In Chapter 1, you learned that ESP is a well-established English Language Teaching (ELT) approach that addresses the needs of learners in academic or occupational settings. What we did not consider, though, is why learners around the world need a strong English language ability to succeed in aca- demia or the workplace. If you know the answer to this question, you’ll be better able to understand your own role in an ESP course or program and be more ready to meet the expectations that administrators have of you. Also, in the ESP classroom, you’ll be able to communicate the reasons why English is needed in academia and the workplace to learners. This will help them to contextualize the material you give them, provide them with both intrinsic and extrinsic motivation to achieve the goals of the course, and suggest possible directions for their studies and careers paths.
在第 1 章中，您瞭解到 ESP 是一種行之有效的英語語言教學 （ELT） 方法，可滿足學習者在學術或職業環境中的需求。然而，我們沒有考慮的是，為什麼世界各地的學習者需要強大的英語語言能力才能在學術或職場上取得成功。如果您知道這個問題的答案，您將能夠更好地理解自己在 ESP 課程或計劃中的角色，並更準備好滿足管理員對您的期望。此外，在 ESP 課堂上，您將能夠向學習者傳達學術界和工作場所需要英語的原因。這將幫助他們將您提供給他們的材料置於上下文中，為他們提供實現課程目標的內在和外在動機，併為他們的學習和職業道路提出可能的方向。

In this chapter, I’ll begin by describing the current position and status of English in the world. I'll then explain how changing conditions in industry and academia have led to English becoming the de facto language of many company workplaces and in academia as a whole. Next, I’ll describe how ESP courses and programs are usually positioned within industry and aca- demia. Finally, P’ll discuss some of the issues surrounding the globalization of English and consider if this trend is really a good thing.
在本章中，我將首先描述英語在世界上的現狀和地位。然後，我將解釋工業界和學術界不斷變化的條件如何導致英語成為許多公司工作場所和整個學術界的事實語言。接下來，我將介紹 ESP 課程和專案在工業界和學術界的通常定位。最後，P'll 將討論圍繞英語全球化的一些問題，並考慮這種趨勢是否真的是一件好事。

By the end of the chapter, you should be able to understand and explain the importance of English in our increasingly globalized world, the contexts in which ESP instructors often have to work, and the advantages and chal- lenges that these contexts introduce. But, most of all, you should start to see how ESP addresses some of the many challenges that people face in a globalized world where English is often the de facto language of academia and the workplace.
在本章結束時，您應該能夠理解和解釋英語在我們日益全球化的世界中的重要性，ESP 教師經常必須工作的環境，以及這些環境帶來的優勢和挑戰。但是，最重要的是，您應該開始瞭解 ESP 如何解決人們在全球化世界中面臨的許多挑戰，在這個全球化世界中，英語通常是學術界和工作場所的實際語言。

Opening reflection Do you think English is an important language throughout the world? If so, in what areas do you think it exerts the most influence? If not,28 Contextualizing ESP what other languages do you think hold positions of dominance in the world? In what contexts might they be used?
開場白 您認為英語是世界上重要的語言嗎？如果是這樣，您認為它在哪些領域發揮了最大的影響力？如果不是，28 將 ESP 置於語境中，您認為還有哪些其他語言在世界上佔據主導地位？它們可能在什麼上下文中使用？

In the future, do you think that English will grow in importance? Or, do you think another language, such as Mandarin Chinese or Spanish, will become dominant throughout the world? What reasons can you give for your answer?
您認為英語在未來會越來越重要嗎？或者，您認為另一種語言，例如普通話或西班牙文，會在全球範圍內佔據主導地位嗎？您能給出什麼理由來回答？

Commentary In all likelihood, you will have answered ‘yes’ to the question of English being an important language throughout the world. English can be seen in popular culture, in literature, on the Internet, in social media interactions, in advertis- ing, in politics, in the news, and of course in many academic and workplace settings. But, English is not the only language in the world, and depending on where you live, English might have only a minor impact on your daily life. For example, if you live in a country where English is a foreign language, you may only interact with English in your academic studies. Learners of English will also experience the impact of English in different ways in their lives. This will have an enormous impact on their motivations to study and succeed in English classes, regardless of whether or not those classes have an ESP focus.
評論 您很可能已經對英語成為全世界重要語言的問題回答“是”。英語可以在流行文化、文學、互聯網、社交媒體互動、廣告、政治、新聞，當然還有許多學術和工作場所環境中看到。但是，英語並不是世界上唯一的語言，根據您居住的地方，英語對您的日常生活可能只有很小的影響。例如，如果您居住在英語為外語的國家/地區，您只能在學術研究中與英語互動。英語學習者也將以不同的方式體驗英語對他們生活的影響。這將對他們學習和在英語課程中取得成功的動機產生巨大影響，無論這些課程是否以 ESP 為重點。

One interesting thing to consider is if and how the impact of English in the world might change in the future. Today, many countries are commit- ted to a globalized economy where English is the de facto language of trade and industry. Also, academic institutions around the world are encouraging increasing numbers of learners from overseas countries to apply, offering them courses and programs taught in English rather than the L1 of the country. It seems that the importance of English is ever increasing. But, this trend presents workers, teachers, administrators, institutions, and even governments with huge challenges and pressures that cannot always be addressed. What is clear is that many stakeholders in industry and academia are thinking about these issues and considering the best solutions.
需要考慮的一件有趣的事情是英語對世界的影響在未來是否會發生變化以及如何變化。今天，許多國家都致力於全球化經濟，英語實際上是貿易和工業的語言。此外，世界各地的學術機構正在鼓勵越來越多的來自海外國家的學習者申請，為他們提供以英語授課的課程和專案，而不是該國的 L1 語言。英語的重要性似乎越來越大。但是，這一趨勢給工人、教師、管理人員、機構甚至政府帶來了無法解決的巨大挑戰和壓力。顯而易見的是，工業界和學術界的許多利益相關者都在思考這些問題並考慮最佳解決方案。

The growth of English as a world-wide lingua franca If we ranked the languages of the world by the number of their native speak- ers today, English would be third in the list. It is spoken by around 375 million native speakers, which is far below the number of native speakers of Mandarin Chinese at 982 million, and Spanish at 420 million (Statista, 2017). However, English is by far the most used language in the world when we consider not only native speakers but also those who use it as a second or foreign language. One estimate puts the number of English users at almost Situating ESP in the world at large 29 1.5 billion, dwarfing the number of speakers of all other languages (Statista, 2017). English is the one true global lingua franca in the world today (see Nickerson, 2013, for further discussion of this).
英語作為世界通用語言的增長 如果我們根據當今世界語言的母語使用者數量對世界語言進行排名，英語將排在第三位。大約有 3.75 億人以義大利語為母語，遠低於以普通話為母語的人數（9.82 億）和以西班牙文為母語的人數（4.2 億）（Statista，2017）。然而，當我們不僅考慮母語人士，而且考慮將其用作第二語言或外語的人時，英語是迄今為止世界上使用最多的語言。據估計，英語用戶數量幾乎將 ESP 置於全球 2915 億，使所有其他語言的使用者數量相形見絀（Statista，2017 年）。英語是當今世界上真正的全球通用語言（有關此的進一步討論，請參見 Nickerson，2013 年）。

One of the main reasons why English has developed into a global lin- gua franca is due to its strong connection with growth in trade and com- merce. The link between English and the business world can be traced back to the 16th Century and the use of English to facilitate connec- tions with refugees who had arrived in England at the time. These were artisans, craftsmen, and professionals who had an interest in English for commerce (Starfield, 2013b).
英語發展成為全球通用語言的主要原因之一是它與貿易和商業增長的密切聯繫。英語與商業世界之間的聯繫可以追溯到 16 世紀，當時使用英語來促進與當時抵達英國的難民的聯繫。這些是對商業英語感興趣的工匠、工匠和專業人士（Starfield，2013b）。

The link between English and business flourished in the 1940s after World War II, which was a time when many countries involved in the fight- ing had been destroyed both economically and in terms of infrastructure. Immediately after the war, the economies and infrastructure of the USA, Canada, and to a lesser extent the UK, were largely intact. As a result, these countries became central to the rebuilding effort and business opportunities began to emerge, including the export of technology and technical expertise to Europe, Africa, and Asia. New technical manuals and reports began to be published in English to support this new exportation of goods and ser- vices. Around the same time, research journals began to publish findings in English, spurred by a growing trend to carry out research in a collaborative, sometimes international, manner, and the growing need for research to be disseminated to the largest possible audience.
第二次世界大戰後的 1940 年代，英語與商業之間的聯繫蓬勃發展，當時許多參與戰爭的國家在經濟和基礎設施方面都遭到了毀滅性的破壞。戰後不久，美國、加拿大以及英國（在較小程度上）的經濟和基礎設施基本完好無損。結果，這些國家成為重建工作的核心，商機開始出現，包括向歐洲、非洲和亞洲出口技術和技術專長。新的技術手冊和報告開始以英文出版，以支援這種新的商品和服務出口。大約在同一時間，研究期刊開始用英語發表研究結果，這是由於以協作（有時是國際方式）方式進行研究的日益增長的趨勢，以及將研究傳播給盡可能多的受眾的日益增長的需求。

Another factor that led to English becoming a dominant language was the growth of the computer industry. As with much of the other technol- ogy that emerged after WWII, most of the early work on the creation and use of computers was carried out in the USA (Cromer, 1992). These developments led to the creation of new programming languages based on English, new communications standards written in English, and the use of English as the primary language for radio communications, avia- tion, and later the Internet. It is currently estimated that at least 80% of the world’s information is stored in English (Invernizzi, 2010), and of course, everybody knows that most of the world’s largest computer firms are based in English-speaking countries, including Microsoft, Apple, IBM, Intel, and Google.
導致英語成為主導語言的另一個因素是計算機行業的發展。與二戰後出現的許多其他技術一樣，大多數關於計算機創建和使用的早期工作都是在美國進行的（Cromer，1992 年）。這些發展導致了基於英語的新程式設計語言的創建，用英語編寫的新通信標準，以及使用英語作為無線電通信、航空和後來的互聯網的主要語言。據目前估計，世界上至少有 80% 的資訊以英語存儲（Invernizzi，2010 年），當然，每個人都知道世界上最大的大多數計算機公司都位於英語國家，包括 Microsoft、Apple、IBM、Intel 和 Google。

Today, the position of English as a global lingua franca is largely uncon- tested. Even as far back as the mid-1990s, we find English described in the following way: English is the main language of books, newspapers, airports and air- traffic control, international business and academic conferences, sci- ence, technology, diplomacy, sport, international competitions, pop music and advertising.
今天，英語作為全球通用語言的地位在很大程度上沒有受到質疑。早在 1990 年代中期，我們就發現英語是這樣描述的： 英語是書籍、報紙、機場和空中交通管制、國際商務和學術會議、科學、技術、外交、體育、國際比賽、流行音樂和廣告的主要語言。

(Graddol, 1997, p. 181)30 Contextualizing ESP Indeed, looking at China today, for example, estimates suggest there are around 400 million learners of English, and this number is increasing (Bolton & Graddol, 2012).
（Graddol， 1997， p. 181）30 將英語學習者置於語境中 事實上，以今天的中國為例，估計表明大約有4億英語學習者，而且這個數位還在增加（Bolton & Graddol， 2012）。

TASK 2.1 Recognizing the growth of English List any changes in the English language policy at the institution where you study or work. Have these changes given English a greater or lesser importance at the institution? What reasons do you think the management of the institution had for making these changes?
任務 2.1 認識到英語的增長 列出您學習或工作的機構英語語言政策的任何變化。這些變化是否使英語在機構中的重要性更高或更低？您認為該機構的管理層做出這些改變的原因是什麼？

What changes in the English language policy at your institution would you like to see introduced? Why? List some of your ideas.
您希望貴校的英語語言政策發生哪些變化？為什麼？列出您的一些想法。

ESP in today’s globalized economy As you learned in Chapter 1, ESP operates within two realms, one of them being English for Occupational Purposes (EOP). Here, let’s consider the place of English in industry as a way to evaluate the relevance and impor- tance of EOP and ESP in general.
當今全球化經濟中的 ESP 正如您在第 1 章中學到的那樣，ESP 在兩個領域內運作，其中一個是職業英語 （EOP）。在這裡，讓我們考慮一下英語在工業中的地位，以此來評估 EOP 和 ESP 的相關性和重要性。

English has become one of the key factors in the global success of a com- pany. Friedman (2005) described ten ‘flatteners’ that led to a leveling of the global industry playing field, including the rise of personal computers, the development of better communications protocols, the growth of the Inter- net, the increased ability and use of online collaborative projects, the growth of insourcing, outsourcing and offshoring businesses, and the growth of search engines, wireless technologies, and mobile devices. As you learned Situating ESP in the world at large 31 in the previous section, English has had a central role in all these develop- ments, and companies are now increasingly demanding that their workforce can understand this global lingua franca and operate smoothly with it. As a result, there is a strong need for language instructors who can understand and implement ESP programs in companies.
英語已成為公司在全球取得成功的關鍵因素之一。Friedman （2005） 描述了導致全球行業競爭環境趨於平衡的十個「扁平化」，包括個人計算機的興起、更好的通信協議的開發、Internet 的增長、在線協作專案的能力和使用的增加、內包、外包和離岸外包業務的增長以及搜尋引擎的增長， 無線技術和行動裝置。正如您在上一節中學習的 將 ESP 置於全球 31 中，英語在所有這些發展中都起著核心作用，公司現在越來越要求他們的員工能夠理解這種全球通用語並順利地使用它。因此，非常需要能夠在公司中理解和實施 ESP 計劃的語言教師。

To illustrate the importance of English in industry, we need only look at the policies of some of the major companies in non-English speaking countries, namely Japan, Korea, and China. In Japan, the car manufacturer Nissan has used English as its official company language since 1999. In the years leading up to 1999, Nissan almost went bankrupt and so to strengthen the company after its collapse, Carlos Ghosn, the Executive Vice President of the French company Renault, was hired as Chief Operating Officer (COO). On his appointment, Ghosn quickly introduced this radical English- only policy and the turnaround for the company was dramatic. Similarly, an English-only policy was introduced in 2010 at the Japanese IT com- pany Rakuten by its founder and CEO, Hiroshi Mikitani, who wanted to grow the company into a global presence. Sony, in contrast, has not changed their official language, although they did for some time have a non-Japanese Chief Executive Officer (CEO). On the other hand, they have in recent years decided to throw away their traditional recruitment procedures and now actively recruit non-Japanese workers into their Tokyo-based head office.
為了說明英語在工業中的重要性，我們只需要看看非英語國家（即日本、韓國和中國）的一些主要公司的政策。在日本，汽車製造商 Nissan 自 1999 年以來一直使用英語作為其官方公司語言。在 1999 年之前的幾年裡，日產幾乎破產，因此為了在公司倒閉后加強公司實力，法國雷諾公司執行副總裁卡洛斯·戈恩 （Carlos Ghosn） 被聘為首席運營官 （COO）。上任后，戈恩迅速推出了這項激進的純英語政策，公司的轉變是戲劇性的。同樣，2010年，日本IT公司樂天公司的創始人兼首席執行官HiroshiMikitani推出了一項僅限英語的政策，他希望將公司發展成為全球企業。相比之下，索尼並沒有改變他們的官方語言，儘管他們確實有一段時間沒有一位非日本的首席執行官 （CEO）。另一方面，近年來，他們決定拋棄傳統的招聘程序，現在積極招聘外國員工到其東京總部工作。

The trend to recruit global talent has been accelerating rapidly in Korea and China, too. Today, Samsung, the largest electronics manufacturer in Korea, encourages non-Korean graduates to apply for positions by stating on their recruitment page that English is the only required language needed to work in the company. Similarly, two of the biggest companies in China, Haier and China National Petroleum Corporation (CNPC), aggressively recruit overseas workers with the globalization of the company becoming part of the company’s mission statement.
在韓國和中國，招聘全球人才的趨勢也在迅速加速。如今，韓國最大的電子產品製造商三星鼓勵非韓國畢業生申請職位，並在招聘頁面上聲明英語是在公司工作所需的唯一必要語言。同樣，中國最大的兩家公司海爾和中國石油天然氣集團公司 （CNPC） 積極招聘海外員工，公司的全球化成為公司使命宣言的一部分。

Not only are Asian companies recruiting more English-speaking workers, they are also increasingly sending their workers overseas to work in subsidiary companies where wages and product manufacturing costs will be lower. Two prime locations for such a subsidiary company are India and Vietnam. Of course, local workers in Vietnam and India cannot be expected to know Japa- nese, Chinese, or Korean. Asa result, English has become the lingua franca of the workplace. Interestingly, many Japanese, Chinese, and Korean employees are reluctant to work overseas due their lack of confidence in English (see, for example, Koike, Takada, Matsui, & Terauchi, 2010). It is no surprise, there- fore, that companies in Asia are willing to pay high prices for ESP experts to train their workers before they depart to these foreign destinations.
亞洲公司不僅招聘更多會說英語的員工，而且還越來越多地將員工派往海外，在工資和產品製造成本較低的子公司工作。此類子公司的兩個主要地點是印度和越南。當然，不能指望越南和印度的當地工人會日本語、中文或韓語。因此，英語已成為工作場所的通用語言。有趣的是，許多日本、中國和韓國的員工由於對英語缺乏信心而不願意在海外工作（例如，參見Koike， Takada， Matsui， & Terauchi， 2010）。因此，亞洲公司願意支付高價聘請 ESP 專家，讓他們在前往這些外國目的地之前培訓他們的工人也就不足為奇了。

The situation in Europe is much more complicated. To date, the Euro- pean Union has operated using 24 official languages, with English, French, and German serving as ‘core’ languages. In reality, however, much business is conducted only in English, especially when it involves non-European clients32 Contextualizing ESP (see, for example, Louhiala-Salminen, Charles, 8 Kankaanranta, 2005). This is reflected in the fact that the Swedish car manufacturer Volvo has English as the primary language of senior management, and that the European aircraft manufacturer Airbus has had English as the workplace lingua franca since its creation in 1969.
歐洲的情況要複雜得多。迄今為止，歐洲聯盟已使用 24 種官方語言運作，其中英語、法語和德語是“核心”語言。然而，實際上，許多業務僅以英語進行，尤其是當涉及非歐洲客戶時32情境化 ESP（例如，參見 Louhiala-Salminen， Charles， 8 Kankaanranta， 2005）。這反映在瑞典汽車製造商沃爾沃將英語作為高級管理人員的主要語言，而歐洲飛機製造商空中客車公司自 1969 年成立以來一直將英語作為工作場所的通用語言。

Perhaps the best example of an industry in which English plays a central role is the call-center industry. This industry perhaps reflects all the positive and negative aspects of the ‘flattening’ world of Friedman (2005). In the Philippines and India, the call-center industry has grown at a phenomenal rate since the early 2000s, as a result of cheaper Internet telephony sys- tems, improved wireless networks, and a greater desire by companies in the West to outsource their services. The growth has been so great that the president of the Call Center Association of the Philippines, Benedict Her- nandez, described it as ‘hypergrowth’ (Magkilat, 2014). Call-center work- ers can expect to receive some of the highest wages in the country provided they have good enough English skills to respond appropriately to the callers routed through to them from places like the UK and USA. The need to train call-center workers has also led to a new industry of ESP training centers in these countries. But, we should not forget that ‘hypergrowth’ also has its downside. For example, the result of outsourcing jobs to the Philippines and India has led to the loss of many jobs in the home country and a dramatic change in the lifestyles of people in the target countries. Also, callers may now have to explain problems to people working thousands of miles away, who have little understanding of the customer’s local situation or dilemma. And, both parties may need to work extra hard to clarify their meanings as a result of their widely different accents.
也許英語發揮核心作用的行業的最佳例子是呼叫中心行業。這個行業可能反映了 Friedman （2005） 的「扁平化」世界的所有積極和消極方面。在菲律賓和印度，自 2000 年代初以來，呼叫中心行業以驚人的速度增長，這是由於更便宜的互聯網電話系統、改進的無線網路以及西方公司外包服務的強烈願望。增長如此之大，以至於菲律賓呼叫中心協會主席本尼迪克特·赫爾南德斯 （Benedict Hernandez） 將其描述為“高速增長” （Magkilat，2014）。呼叫中心工作人員可以期望獲得該國最高的工資，前提是他們有足夠好的英語技能，能夠適當地回應從英國和美國等地轉接到他們的電話。培訓呼叫中心工作人員的需求也導致了這些國家/地區 ESP 培訓中心的新行業。但是，我們不應該忘記“高速增長”也有其缺點。例如，將工作外包給菲律賓和印度的結果導致本國失去了許多工作崗位，並導致目標國家/地區人們的生活方式發生了巨大變化。此外，呼叫者現在可能不得不向在數千英里外工作的人解釋問題，這些人對客戶的當地情況或困境知之甚少。而且，由於他們的口音大相徑庭，雙方可能需要加倍努力來澄清它們的含義。

One final example of an industry that has dramatically changed as a result of globalization and the increased mobility of people is the tourism industry. Today, non-English speaking countries have seen steady rises in the number of English-speaking tourists due to cheaper airline tickets and the increased abundance of English-based information about destination sites via the Internet. This is particularly true of countries in Asia, such as Japan, Korea, and China, but a similar trend is being seen in South-East Asia, North Africa, and Central and Eastern Europe. In response to these changes, many countries have seen rapid growth in the numbers of new ESP courses in tourism and hospitality. These are appearing in both vocational schools and universities and aim to train would-be tourist guides, hotel staff, and other people connected with the industry.
旅遊業是因全球化和人員流動性增加而發生巨大變化的行業的最後一個例子。今天，由於更便宜的機票和通過互聯網提供有關目的地的英語信息的豐富性，非英語國家的英語遊客數量穩步增長。日本、韓國和中國等亞洲國家尤其如此，但東南亞、北非以及中歐和東歐也出現了類似的趨勢。為了應對這些變化，許多國家/地區的旅遊和酒店新 ESP 課程數量快速增長。這些課程出現在專門學校和大學中，旨在培養未來的導遊、酒店工作人員和其他與該行業相關的人。

As you can see, the EOP branch of ESP plays a very important role in the society of many countries and has led to many people seeking to develop strong EOP skills before or after they start work. The is especially true in the case of business, which has led to a huge market for English for Busi- ness Purposes (EBP), a topic which is fully explored in Introducing Business English (Nickerson & Planken, 2016).
如您所見，ESP 的 EOP 分支在許多國家的社會中發揮著非常重要的作用，並導致許多人在開始工作之前或之後尋求培養強大的 EOP 技能。在商業方面尤其如此，這導致了商務英語（EBP）的巨大市場，這個話題在《介紹商務英語》（Nickerson & Planken，2016）中得到了充分探討。

Situating ESP in the world at large 33 ESP in today’s globalized world of academia The other realm in which ESP operates is English for Academic Purposes (EAP). Following a similar trend to that in industry, Friedman’s ten ‘flatten- ers’ have had a profound effect on academia across the world, and again, this has led to a rapid growth in the importance of EAP.
將 ESP 置於全球 33 ESP 在當今全球化的學術界 ESP 運作的另一個領域是學術英語 （EAP）。遵循與工業界類似的趨勢，弗裡德曼的 10 個「扁平化者」對全世界的學術界產生了深遠的影響，這再次導致了 EAP 重要性的快速增長。

Since the early 2000s, universities across the world have had to come to terms with a smaller body of local students and an ever-increasing popula- tion of overseas students. When the global market share of overseas stu- dents is viewed, two features become apparent. The first is that countries that have traditionally attracted the most overseas students, namely the UK and USA, continue to attract the majority of overseas students. In fact, the number of students going to the UK and USA is increasing (OECD, 2014). These students are not, however, native English speakers. Asian students alone account for 53% of all students studying abroad (OECD, 2014), and when you look at individual disciplines the numbers can be even higher. In fact, in 2014, it was estimated that overseas students accounted for 69% of the global population of students studying for Masters in Marketing and Communications degrees and 82% of students studying for Master of Finance degrees (Estrada & Bruggeman, 2014). The majority of these students are coming from Asia. This means that educational institutions increasingly need to provide language instruction to this body of students in the form of pre-sessional courses, writing center guidance, academic writing and presentation courses, graduate thesis support, and so on. Clearly, the development of such courses, programs, and the instruction within them is in the realm of the ESP expert.
自 2000 年代初以來，世界各地的大學都不得不接受本地學生人數減少和海外學生人數不斷增加的事實。當查看海外學生的全球市場份額時，兩個特徵變得明顯。首先，傳統上吸引最多海外學生的國家，即英國和美國，繼續吸引大多數海外學生。事實上，前往英國和美國的學生人數正在增加（OECD，2014）。然而，這些學生的母語不是英語。僅亞洲學生就佔所有出國留學學生的 53%（經合組織，2014 年），當你查看單個學科時，這個數位可能更高。事實上，在2014年，據估計，海外學生佔全球市場營銷和傳播碩士學位學生人數的69%，以及金融碩士學位學生的82%（Estrada和Bruggeman，2014）。這些學生中的大多數來自亞洲。這意味著教育機構越來越需要以學前課程、寫作中心指導、學術寫作和演講課程、研究生論文支援等形式為這些學生群體提供語言教學。顯然，此類課程、程序的開發以及其中的教學屬於 ESP 專家的範疇。

Perhaps counterintuitively, the second feature the data reveals is that the market share of overseas students in popular destinations like the UK and USA is actually dropping (OECD, 2014). What this means is that other non- English speaking countries around the world are increasing their share of overseas students. In continental Europe, for example, over 6,500 university Masters programs were taught in English in 2013 (Brenn-White & Faethe, 2013, p. 4). In fact, the number of international students in Europe increased by 114% from 2000-2010 (Maslen, 2014). Part of this growth has been spurred by an expansion of the Erasmus program, which has the specific goal of increasing student mobility among neighboring European countries, but another part is due to the increased number of non-European students going to continental Europe to study postgraduate degrees in English. Brenn- White and Faethe (2013) report that the number of Master’s degrees offered in English in continental Europe has increased by 42% since 2011.
也許與直覺相反，數據揭示的第二個特徵是，在英國和美國等熱門目的地，海外學生的市場份額實際上正在下降（OECD，2014）。這意味著世界上其他非英語國家正在增加海外學生的份額。例如，在歐洲大陸，2013年有超過6500所大學碩士課程以英語授課（Brenn-White & Faethe，2013年，第4頁）。事實上，從 2000 年到 2010 年，歐洲的國際學生人數增加了 114%（Maslen，2014 年）。這種增長的一部分是由伊拉斯謨計劃的擴展推動的，該計劃的具體目標是增加歐洲鄰國之間的學生流動性，但另一部分是由於前往歐洲大陸攻讀英語研究生學位的非歐洲學生人數增加。Brenn- White 和 Faethe （2013） 報告說，自 2011 年以來，歐洲大陸以英語提供的碩士學位數量增加了 42%。

In Latin America and Africa, an increasing number of universities are also introducing English courses and programs, but here the goal is to improve the job opportunities of their graduates. In Ecuador, for example, students at the Universidad San Francisco de Quito in the capital city of Quito can34 Contextualizing ESP only graduate if they reach an advanced level of English. In the East African country of Rwanda, university instruction was traditionally carried out in French, but the country switched to English in 2008 so that it could cooper- ate better with surrounding countries, the majority of which are English- speaking (Green, Fangqing, Cochrane, Dyson, & Paun, 2012).
在拉丁美洲和非洲，越來越多的大學也在推出英語課程和專案，但這裡的目標是提高畢業生的就業機會。例如，在厄瓜多，首都基多的聖法蘭西斯科德基多大學 can34 情境化 ESP 只有在達到高級英語水準後才能畢業。在東非國家盧安達，大學教學傳統上是用法語進行的，但該國在2008年轉向英語，以便更好地與周邊國家合作，這些國家大多是英語國家（Green， Fangqing， Cochrane， Dyson， & Paun， 2012）。

In Asia, Hong Kong is rapidly becoming the main hub for regional English- based education. The International Consultants for Education and Fairs (ICEF) report that this is the result of two factors. The first is the increased desire of Asian students to seek overseas degrees within their own locality. The second is the result of government initiatives to attract foreign students through improved scholarships, relaxed visa regulations, and a redesign of courses. Since 2007, Hong Kong universities have seen a steady growth in the number of overseas students, but in recent years this trend has accelerated dramatically. For example, in 2012-2013, the University of Hong Kong saw a 42% increase in overseas students over the previous year, the Chinese Univer- sity of Hong Kong saw a 50% rise, and the Hong Kong University of Science and Technology reported an even larger 55% rise (ICEF Monitor, 2014). This trend can be captured by the fact that 38% of the student body of the Univer- sity of Hong Kong in 2013 was international students (ICEF Monitor, 2013).
在亞洲，香港正迅速成為區域英語教育的主要樞紐。國際教育和博覽會顧問協會 （ICEF） 報告稱，這是兩個因素的結果。首先是亞洲學生越來越渴望在本國尋求海外學位。第二個是政府通過提高獎學金、放寬簽證規定和重新設計課程來吸引外國學生的舉措的結果。自 2007 年以來，香港大學的海外學生人數穩步增長，但近年來這一趨勢急劇加速。例如，2012-2013年，香港大學的海外學生人數比上一年增加了42%，香港中文大學增長了50%，香港科技大學報告了更大的增長，達到了55%（ICEF Monitor，2014）。2013年，香港大學38%的學生是國際學生，這一事實可以反映出這一趨勢（ICEF Monitor，2013）。

This is not to say that universities in Japan, Korea, and China are unable to attract foreign students, as well. On the contrary, all these countries are seeing strong growths in the number of foreign students. In Korea, for example, the Korean Advanced Institute of Science and Technology (KAIST) has aimed to conduct all classes in English since 2010. This is partially to attract foreign students but also to improve the job prospects of its local graduates, many of whom will end up working in the English environment at Samsung (as previously discussed) (Kang, 2012). In Japan, the Ministry of Education, Cul- ture, Sports, Science and Technology (MEXT) has initiated the “Global 30” program, with the aim of creating all-English programs for overseas students at the country’s top institutions. And in China, the government has required universities to offer bilingual lectures to students since 2007, a move that was initially inspired to improve the overall quality of the Chinese students but has subsequently led to a rapid increase in overseas students (Maslen, 2014).
這並不是說日本、韓國和中國的大學也無法吸引外國學生。相反，所有這些國家的外國學生人數都出現了強勁增長。例如，在韓國，韓國科學技術院 （KAIST） 自 2010 年以來一直致力於以英語授課。這部分是為了吸引外國學生，但也是為了改善當地畢業生的就業前景，他們中的許多人最終將在三星的英語環境中工作（如前所述）（Kang，2012 年）。在日本，文部科學省 （MEXT） 啟動了“全球 30 人”計劃，旨在為該國頂尖學府的海外學生創建全英語課程。在中國，政府自 2007 年以來一直要求大學為學生提供雙語講座，這一舉措最初是為了提高中國學生的整體素質，但隨後導致海外學生人數迅速增加（Maslen，2014）。

Globalization has also had an impact on academia from the point of view of research. One of the most dramatic effects of globalization on research has been the proliferation of high-impact English-based journals and journal arti- cles, particularly in the areas of science and technology. For example, between 1980 and 2000, the proportion of English publications listed in the Science Citation Index Expanded (SCI Expanded) index of high-impact journals rose from approximately 85% to almost 96% (Bordons & Gémez, 2004). A simi- lar percentage of 96% was given in 2007 for the number of English publi- cations related to public health listed in the Social-Sciences Citation Index (SSCI) of high-impact journals (Larsen & von Ins, 2010). It should be men- tioned, though, that counting publications in SCI and SSCI journals can lead to English journals being over-represented. A more conservative estimate of Situating ESP in the world at large 35 80% has been given for the proportion of English journals in the Scopus database of high-impact journals (Weijen, 2012). Still, regardless of which estimate is most accurate, the impact on non-English science researchers is clear; they need to publish in English if they hope for a global audience.
從研究的角度來看，全球化也對學術界產生了影響。全球化對研究最顯著的影響之一是高影響力的英文期刊和期刊文章的激增，特別是在科學和技術領域。例如，在1980年至2000年期間，在科學引文索引擴展（SCI Expanded）索引中列出高影響力期刊的英文出版物比例從大約85%上升到幾乎96%（Bordons & Gémez，2004）。2007年，在高影響力期刊的社會科學引文索引（SSCI）中列出的與公共衛生相關的英文出版物數量中，比例為96%（Larsen & von Ins，2010）。不過，應該指出的是，計算 SCI 和 SSCI 期刊上的出版物可能會導致英文期刊被過度代表。對 Scopus 高影響力期刊資料庫中英文期刊的比例，給出了更保守的估計，即 35 80% 的全球分佈 ESP （Weijen， 2012）。儘管如此，無論哪個估計最準確，對非英語科學研究人員的影響都是顯而易見的;如果他們希望獲得全球讀者，他們需要用英語發佈。

An interesting byproduct of globalization has been the introduction of various policies by journal publishers to deal with a growing number of submissions from non-native speakers of English. In order to publish in the Institute of Electrical and Electronics Engineers (IEEE), for example, authors are advised to have their manuscripts checked by a colleague who is fluent in English prior to submission. Similar policies have been adopted both by the American Chemical Society (ACS) and the American Physi- cal Society (APS). In practice, these policies have forced non-native speaker researchers to turn to local ESP experts in their faculties or alternatively send their manuscripts to editing agencies which charge high fees due to the technical nature of the material. In fact, the ACS even provides its own (paid) editing service. The policy of the open-access science and medicine journal PLOS ONE is even more explicit: potential authors must have their manuscripts proofread by a native English speaker or a scientific editing service prior to submission. This situation is unfortunate, of course, because it results in some excellent research ideas never becoming widely known simply due to the language barrier. Indeed, there has been much criticism of the dominance of English in scholarly publication, but it is difficult to see how the trend can be reversed (Lillis & Curry, 2010).
全球化的一個有趣的副產品是期刊出版商引入了各種政策，以處理越來越多的非英語母語人士的投稿。例如，為了在電氣和電子工程師協會 （IEEE） 上發表文章，建議作者在提交前讓英語流利的同事檢查他們的手稿。美國化學會 （ACS） 和美國物理學會 （APS） 也採取了類似的政策。在實踐中，這些政策迫使非母語研究人員求助於他們所在院系的當地 ESP 專家，或者將他們的手稿發送給編輯機構，由於材料的技術性質，這些機構會收取高額費用。事實上，ACS 甚至提供自己的（付費）編輯服務。開放獲取科學和醫學期刊 PLOS ONE 的政策更加明確：潛在作者在提交之前必須由英語母語人士或科學編輯服務機構校對他們的手稿。當然，這種情況是不幸的，因為它導致一些優秀的研究想法從未僅僅因為語言障礙而被廣泛瞭解。的確，在學術出版物中，英語佔據主導地位的批評很多，但很難看出這種趨勢如何可以逆轉（Lillis & Curry， 2010）。

The growing impact of English in the world of academia cannot be over- stated. In view of the previously mentioned trends, academic institutions in non-English speaking countries now have a responsibility to not only provide their students with a solid understanding of their chosen discipline, but also the skills needed to take that knowledge, apply it in new and exciting areas of research that involve interdisciplinary, multinational groups of researchers, and eventually publish it in high-ranked journals. This last point is especially important when we remember that journal publications are one of the most important criteria for determining a university’s global ranking.
英語在學術界日益增長的影響怎麼強調都不為過。鑒於上述趨勢，非英語國家的學術機構現在不僅有責任為學生提供對他們所選擇的學科的紮實理解，而且還有責任掌握獲取這些知識所需的技能，並將其應用於涉及跨學科、跨國研究人員群體的令人興奮的新研究領域。 並最終在高級期刊上發表。當我們記住期刊出版物是決定一所大學全球排名的最重要標準之一時，最後一點就顯得尤為重要。

Institutions also need to provide this same quality of education to a growing number of international students whose first language may not be English or even that of the target country. And, to compound the problem further, these same institutions face the challenge of recruiting English faculty and staff that not only understand how to help students develop these skills, but can also train the non-native faculty in different disciplines to deliver English-medium courses that may have both native and non-native students in the classroom. In this environment, it is clear that an instructor with an understanding of ESP becomes an extremely valuable asset to the institution.
機構還需要為越來越多的國際學生提供同樣品質的教育，他們的第一語言可能不是英語，甚至不是目標國家的語言。而且，使問題進一步複雜化的是，這些機構面臨的挑戰是招聘英語教職員工，他們不僅瞭解如何幫助學生發展這些技能，還可以培訓不同學科的非母語教師，以提供英語授課的課程，這些課程可能同時有母語和非母語學生在課堂上。在這種環境下，很明顯，瞭解 ESP 的教師成為機構極其寶貴的資產。

As a final example of the impact of English on academia, consider the discovery of the Higgs boson, which was announced on July 4, 2014. The Higgs boson is a high-energy particle that was predicted by Peter Higgs and others in 1964 and formed the central tenet of the Standard Model, a36 Contextualizing ESP theory that explained electromagnetic, weak, and strong forces in nature. To detect the existence of the particle, scientists had to build a machine that could recreate the environment in the very first microseconds after the formation of the universe. No one person could build such a machine, and so it ended up being created at the European Organization for Nuclear Research (CERN) through the cooperation of 21 European member states, seven observer states, and the collaborative work of over 2500 scientists and engineers. With such a mix of researchers there was obviously a need for a common language of communication and the chosen ones were French and English. However the actual situation at CERN is quite different. As one of the researchers there describes: “all scientists and engineers at CERN communicate professionally only in English. This is the language spoken in all meetings, conferences, seminars and so on, and obviously, the lan- guage in which all scientific papers are published” (Shoshany, 2014, n.p.). This comment is revealing in itself, but it is also interesting to note that the actual announcement of the Higgs boson was through a live feed around the world... in English.
作為英語對學術界影響的最後一個例子，請考慮 2014 年 7 月 4 日宣佈的希格斯玻色子的發現。希格斯玻色子是一種高能粒子，由Peter Higgs和其他人在1964年預測，並構成了標準模型 a36情境化 ESP理論的中心原則，該理論解釋了自然界中的電磁力、弱力和強力。為了檢測粒子的存在，科學家們必須製造一台機器，它可以在宇宙形成後的最初幾微秒內重建環境。沒有人可以製造這樣的機器，因此它最終在歐洲核子研究組織 （CERN） 通過 21 個歐洲成員國、7 個觀察員國的合作以及 2500 多名科學家和工程師的合作而誕生。由於研究人員如此混合，顯然需要一種共同的交流語言，而選擇的是法語和英語。然而，CERN 的實際情況卻大不相同。正如那裡的一位研究人員所描述的那樣：“CERN 的所有科學家和工程師都只用英語進行專業交流。這是所有會議、會議、研討會等都使用的語言，顯然，也是所有科學論文發表的語言“（Shoshany，2014 年，n.p.）。“ 這條評論本身就很能說明問題，但有趣的是，希格斯玻色子的實際宣佈是通過世界各地的現場直播......英語。

Positioning of ESP in occupational and academic settings Now that we have looked at the importance of English in the workplace and academia, let’s see how the positioning of ESP in these two areas impacts on the way it is delivered.
ESP 在職業和學術環境中的定位 現在我們已經了解了英語在工作場所和學術界的重要性，讓我們看看 ESP 在這兩個領域的定位如何影響它的授課方式。

Positioning of ESP in occupational settings In occupational settings, most companies will offer their workers training opportunities that are not specifically limited to language training. In engi- neering and manufacturing companies, for example, workers will usually undergo training when they first enter the company and learn about the key parts of the company structure, the knowledge and skills needed to complete particular jobs and tasks, and the handling and operation of spe- cialized hardware and software tools. As part of this training, workers may receive a few tens of hours of language skills instruction, the results of which might determine which division or type of work they are assigned. Then, throughout the time that the worker is contracted to the company, they are likely to receive further opportunities to continue their professional devel- opment as they move up the career ladder.
ESP 在職業環境中的定位 在職業環境中，大多數公司會為員工提供不僅限於語言培訓的培訓機會。例如，在工程和製造公司，工人在剛進入公司時通常會接受培訓，瞭解公司結構的關鍵部分、完成特定工作和任務所需的知識和技能，以及特定硬體和軟體工具的操作和操作。作為該培訓的一部分，員工可能會接受幾十個小時的語言技能指導，其結果可能會決定他們被分配到哪個部門或類型的工作。然後，在工人與公司簽訂合同的整個期間，他們可能會獲得進一步的機會，隨著他們在職業階梯上的上升，繼續他們的專業發展。

Of course, things are different in industries where effective language skills are the primary factors that determine the success of a worker’s perfor- mance. Returning to the call-center industry, workers are usually required to complete an intensive and sometimes lengthy program of language train- ing before starting work, and their success in transferring what they learn in Situating ESP in the world at large 37 training to actual practice may be a significant factor in their ability to keep the job (Friginal, 2007; Lockwood, 2012).
當然，在那些有效的語言技能是決定工人績效成功與否的 主要因素的行業中，情況就不同了。回到呼叫中心行業，工人通常需要在開始工作之前完成一個密集的、有時是漫長的語言培訓計劃，他們成功地將他們在 Sillating ESP in wide world 37 培訓中學到的知識轉移到實際實踐中，這可能是他們能夠保住工作的一個重要因素（Friginal， 2007;Lockwood，2012 年）。

ESP courses and programs in workplace settings are often run by in-house training centers. These might be small-scale units organized by individual sites that hire just a few full-time or contract instructors. Or, they may be very-large scale units positioned centrally within the company structure and staffed by tens or even hundreds of training specialists. Depending on the industry, these training centers might be responsible for organizing all train- ing programs within the company and subsequently have carefully prepared course designs, materials, in-class activities, and evaluation procedures. This is an important point to remember because it means that the responsibilities of a successful ESP program do not always fall on a single individual. On the contrary, in many settings, the complex tasks of designing, implement- ing, and evaluating an ESP course or program will be shared among the members of a team, each person making a contribution based on their own area of ESP expertise.
工作場所環境中的 ESP 課程和計劃通常由內部培訓中心提供。這些可能是由僅僱用少數全職或合同講師的單個網站組織的小規模單位。或者，它們可能是位於公司結構中心的超大型單位，由數十甚至數百名培訓專家組成。根據行業的不同，這些培訓中心可能負責組織公司內的所有培訓計劃，並隨後精心準備課程設計、材料、課堂活動和評估程式。這是需要記住的重要一點，因為這意味著成功的 ESP 計劃的責任並不總是落在一個人身上。相反，在許多情況下，設計、實施和評估 ESP 課程或計劃的複雜任務將由團隊成員分擔，每個人都根據自己的 ESP 專業知識領域做出貢獻。

If a company does not have the resources to run a training center, it may still offer centralized training through the use of in-house training materi- als made available to workers in the form of handbooks, workflow plans, guidelines, memos, and online learning packages. Workers are free to con- sult these resources as and when necessary. Alternatively, or in addition to in-house materials, a company may offer workers the opportunity to take off-site courses and programs and may even hire specialist consultants to provide focused training for small groups of its workers. A company may even hire consultants to help it develop a company-wide strategic training program, including all course designs, materials, and teaching plans. Again, this setting is important to understand from an ESP perspective because it means that experts in ESP can have vital roles to play in the success of a company, and subsequently can demand some of the highest salaries in the teaching profession.
如果公司沒有資源來運營培訓中心，它仍然可以通過使用內部培訓材料來提供集中培訓，這些材料以手冊、工作流程計劃、指南、備忘錄和在線學習包的形式提供給工人。工人可以在必要時自由地諮詢這些資源。或者，除了內部材料之外，公司可能會為員工提供參加場外課程和計劃的機會，甚至可能聘請專業顧問為其一小群員工提供有針對性的培訓。公司甚至可能聘請顧問來説明其制定全公司範圍的戰略培訓計劃，包括所有課程設計、材料和教學計劃。同樣，從 ESP 的角度理解此設置很重要，因為這意味著 ESP 專家可以在公司的成功中發揮至關重要的作用，並且可以要求教師職業中的一些最高薪水。

Positioning of ESP in academic settings ESP courses and programs in academia are usually positioned in one of three locations (Charles & Pecorari, 2016). The first is an academic unit such as a department of English, TEFL/TESL, or Applied Linguistics. In this location, the ESP staff may be hired as fully fledged department mem- bers, but they might also be hired as part-time or contract workers with- out the privileges offered to their co-workers, such as their own offices, research grants, and access to the complete range of university facilities and resources. The advantage of positioning ESP in an academic unit is that the department itself can provide the ESP courses and programs with a certain level of respectability and stability within the institution, leaving them less susceptible to sudden changes from the outside; for example,38 Contextualizing ESP as a result of budget or staff cuts. The disadvantage is that the ESP staff might end up having to do all the tasks associated with designing and running particular courses on their own. Also, they can easily become isolated from the other members of the department as a result of physical distance, differences in academic interests, and even differences in profes- sional and career interests. Clearly, in this setting there is an important role for administrators to provide the ESP staff with opportunities to meet with the other department members and provide them with resources and support for their courses.
ESP在學術環境中的定位 學術界的ESP課程和專案通常位於三個地點之一（Charles & Pecorari，2016）。第一個是學術單位，例如英語系、TEFL/TESL 或應用語言學。在這個地點，ESP 工作人員可以被聘為成熟的部門成員，但他們也可能被聘為兼職或合同工，而沒有為同事提供的特權，例如他們自己的辦公室、研究補助金以及使用大學的全部設施和資源。將 ESP 定位在學術單位的優勢在於，部門本身可以在機構內為 ESP 課程和專案提供一定程度的尊重和穩定性，使它們不易受到外部突然變化的影響;例如，38 將 ESP 作為預算或裁員的結果置於情境中。缺點是 ESP 工作人員最終可能不得不自己完成與設計和運行特定課程相關的所有任務。此外，由於物理距離、學術興趣的差異，甚至專業和職業興趣的差異，他們很容易與系里的其他成員孤立。顯然，在這種情況下，管理員扮演著重要的角色，即為 ESP 工作人員提供與其他部門成員會面的機會，併為他們提供課程的資源和支援。

As an alternative to positioning ESP courses and programs in academic units, Charles and Pecorari (2016) explain that some institutions position them in independent support centers, or as part of the institution’s general support service framework. In this model, the ESP staff are less likely to be isolated from their colleagues, allowing them to work in teams to develop courses and programs. Also, the independence may help the staff to escape from the lengthy meetings and tedious politics that are often associated with working in an academic department. On the other hand, again, the ESP staff may not be afforded the privileges given to full faculty members and may be offered fewer career and promotion opportunities. Independent support centers are also more easily affected by changes in institution policies, such as budget changes, leading to less stability. Again, administrators have an important role to play to ensure that the ESP courses and programs are properly reviewed and supported, and that the ESP staff are provided with a stable and secure place of work with plenty of opportunities for profes- sional development.
作為將 ESP 課程和專案定位在學術單位中的替代方案，Charles 和 Pecorari （2016） 解釋說，一些機構將它們定位在獨立的支援中心，或作為機構一般支援服務框架的一部分。在這種模式下，ESP 員工不太可能與同事隔離，從而允許他們以團隊形式開發課程和計劃。此外，獨立性可以幫助員工擺脫通常在學術部門工作相關的冗長會議和乏味的政治。另一方面，ESP 員工可能無法獲得正式教職員工所享有的特權，並且可能會獲得較少的職業和晉陞機會。獨立支援中心也更容易受到機構政策變化（例如預算變化）的影響，從而導致穩定性降低。同樣，管理人員可以發揮重要作用，確保 ESP 課程和計劃得到適當的審查和支援，並確保 ESP 工作人員得到一個穩定和安全的工作場所，並有大量的專業發展機會。

The third case that Charles and Pecorari (2016) describe is for ESP to be positioned within a specialist department. This situation may arise when the specialist department identifies particular language needs of their students that are not provided by the general English program offered within the institution. Rather like some companies in occupational settings, the depart- ment may seek out specialist ESP experts in the target area and hire them in a position similar to a consultant (although usually with a far lower sal- ary). In this position, the consultant is likely to be given the task of design- ing custom courses and teaching these to their students in isolation, with administrators of the program playing only a minor role in its development and implementation.
Charles 和 Pecorari （2016） 描述的第三種情況是將 ESP 定位在專業部門內。當專業部門確定學生的特定語言需求，而該機構提供的通用英語課程未提供這些需求時，可能會出現這種情況。與一些職業公司一樣，該部門可能會尋找目標領域的專業 ESP 專家，並雇用他們擔任類似於顧問的職位（儘管薪水通常要低得多）。在這個職位上，顧問可能被賦予設計定製課程並單獨向學生教授這些課程的任務，而該計劃的管理人員在其開發和實施中只發揮次要作用。

TASK 2.2 Working in EAP and EOP settings Using the boxes on the next page, summarize the potential benefits and challenges of working as an instructor in different EAP and EOP settings. Suggestions for the first setting are included. Next, add some other benefits and challenges that were not mentioned earlier.
任務 2.2 在 EAP 和 EOP 設置中工作 使用下一頁上的框，總結在不同 EAP 和 EOP 設置中擔任講師的潛在好處和挑戰。包括對第一個設置的建議。接下來，添加一些之前未提及的其他好處和挑戰。

Situating ESP in the world at large 39 EAP (in an academic department) Benefits: good admin support Challenges: isolated from colleagues EAP (in a learner support center) Benefits: Challenges: EAP (in a specialist department) Benefits: Challenges: EOP (in a training center) Benefits: Challenges: Based on your responses above, if you had a free choice on where to teach ESP, which setting would you choose?
將 ESP 置於全球 39 EAP（在學術部門） 好處：良好的行政支援 挑戰：與同事隔離 EAP（在學習者支援中心） 好處： 挑戰：EAP（在專業部門） 好處： 挑戰：EOP（在培訓中心） 好處： 挑戰：根據您上面的回答，如果您可以自由選擇在哪裡教授 ESP， 您會選擇哪種設置？

TASK 2.3 Making a case for ESP Imagine that you are an ESP instructor in a university support center or a workplace training center. The institution regrettably offers no opportunities for professional development or research opportunities to its staff members.
任務 2.3 為 ESP 提供案例 假設您是大學支援中心或工作場所培訓中心的 ESP 講師。遺憾的是，該機構沒有為其員工提供專業發展或研究機會。

What arguments could you make to the administrators for intro- ducing a professional development scheme?
您能向管理人員提出哪些關於引入專業發展計劃的論點？

What arguments could you present to the administrators for allow- ing ESP instructors some time to carry out research?40 Contextualizing ESP Contentious issues in ESP: is the globalization of English a good thing?
您能向管理人員提出哪些論據，讓 ESP 教師有時間進行研究？40 將 ESP 中的爭議問題置於情境中：英語的全球化是一件好事嗎？

Challenges in the workplace As you have now learned, there are many historical, economical, and political reasons why English has become the leading language of the globalized work- place. The common language of English allows workers from different coun- tries and cultures to communicate with each other to achieve a common goal, be it the safe take-off and landing of an airplane in the aviation industry, or the successful design and manufacture of cars in the automobile industry. It also allows workers to communicate with senior staff, co-workers, and customers, who may only speak English. The common language of English also reduces the need for potentially misleading translations of documentation, such as safety manuals and user guides, preventing accidents and potential litigation. However, the adoption of English as a globalized language affects work- place practices in ways that are not always so positive. Companies may choose to cut costs by hiring overseas workers who are used to widely different sala- ries and standards of living than those of local residents. Or, they may simply outsource jobs completely. As an example of this latter policy, in recent years a call to a local bank, smartphone operator, or insurance company in the UK is often rerouted to a call-center operator in the Philippines or India. Such decisions can have a drastic effect on the job opportunities of local people. English-only policies in the workplace can potentially be discriminatory against some worker groups. For example, in 2012, a medical center in the USA settled a case with the Equal Employment Opportunity Commission (EEOC) after it was found to be using an English-only policy with Filipino- American workers, but not Spanish-speaking workers (Tuschman, 2012). The requirement to use English for workplace activities can also lead to a decrease in work efficiency and high costs related to the language training of staff. Non-native English-speaking workers may also suffer from a loss of self-confidence, regardless of their level of fluency. This can result in them communicating less with their co-workers, and can cause them to simplify or even avoid documenting tasks. They may even resist the need to use English. As Neeley (2012, n.p.) reports, “Using English as a business language can damage employee morale, create unhealthy divides between native and non- native speakers, and decrease the overall productivity of team members.” Challenges in academia The globalization of English in academia has given rise to many new learn- ing opportunities for students around the world. It has also democratized teaching and research, allowing people from different countries and cultures to work at the world’s most prestigious universities and research centers.
職場挑戰 正如您現在所瞭解到的，英語成為全球化工作場所的主要語言有許多歷史、經濟和政治原因。英語的通用語言使來自不同國家和文化的工人能夠相互交流以實現共同的目標，無論是在航空業中飛機的安全起飛和降落，還是在汽車工業中成功設計和製造汽車。它還允許員工與可能只會說英語的高級員工、同事和客戶進行交流。英語的通用語言還減少了對文檔（如安全手冊和使用者指南）的潛在誤導性翻譯的需求，從而防止事故和潛在的訴訟。然而，採用英語作為一種全球化語言對工作場所實踐的影響並不總是那麼積極。公司可以選擇通過僱用海外工人來降低成本，這些工人習慣了與當地居民截然不同的生活條件和生活水準。或者，他們可能乾脆完全外包工作。作為後一種政策的一個例子，近年來，致電英國的當地銀行、智慧手機運營商或保險公司的電話通常會轉接到菲律賓或印度的呼叫中心運營商。這樣的決定會對當地人的就業機會產生巨大影響。工作場所的純英語政策可能會對某些工人群體造成歧視。例如，在 2012 年，美國的一家醫療中心在被發現對菲律賓裔美國工人而不是講西班牙文的工人使用純英語政策後，與平等就業機會委員會 （EEOC） 達成和解（Tuschman，2012）。 在工作場所活動中使用英語的要求也會導致工作效率下降和與員工語言培訓相關的高成本。非英語母語的員工也可能失去自信心，無論他們的流利程度如何。這可能會導致他們與同事的交流減少，並可能導致他們簡化甚至避免記錄任務。他們甚至可能抗拒使用英語的需要。正如 Neeley （2012， n.p.） 報告的那樣，“使用英語作為商業語言會損害員工士氣，在母語和非母語人士之間造成不健康的鴻溝，並降低團隊成員的整體生產力。學術界的挑戰 學術界英語的全球化為世界各地的學生帶來了許多新的學習機會。它還使教學和研究民主化，允許來自不同國家和文化的人們在世界上最負盛名的大學和研究中心工作。

Situating ESP in the world at large 41 On the other hand, similar problems to those found in industry are asso- ciated with this dramatic shift. In a non-English speaking country, courses taught within an English-only framework are likely to be discriminatory toward local students, who can be expected to require longer times than their native-speaker counterparts to read the course materials, process the taught information, and produce the required reports. Local students may also suffer from a loss of self-confidence and their weaker language skills may prevent them interacting fully in class with their teachers and cohort. The same might also be said for local teachers.
將 ESP 置於全球 41 另一方面，與工業中發現的類似問題與這一巨大轉變有關。在非英語國家，在純英語框架內教授的課程可能會對本地學生造成歧視，預計他們需要比母語學生更長的時間來閱讀課程材料、處理教學資訊和製作所需的報告。本地學生也可能失去自信心，他們較弱的語言技能可能會阻止他們在課堂上與老師和同齡人充分互動。當地教師也是如此。

At the institutional level, there is evidence that English-only courses cover less material and at a shallower level than courses delivered in the students’ native language. The courses can also be more expensive as they require either specially hired native English instructors or an English language train- ing scheme for local instructors. An influx of specially hired instructors can also lead to instability in human resource management, which can then affect the quality of courses and teaching in general.
在機構層面，有證據表明，與以學生母語授課的課程相比，純英語課程涵蓋的材料更少，層次也更淺。這些課程也可能更昂貴，因為它們需要專門聘請的英語母語教師或當地教師的英語培訓計劃。專門聘請的講師的湧入也會導致人力資源管理的不穩定，從而影響課程和教學的品質。

Finally, it should not be forgotten that the growth of English at a com- pany or academic institution almost always goes together with a decrease in the importance of the local language. Local languages are usually learned during childhood, but the mastery of academic language, specialized termi- nology, industry jargon, business politeness forms, and other idiosyncratic language can only be gained through formal education and use in real-world settings. By adopting English-only policies in study and work, there is a high risk that these more advanced forms of local language use will be lost.
最後，不應忘記，英語在公司或學術機構的發展幾乎總是伴隨著當地語言重要性的降低。當地語言通常是在童年時期學習的，但掌握學術語言、專業術語、行業術語、商務禮貌形式和其他特殊語言只能通過正規教育和在現實世界中使用來獲得。通過在學習和工作中採用純英語政策，這些更高級的當地語言使用形式很有可能丟失。

Many of the negative issues associated with the globalization of English can be mitigated to some extent through careful planning, implementation, and monitoring of newly introduced English language policies. Govern- ments can also play a role in deciding to what extent English policies will be advanced, supported, and controlled. Of course, this topic is often beyond the realm of most ESP instructors. But, if you are or hope to be involved in any way with ESP course planning and administration, it is certainly useful to be aware of these important issues.
與英語全球化相關的許多負面問題可以通過仔細規劃、實施和監控新引入的英語語言政策在一定程度上得到緩解。政府也可以在決定在多大程度上推進、支援和控制英國政策方面發揮作用。當然，這個話題往往超出了大多數 ESP 教師的範疇。但是，如果您正在或希望以任何方式參與 ESP 課程規劃和管理，那麼了解這些重要問題當然是有用的。

Research ideas Here are some possible ideas for small-scale or large-scale research projects that stem from the topics discussed in this chapter.
研究思路 以下是本章討論的主題中適用於小規模或大型研究專案的一些可能思路。

Understanding the status of ESP Select a sample of job postings for English teaching positions at academic institutions in an L1 speaking country. What qualifications, experience, and job expectations are described? From this analysis, how many positions have a clear ESP focus? If you find any, are the conditions of the job better,42 Contextualizing ESP worse, or the same as those for other teaching positions? Now repeat the experiment for English teaching positions in workplace settings. Do you notice any differences? Finally, repeat both the above analyses for a country where English is a second or foreign language. Again, do you notice any dif- ferences? What does your analysis of job postings reveal about the status of ESP in the countries you investigated?
瞭解 ESP 的狀態 選擇一級語言國家學術機構的英語教學職位招聘資訊樣本。描述了哪些資格、經驗和工作期望？從這個分析來看，有多少位置有明確的 ESP 重點？如果你找到任何條件，這份工作的條件是更好，42 將 ESP 情境化更差，還是與其他教學職位的條件相同？現在對工作場所的英語教學職位重複實驗。您注意到任何差異嗎？最後，對英語為第二語言或外語的國家/地區重複上述兩個分析。同樣，您是否注意到任何差異？您對招聘資訊的分析揭示了您調查的國家/地區的 ESP 狀況的哪些資訊？

Investigating an English-only language policy Find or carry out a case study on the implementation of an English-only lan- guage policy at a company or academic institution that interests you. What were the reasons for the policy change? How was it implemented? How suc- cessful was it? What positive and negative effects did the policy have on the people at the institution and the institution as a whole? How might some of the negative effects be mitigated?
調查純英語語言政策 查找或開展有關在您感興趣的公司或學術機構實施純英語語言政策的案例研究。政策變化的原因是什麼？它是如何實現的？它有多成功呢？該政策對機構人員和整個機構產生了哪些積極和消極的影響？如何減輕一些負面影響？

Closing reflection Now that you have come to the end of the chapter, you should be able to summarize events and conditions that have led to English becoming an important factor in the success of academic and industrial institu- tions around the world. You should also be able to describe some of the different positions that ESP courses and programs have in these institutions, and explain how the growing importance of English in academia and industry can have negative effects on the people and institutions where new language policies are implemented. Here are a few more questions to consider: 1 Which of the points covered in the chapter were new to you? Did you find them interesting and relevant in terms of your own learn- ing goals? Were there any points that you found confusing or that you disagreed with?
結束語 既然您已經閱讀了本章的結尾，您應該能夠總結導致英語成為世界各地學術和工業機構成功的重要因素的事件和條件。您還應該能夠描述 ESP 課程和專案在這些機構中的一些不同地位，並解釋英語在學術界和工業界日益增長的重要性如何對實施新語言政策的人和機構產生負面影響。以下是一些需要考慮的問題：1 本章中涵蓋的哪些要點對您來說是新的？你覺得它們是否有趣，並與你自己的學習目標相關？有沒有你覺得困惑或不同意的地方？

2 What points from the chapter do you think you can immediately put to use in your own learning or teaching context?
2 你認為本章中的哪些要點可以立即運用到你自己的學習或教學環境中？

3. Based on what you have learned, which stakeholders in ESP do you think would be most interested in hearing about the history and growth of English?
3. 根據你所學到的，你認為 ESP 的哪些利益相關者最有興趣了解英語的歷史和發展？

4 In what ways do you think instructors could use the information in this chapter in the classroom when faced with learners who had little motivation to study?
4 您認為教師在課堂上面對幾乎沒有學習動力的學習者時，可以以何種方式使用本章中的資訊？

5 If you were asked to make a case for introducing ESP into an already established general English program, what points would you include?
5 如果讓你舉個例子，將 ESP 引入一個已經建立的通用英語課程，你會包括哪些要點？

Situating ESP in the world at large 43 Further resources Newspaper articles Anthony, L., (2009). Japan Times Forum on English Education: Engineers must have English skills to succeed. Japan Times Newspaper (in English). Published October 5, 2009, pp. 8-9. Retrieved from www.laurenceanthony.net/research/japan_times/ japan_times_disc_20091005.pdf Trends in globalization OECD Directorate for Education and Skills. Retrieved from www.oecd.org/edu/ General statistics Statista — The Portal for Statistics. Retrieved from www.statista.com/
將 ESP 置於全球 43 更多資源 報紙文章 Anthony， L.， （2009）。日本時報英語教育論壇：工程師必須具備英語技能才能成功。日本時報（英文）。2009 年 10 月 5 日出版，第 8-9 頁。取自 www.laurenceanthony.net/research/japan_times/ japan_times_disc_20091005.pdf全球化趨勢，經合組織教育和技能局。取自 www.oecd.org/edu/ General statistics Statista — 統計門戶。取自 www.statista.com/