Document Type

Book Chapter

Publication Date

7-2019

DOI

https://doi.org/10.14705/rpnet.2019.33.926

Publication Title

ESP Teaching and Teacher Education: Current Theories and Practices

Pages

63-78

Abstract

This chapter offers a description of a methodology for providing training to pre-service English for Academic and Specific Purposes (EAP/ESP) teacher trainees in giving evidence-based feedback on the lexical composition of ESP students’ academic presentations. It also discusses a study based on the analysis of the mock feedback provided by the EAP/ESP teacher trainees (n=20) to ESP students’ presentations with a focus on the effects of training. The results revealed that the training was successful in areas such as raising the teacher trainees’ awareness of how to evaluate various lexical categories in an ESP presentation, how to incorporate their evaluation into the feedback they give to the students, how to highlight relevant lexical deviations in an evidence-based manner, etc. There were, however, a couple of areas that needed to be emphasised more in the training process. The results confirmed that providing training on evidence-driven feedback to teacher trainees planning to teach in an EAP/ESP context is a necessary component of ESP teacher education.

Comments

This book chapter is open access under the CC BY-NC-ND license.

Original Publication Citation

Zareva, A. (2019). Providing feedback on the lexical use of ESP students’ academic presentations: teacher training considerations. In S. Papadima-Sophocleous, E. Kakoulli Constantinou & C. N. Giannikas (Eds), ESP teaching and teacher education: current theories and practices (pp. 63-78). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.33.926

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