Helen Basturkmen
Biographic Data
| ID | 659363 |
|---|---|
| NAME | Helen Basturkmen |
| GIVEN NAMES | Helen |
| FAMILY NAME | Basturkmen |
| SIGNATURE | BASTURKMEN H |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-2986-2854 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 84 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Learning a specialized register: An English for Specific Purposes research agenda
Increased work connectivity and study mobility over national boundaries in recent decades has led to a shift in the kind of English as a Second Language (ESL) instruction implemented in many educational institutions. Instruction to develop learners’ general English language proficiency may appear as a time-consuming and abstract endeavour. Instead, many institutions implement English for Specific Purposes (ESP), including English for Academic Pur…
English for Specific and Academic Purposes as Pedagogical Frameworks
This entry examines ways English for specific purposes (ESP) and English for academic purposes (EAP) support teachers in their endeavors to devise instruction to prepare English as a second language (ESL) learners for the demands of working or studying in English. EAP grew out of ESP and shares similar, pedagogical features with ESP. The entry describes a range of contexts in which specialized (ESP and EAP) language instructions typically occur a…
Current trends in ESP research in the Asia Pacific region
ESP is the field of second or foreign English language teaching that seeks to prepare learners to use English in a particular domain, such as a workplace or profession, or in study or academic settings. The present review identifies topical themes in current ESP research in the Asia Pacific region using evidence from articles reporting empirical research that were published in the flagship journal in this field, English for Specific Purposes , be…
Is ESP a materials and teaching-led movement
My first encounter with English for specific purposes (ESP) teaching was in the late 1980s. I was asked to lead a small team of teachers in designing a new English course for university students of art and design. We had just a few weeks to devise a teaching plan and materials. ESP was famously described at that time as ‘essentially a materials and teaching-led movement’ (Dudley-Evans & St John, 1998, p. 19) and my initial encounter with ESP larg…
Incidental attention to academic language during content teaching in two EMI classes in South Korean high schools
ESP teacher education needs
Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended…
Needs Analysis and Syllabus Design for Language for Specific Purposes
Needs analysis and language for specific purposes (LSP) courses are inextricably intertwined. LSP courses aim to help learners function linguistically within a particular academic, professional, or workplace environment, and the course syllabus is based on analysis of the needs of the learners in relation to such environments. The analysis of learners' needs is thus a key process in the design and ongoing revision of the LSP syllabus. Such is the…
Dealing With Language Issues During Subject Teaching in EMI: The Perspectives of Two Accounting Lecturers
Replication research in comparative genre analysis in English for Academic Purposes
In recent years a number of comparative studies based on an established approach to genre analysis have been published in the English for Academic Purposes (EAP) literature. Studies in this emerging strand of research typically aim to identify how the rhetorical structure of a particular genre (a text type) or part of a genre may vary across different disciplines or groups of writers. The first part of this article makes a case for replication in…
Using Metalanguage in Teaching
The term metalanguage , or “language about language” (Berry, 2005, p. 3), is used increasingly in the language teaching literature.
Needs Analysis and Syllabus Design for Language for Specific Purposes
Language for specific purposes (LSP) courses are designed to meet the specific needs of learners (Dudley‐Evans & St John, 1998, p. 4).
Peer interaction in the foreign language classroom: What factors foster a focus on form
Peer interaction may facilitate acquisition through fostering learner production, feedback, and noticing of form. This study examined learners’ awareness of form during peer interaction in role-play and discussion tasks over a three-week period of a tertiary intermediate-level French class. The data for the study comprised transcribed recordings of pair and group work interaction in class and subsequent primed interviews with seven students. The …
Disentangling Focus on Form. A Response to Sheen and O'Neill (2005)
This article is a response to Sheen and O'Neill's (2005) critique of our paper entitled ‘Teachers’ stated beliefs about incidental focus on form and their classroom practice’ (Basturkmen et al., 2004). In addition, it seeks to clarify a number of common misunderstandings about focus on form (e.g. that ‘form’ refers exclusively to grammar and that it is entirely reactive/corrective in nature). We argue that the study of teachers’ beliefs about and…
Lexical bundles and discourse signalling in academic lectures
This paper discusses some approaches to the categorisation of cohesive devices with reference to spoken academic discourse, multi-word units, and strings of frequently co-occurring words (lexical bundles). It goes on to investigate the cohesive role of lexical bundles in a corpus of 160 university lectures (120 from the BASE corpus and 40 from MICASE). Like the bundles from the T2K SWAL teaching subcorpus, investigated by Biber, Conrad and Cortes…
Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices
This article reports a case study investigating the relationship between three teachers' stated beliefs about and practices of focus on form in intermediate level ESL communicative lessons. Focus on form was defined and studied in terms of incidental time-outs taken by students and teachers to deal with issues of linguistic form during communicative lessons. The teachers' statements of belief about focus on form were compared to their management …
Metalanguage in Focus on Form in the Communicative Classroom
It has been observed that participants take time out during communicative activities to give attention to linguistic items arising incidentally within these contexts. This has been termed 'focus on form' (Long, 1991) and studies of classroom discourse have identified ways classroom participants focus on form reactively (Lyster & Ranta, 1997) and pre-emptively (Borg, 1998; Samuda, 2001). A number of general strategies have been identified in focus…
Doing focus-on-form
Preemptive Focus on Form in the ESL Classroom
This article contributes to the growing body of descriptive research investigating focus on form, defined as the incidental attention that teachers and L2 learners pay to form in the context of meaning-focussed instruction. Whereas previous research addressed reactive focus on form (i.e., corrective feedback), the study reported in this article investigated preemptive focus on form (i.e., occasions when either the teacher or a student chose to ma…
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
Doing focus-on-form
Preemptive Focus on Form in the ESL Classroom
This article contributes to the growing body of descriptive research investigating focus on form, defined as the incidental attention that teachers and L2 learners pay to form in the context of meaning-focussed instruction. Whereas previous research addressed reactive focus on form (i.e., corrective feedback), the study reported in this article investigated preemptive focus on form (i.e., occasions when either the teacher or a student chose to ma…
Lexical bundles and discourse signalling in academic lectures
This paper discusses some approaches to the categorisation of cohesive devices with reference to spoken academic discourse, multi-word units, and strings of frequently co-occurring words (lexical bundles). It goes on to investigate the cohesive role of lexical bundles in a corpus of 160 university lectures (120 from the BASE corpus and 40 from MICASE). Like the bundles from the T2K SWAL teaching subcorpus, investigated by Biber, Conrad and Cortes…
ESP teacher education needs
Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended…
Is ESP a materials and teaching-led movement
My first encounter with English for specific purposes (ESP) teaching was in the late 1980s. I was asked to lead a small team of teachers in designing a new English course for university students of art and design. We had just a few weeks to devise a teaching plan and materials. ESP was famously described at that time as ‘essentially a materials and teaching-led movement’ (Dudley-Evans & St John, 1998, p. 19) and my initial encounter with ESP larg…
Dealing With Language Issues During Subject Teaching in EMI: The Perspectives of Two Accounting Lecturers
Preemptive Focus on Form in the ESL Classroom
This article contributes to the growing body of descriptive research investigating focus on form, defined as the incidental attention that teachers and L2 learners pay to form in the context of meaning-focussed instruction. Whereas previous research addressed reactive focus on form (i.e., corrective feedback), the study reported in this article investigated preemptive focus on form (i.e., occasions when either the teacher or a student chose to ma…
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
Metalanguage in Focus on Form in the Communicative Classroom
It has been observed that participants take time out during communicative activities to give attention to linguistic items arising incidentally within these contexts. This has been termed 'focus on form' (Long, 1991) and studies of classroom discourse have identified ways classroom participants focus on form reactively (Lyster & Ranta, 1997) and pre-emptively (Borg, 1998; Samuda, 2001). A number of general strategies have been identified in focus…
Doing focus-on-form
Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices
This article reports a case study investigating the relationship between three teachers' stated beliefs about and practices of focus on form in intermediate level ESL communicative lessons. Focus on form was defined and studied in terms of incidental time-outs taken by students and teachers to deal with issues of linguistic form during communicative lessons. The teachers' statements of belief about focus on form were compared to their management …
Disentangling Focus on Form. A Response to Sheen and O'Neill (2005)
This article is a response to Sheen and O'Neill's (2005) critique of our paper entitled ‘Teachers’ stated beliefs about incidental focus on form and their classroom practice’ (Basturkmen et al., 2004). In addition, it seeks to clarify a number of common misunderstandings about focus on form (e.g. that ‘form’ refers exclusively to grammar and that it is entirely reactive/corrective in nature). We argue that the study of teachers’ beliefs about and…
Lexical bundles and discourse signalling in academic lectures
This paper discusses some approaches to the categorisation of cohesive devices with reference to spoken academic discourse, multi-word units, and strings of frequently co-occurring words (lexical bundles). It goes on to investigate the cohesive role of lexical bundles in a corpus of 160 university lectures (120 from the BASE corpus and 40 from MICASE). Like the bundles from the T2K SWAL teaching subcorpus, investigated by Biber, Conrad and Cortes…
Peer interaction in the foreign language classroom: What factors foster a focus on form
Peer interaction may facilitate acquisition through fostering learner production, feedback, and noticing of form. This study examined learners’ awareness of form during peer interaction in role-play and discussion tasks over a three-week period of a tertiary intermediate-level French class. The data for the study comprised transcribed recordings of pair and group work interaction in class and subsequent primed interviews with seven students. The …
Using Metalanguage in Teaching
The term metalanguage , or “language about language” (Berry, 2005, p. 3), is used increasingly in the language teaching literature.
Needs Analysis and Syllabus Design for Language for Specific Purposes
Language for specific purposes (LSP) courses are designed to meet the specific needs of learners (Dudley‐Evans & St John, 1998, p. 4).
Replication research in comparative genre analysis in English for Academic Purposes
In recent years a number of comparative studies based on an established approach to genre analysis have been published in the English for Academic Purposes (EAP) literature. Studies in this emerging strand of research typically aim to identify how the rhetorical structure of a particular genre (a text type) or part of a genre may vary across different disciplines or groups of writers. The first part of this article makes a case for replication in…
Needs Analysis and Syllabus Design for Language for Specific Purposes
Needs analysis and language for specific purposes (LSP) courses are inextricably intertwined. LSP courses aim to help learners function linguistically within a particular academic, professional, or workplace environment, and the course syllabus is based on analysis of the needs of the learners in relation to such environments. The analysis of learners' needs is thus a key process in the design and ongoing revision of the LSP syllabus. Such is the…
Dealing With Language Issues During Subject Teaching in EMI: The Perspectives of Two Accounting Lecturers
ESP teacher education needs
Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended…
Incidental attention to academic language during content teaching in two EMI classes in South Korean high schools
Is ESP a materials and teaching-led movement
My first encounter with English for specific purposes (ESP) teaching was in the late 1980s. I was asked to lead a small team of teachers in designing a new English course for university students of art and design. We had just a few weeks to devise a teaching plan and materials. ESP was famously described at that time as ‘essentially a materials and teaching-led movement’ (Dudley-Evans & St John, 1998, p. 19) and my initial encounter with ESP larg…
Current trends in ESP research in the Asia Pacific region
ESP is the field of second or foreign English language teaching that seeks to prepare learners to use English in a particular domain, such as a workplace or profession, or in study or academic settings. The present review identifies topical themes in current ESP research in the Asia Pacific region using evidence from articles reporting empirical research that were published in the flagship journal in this field, English for Specific Purposes , be…
English for Specific and Academic Purposes as Pedagogical Frameworks
This entry examines ways English for specific purposes (ESP) and English for academic purposes (EAP) support teachers in their endeavors to devise instruction to prepare English as a second language (ESL) learners for the demands of working or studying in English. EAP grew out of ESP and shares similar, pedagogical features with ESP. The entry describes a range of contexts in which specialized (ESP and EAP) language instructions typically occur a…
Learning a specialized register: An English for Specific Purposes research agenda
Increased work connectivity and study mobility over national boundaries in recent decades has led to a shift in the kind of English as a Second Language (ESL) instruction implemented in many educational institutions. Instruction to develop learners’ general English language proficiency may appear as a time-consuming and abstract endeavour. Instead, many institutions implement English for Specific Purposes (ESP), including English for Academic Pur…
EFL/ESL Teaching and Learning (18 works) · Psychology (16 works) · Linguistics (14 works) · Second Language Learning and Teaching (13 works) · Discourse Analysis in Language Studies (12 works) · Mathematics education (10 works) · Sociology (10 works) · Computer Science (9 works) · Philosophy (9 works) · Pedagogy (8 works)