework and materials for business languages for specific purposes (LSP) designed for instruction of the more commonly taught languages (CTLs) in the United States. The article also describes the more recent implementation of LSP curricula in the less commonly taught languages (LCTLs), such as Japanese and Chinese, and the various federal grants that aided in the development of instruction in these languages. The impact of the Centers for International Business Education and Research (CIBERs) and the positive effects of the Proficiency Guidelines (1986) and the Standards for Foreign Language Learning in the 21st Century (2006), both developed and supported by the American Council on the Teaching of Foreign Languages (ACTFL), provide a deeper explanation for the increased number of LCTLs currently being taught. Also described are the obstacles to continued implementation of these efforts and the need both for expansion of these efforts to precollege levels and for more theoretically-based research in the field. Adapted from the source document

摘要：This overview to The Modern Language Journal's Focus Issue on Languages for Specific Purposes (LSP) takes a fresh look at issues examined in a 1991 article by Grosse and Voght. Reflecting on change drivers and growth in LSP, the authors comment on current challenges to the field and future research needs. Their remarks are based on new insights from the Focus Issue authors, a review of literature, and their own observations. From 1991 to 2011, the field of LSP in the United States evolved from a minor role in the foreign language (FL) curriculum, primarily in business languages, to one with a wider base in FLs and interdisciplinary studies. Amid calls for structural changes in language departments from the Modern Language Association (MLA) and the push to internationalize professional school curricula for accreditation, LSP practitioners face exciting new opportunities for service and research. The continuing evolution of LSP doubtless will bring further integration of language, culture, and content to the academic and professional worlds. Adapted from the source document

摘要：Community service learning (CSL) is a type of experiential learning that blends specific course content with real-world applications and ties them together through structured reflection. It is an ideal pedagogy for 21st-century language for specific purposes (LSP) programs. This article frames that argument around sociocultural theory, moves to a discussion of existing models, materials, and research, and describes the relevance of CSL and LSP to the contexts of higher education, communities beyond campus, and professional workplaces. Challenges to the implementation of CSL and LSP programs include resistance to interdisciplinary work, increasing dependence on income-generating models, and historical lack of campus-community engagement. The article concludes with a description of current needs and priorities, such as the development of models and standards for CSL and LSP, as well as an agenda for advancing the disciplines within institutions of higher education. Adapted from the source document

摘要：This article reports the results of a national survey of LSP offerings in U.S. higher education conducted during 2011. The survey updates one carried out by Christine U/ber-Grosse and Geoffrey M. Voght in 1990. The data provide: (a) a profile of institutions that offer LSP; (b) an overview of the number, type, level, and enrollment in LSP courses; (c) perceptions about the attitudes of chairs (and departments) toward these courses; (d) a prioritization of the reasons for adding or discontinuing LSP courses; (e) partnerships with other professional units; (f) a measure of the growth of the field with projections for the future; (g) offerings beyond the course level (degree tracks, minors, certificates); and (h) the tenure status and primary fields of specialization of LSP instructors. The data show that while the overall offerings of LSP have remained relatively stable at 62%, the sophistication and variety of offerings have become deeper and more focused in response to broader needs. LSP is solidly established as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it, thus providing the students who are motivated to enter these fields with valuable applied skills in both language and cultural understanding. Adapted from the source document

摘要：This article offers an overview of how the Language Flagship Program integrates languages for specific purposes (LSP) components into its broader mission of having students graduate with Superior Level linguistic proficiency and cultural competence, thus being well equipped to function as global professionals in the major of their choice. Turning to Chinese Flagship programs, with particular emphasis on one specific Flagship Center, the article describes the LSP-focused curricular design, which involves content-based course instruction, domain-specific mentoring, and a range of extracurricular activities that enhance the learning environment. The final stage of the program involves a capstone year-long experience in China, comprised of direct enrollment in content courses, followed by an internship in the student's specific major area of study. Throughout this 2- to 4-year undergraduate program, LSP is integral to pedagogical design and implementation, and similarly to student success. Adapted from the source document

摘要：The concept of Business English has undergone some major shifts in the last few years because of a number of developments, such as advances in genre theory and the coming together of English for Business Purposes and Business Communication, inspired by the realization that there is a gap to be bridged between the academy and the globalized business world. Drawing on advances in the analysis of business discourses, especially in applied genre analysis, this state-of-the-art review revisits the frameworks currently used in English for Business Purposes and Business Communication (or, more generally, Professional Communication) to suggest an integration of the two approaches for the design of English for Business Communication (EBC) programmes. The study incorporates an extensive review of much of the relevant published work in all the three areas mentioned above to identify some of the main issues in EBC, and illustrates a gradual shift in the rationale for the design and implementation of EBC programmes. Adapted from the source document

摘要：This article describes part of a European Commission Leonardo project that aimed to design a multimedia course for English language learners seeking work as ground staff in European airports. The structural-functional analysis of the dialogues written from the course showed that, across the four trades explored (security guards, ground handlers, catering staff and bus drivers), the present simple and clausal ellipsis abounded. It also revealed differences between trades. Will future was mostly used by security guards, ground handlers and bus drivers, when referring to regulations and offering their own action. Direct orders were given mainly by security guards and bus drivers, to enforce the law and keep passengers moving. Passenger complaints were met by security guard pseudo-apologies, but bus drivers rarely apologised. Catering staff and bus driver dialogues featured the polite would, can and could in offers and requests, accompanied by greetings, farewells, pleases, thank yous and formal address forms. Security guards used hedges to mitigate their threat to passengers while ground handler routines allowed little time for interactional softeners. [Copyright The American University; published by Elsevier Ltd.]

摘要：The primary focus of this article is the investigation of how current applied linguistic research into the nature of call centre communication breakdown in business processing outsourcing (BPO) sites such as India and the Philippines, can impact English communications training program content and design for this industry. It is argued that a research-based approach to English for specific purpose (ESP) syllabus design and content will yield improved outcomes. It is the interface between the research and the design and content, rather than the implementation and the evaluation of the program, that is the focus of this article. A case study of an ESP curriculum development project commissioned by a large multinational company operating global call centres and back offices in Asia is used for this investigation. There has been concern within this company about the level of English communication skills where their customers are native speakers of English, but their customer services representatives (CSRs) are second language speakers of English. The article outlines the theoretical principles upon which this ESP syllabus was developed and then traces the steps in integrating the findings and tailoring the program to the needs of this multinational worksite. [Copyright The American University; published by Elsevier Ltd.]

摘要：This study explores the way in which the European Language Portfolio (ELP) is used for teaching English as a foreign language to young learners with the aim of enhancing their involvement in the language learning process. The data for the study were collected through observations in a fourth-grade and a fifth-grade classroom (students' ages varied from 9- to 11-years-old) over a 12-week period, interviews with the two English teachers, focus group interviews with the students, audio recordings of two self-assessment sessions, as well as student and teacher materials collected on site. The findings of the study show that the ELP was implemented through five common practices: raising awareness, goal tracking, making choices, reflection, and self-assessment. The article concludes with a summary of the benefits and constraints of the implementation along with some recommendations. Adapted from the source document

摘要：Many UK universities offer degree programmes in English Language specifically for non-native speakers of English. Such programmes typically include not only language development but also development in various areas of content knowledge. A challenge that arises is to design courses in different areas that mutually support each other, thus providing students with a coherent degree programme. In this article, I will discuss a Bachelor of Arts programme involving Cultural Studies and Translation, as well as English Language and Linguistics. I will offer a rationale for a course in critical text analysis, which is offered in the final year of the programme. It is intended to promote language development and cultural awareness as well as skills of linguistic analysis and critical thinking. Adapted from the source document

摘要：This article examines the findings of a longitudinal study of the learning and use of English at an English-medium university in Hong Kong. The aim of the investigation was to track the learning experiences of a group of 28 undergraduates and to identify the challenges they faced when studying for their degrees in a second language. This article explores the language-related problems the students encountered in the process of adapting to an English-medium learning environment during the crucial first term. The data from the interview-based longitudinal study are supplemented by the findings of a large-scale questionnaire survey of freshmen at the same university. The evidence suggests that the students' principal sources of difficulty were comprehending and using specialist vocabulary, understanding their professors' academic requirements, and processing and producing key disciplinary genres. The article concludes by discussing the implications of the study's findings for EAP course and materials design. Adapted from the source document

摘要：There is general agreement that research informs the design of curriculum. In multilingual contexts, the theoretical assumptions which underpin empirical investigations and the quality of knowledge provided to the community of practice is a determining element in the way curriculum is both conceived and produced. This paper re-examines research undertaken on language issues in Mauritius and in some other islands of the Indian Ocean. It aims to show how observations previously put forward and based on the hypothesis that language operate within fixed boundaries and in a compartmentalised manner are erroneous. In fact, the paper argues that so long as research is not ready to validate actual language usage, the curriculum will not respond to the actual needs of both teachers and learners. Adapted from the source document

摘要：Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. Despite their popularity, a number of challenges have arisen in connection with implementing CLT and TBLT in Asian classrooms. The challenges that have emerged include (a) conceptual constraints (e.g., conflicts with local values and misconceptions regarding CLT/TBLT); (b) classroom-level constraints (e.g., various student and teacher-related factors, classroom management practices, and resource availability); and (c) societal-institutional level constraints (e.g., curricula and examination systems). These constraints have led some to argue that successfully implementing CLT and TBLT in Asia requires adaptation to local environments, such that CLT and TBLT become embedded in local practices. Although there have been a growing number of reports of various CLT/TBLT implementation efforts in different Asia-Pacific regions, we still have only a limited understanding of how best to achieve contextually embedded adaptations and how they affect students' English learning. After reviewing relevant studies, this article suggests potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of CLT and TBLT, (b) implementing decentralized or innovative language-in-education policies, and (c) creating communities of learning outside of the classroom as well as in the classroom. Adapted from the source document

摘要：The purpose of this review is to assess whether recent scholarship on language-literature instruction-the deliberate integration of language development and literary study at all levels of the foreign language curriculum-within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research. Adapted from the source document

摘要：Needs analysis plays an important role in curriculum design. In particular, needs analysis largely determines the goal and content of the course being designed. When selecting among the many tools available to analyze needs the course designer must consider practicality as well as validity and reliability. In this paper, I report on the novel use of narrative frames as a needs analysis tool in the design of an EFL curriculum for trainee seamen in Kiribati. The frames proved to be a practical tool for gathering information from a large group of serving seamen, and provided insights that would not otherwise have been possible. Furthermore, the seamen's stories could be adapted for materials design, meaning that trainees were engaged with authentic situations in their language learning. Thus narrative frames were found to be a valuable tool in the needs analysis for the new EFL curriculum and are a tool that could be used more widely in curriculum design. [Copyright Elsevier Ltd.]