Introduction to Academic Writing Course (MBBS)

Abstract

The demand for the study of second or foreign-language English is extremely high, which places a heavy burden on educational resources in many nations. Specific vocabulary and abilities pertaining to professional communities and academic fields are needed for ESP courses. Internationally, English is used extensively in higher education. The demand for academic English courses has grown significantly (Jordan, 1997).

English, the universal language of science, is now known as English for Specific Purposes (ESP) in non-English speaking nations (Ghanbari, 2010). The teaching of English as a Second Language (ESP) in Sindh is a growing field. Learning English for a specific purpose is an essential part of language instruction at the higher educational level, with the objectives being to learn specialized vocabulary, increase subject knowledge by reading in English, and be able to use the language in a potential profession or study area by getting ready for some common situations, like carrying out higher level studies, attending an interview, or conducting professional conversations (Varnosfardani, 2009).

Many English language courses in academic contexts are built on the premise that language should be connected to the purpose for which students are expected to use the language after their studies. For medical students, the purpose of an ESP course is to support them in there is academic work and future jobs. English is particularly significant in medical learning because medical textbooks and professional publications are predominantly written in English (Bensoussan, Collado, Viton, & Delarque, 2009).

English as the primary language for international communication is now generally acknowledged. Determine the issues with ESP classes by carefully examining the attitudes and views of students and teachers. Learning a second language is generally seen as distinct from learning one’s native tongue, and it is frequently believed that factors affecting one’s ability to learn a second language have no bearing on the development of one’s native tongue.

Knowledge of a second language affects one’s capacity to manage information in the native tongue. Contemporary cognitive and psycholinguistic models of bilingualism claim that the two languages interact, even during language-specific processing. Understanding the interaction between two languages is crucial since it is still being determined how acquiring a second language impacts native-language function.

Background of the study:

At an average age of 18, Dow Medical University in Sindh students enter medical college straight out of high school. To evaluate students, the educational system mostly uses teacher-based assignments, exams based on memorization, and norm-referenced tests. The majority of students develop passive learning habits as a result. The major language of instruction in Sindh’s secondary school system is urdu; beginning in grade 4, English is introduced as a second language. Because the medical school curriculum is delivered in English, all first-year students receive an intensive English course in addition to their other premedical requirements, regardless of their level of language proficiency.

Students are soon made aware of the necessity to acquire effective learning abilities when they realize how much more academic pressure there is when they enroll in the university.

Statement of the problem:

As a result of the English language barrier, medical students learning in an EFL environment have been seen to struggle with their medical schoolwork. The students are familiar with the specific vocabulary and grammatical patterns used in this context of the English language.