Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
The Strategies used by Turkish EFL Teachers in the ESP Classroom
As we now exist in an information age, where global interconnectivity is the norm, and international business can now be done with the click of a mouse, the necessity of learning a second or even third language is becoming a routine part of the modern educational system in many countries. Globally, there are only a handful of languages that dominate the international community but, for the most part, it is assumed that one must understand the English language to succeed on a global scale. Even in non-English speaking countries, understanding and speaking English is considered a crucial part of the educational curriculum, even if one does not plan to engage in a career that involves being a global player. All too often, many international businesses that set up operations in foreign countries come from English-speaking countries, and the necessity of mutual understanding between the two is essential, even within one’s own borders. Furthermore, English is the predominant language of tourism and travel and the inability to understand it can often hinder one’s movements even in countries that do not speak English as theirs native tongue. For several decades now, English has been the language that is taught in schools across the Middle East and parts of Africa, as well as in Asia and parts of the former Soviet Union. How this language is taught, however, has a lot to do with the success rate of students for whom English is a second language.
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