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Exploring Pedagogical Relevance of ESP Studies in the Korean Research Articles

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외국어교육연구소 (Institute of Foreign Language Education)|2021.11|외국어교육연구 (Studies in Foreign Language Education)|제35권 제4호|pp. 101-124|DOI 10.16933/sfle.2021.35.4.101

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키워드

Research Trends연구 동향특수 목적 영어ESPPedagogical NeedsPedagogical Implications교육적 필요교육적 시사점

초록

This present study was intended to examine the research trends in English for Specific Purposes (ESP) in South Korea and to provide directions for the future research. In particular, the accumulating ESP research has raised some crucial questions about its pedagogical needs and pedagogical implications, recognizing the significance of creating enriching synergy between research and practice. For more practicable and enforceable ESP research, expounding on the pedagogical needs driving the research and how the concrete results can generate specific pedagogical implications that satisfy the needs is urgently needed. Therefore, this paper overviews 80 domestic ESP research articles (RAs) published between 2000 and 2020 and available on Research Information Sharing Service (RISS) and uncovers several patterns of describing the pedagogical needs and implications in these articles through grounded theory analysis. The findings reveal that pedagogical needs are often described with insufficient explanations or rarely described only with author’s claims. When offering pedagogical implications, these studies often rarely describe them in a clear manner with general principles or they are not driven by concrete pedagogical needs or contexts. While presenting current status of domestic ESP research, this study suggests that ESP researchers should take account of the pedagogical situatedness and the expected applicability of ones’ ESP research in a concrete manner. This study will thus provide useful insights that could encourage mutually constitutive ESP practice.

Abstract

This present study was intended to examine the research trends in English for Specific Purposes (ESP) in South Korea and to provide directions for the future research. In particular, the accumulating ESP research has raised some crucial questions about its pedagogical needs and pedagogical implications, recognizing the significance of creating enriching synergy between research and practice. For more practicable and enforceable ESP research, expounding on the pedagogical needs driving the research and how the concrete results can generate specific pedagogical implications that satisfy the needs is urgently needed. Therefore, this paper overviews 80 domestic ESP research articles (RAs) published between 2000 and 2020 and available on Research Information Sharing Service (RISS) and uncovers several patterns of describing the pedagogical needs and implications in these articles through grounded theory analysis. The findings reveal that pedagogical needs are often described with insufficient explanations or rarely described only with author’s claims. When offering pedagogical implications, these studies often rarely describe them in a clear manner with general principles or they are not driven by concrete pedagogical needs or contexts. While presenting current status of domestic ESP research, this study suggests that ESP researchers should take account of the pedagogical situatedness and the expected applicability of ones’ ESP research in a concrete manner. This study will thus provide useful insights that could encourage mutually constitutive ESP practice.

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