English for special Purposes

1. Jeline GuillermoJeline Guillermo
ResearcherResearcher
Bryan BacordioBryan Bacordio
Computer In ChargeComputer In Charge
Romel RubianesRomel Rubianes
RepertoireRepertoire

2. MATERIALS USED INMATERIALS USED IN
ENGLISH FOR SPECIALENGLISH FOR SPECIAL
PURPOSES (ESP)PURPOSES (ESP)

3. What isWhat is
MATERIAMATERIA
L?L?

4. Materials can beMaterials can be
anything in linguistic,anything in linguistic,
visual, auditory andvisual, auditory and
kinaesthetic formskinaesthetic forms
that are used tothat are used to
facilitate the teachingfacilitate the teaching
and learning process.and learning process.
(Tomlinsom, 1998)(Tomlinsom, 1998)

5. Forms of
Materials
Linguistic
Linguistic
AuditoryAuditory
VisualVisual
Kinaesthetic
Kinaesthetic

6. Materials
According to Harsono
(2007) materials can also
be:
• Experiential
• Elicitative
• Instructional
• Exploratory

7. Roles of
Materials
• Stimulation and
Motivation
• Source of language
• Learning support
• For reference and
enrichment
• Revision

8. Main Categories
of Materials
•Teacher-Generated
Materials
•Learner-Generated
Materials
•Authentic Materials

9. Teacher-Generated
Materials (TGM)
• Materials specifically
generated for teachers that
teach ESP.
• Factors that need to be taken
into account:
• Matching carrier content to real
content
• Providing variety
• Grading exercises
• Presenting the material well

10. TGM: Matching Carrier
Content to Real Content
• Real Content
The main purpose of the
course
• Carrier Content
Aspects that is used to assist
the real content
Example:
English for Banking

11. TGM: Providing
Variety
• Variety in micro-skills
Focus on more than one macro
skills (e.g writing, speaking,
reading, listening)
• Variety in types of activities
Using visuals and thinking based
activities (e.g diagrams,
flowcharts)
• Variety in interaction
Changes from teacher input to
individual work to pair work to
class discussion

12. TGM: Grading
Exercises
• Grading basically helps
provide learners with
tasks at different levels of
difficulty.
• One way to achieve this is
by setting tasks in three
levels. (e.g unsupported,
partially unsupported,
fully supported)

13. TGM:
Presentin
g the
Material

16. Generated
Material (LGM)
• Materials specifically
generated by learners for
their own learning
experiences.
Examples:
- Framework materials
- Activities that are
devised by learners

17. LGM: Framework
Materials
• Remove the difficulty to
balance the levels and
appropriateness of carrier
and real content
• Set a context or a framework
• Learners fit their own carrier
content and their existing
language competence

18. Example of
Framework Materials
Relocation of head office to a
new site
London Midlands
Prestigious Space to expand
Close to Heathrow
Airport
Some loss of
personnel
Traffic
Congestion
More flexible
layout
More expensive Good road and air
communication
Short-term
relocation
PRODUCTION PROCESS
Advantages Disadvantages

19. LGM: Activities Devised
by Learners
• Text comprehension
A pair of learners prepare some
comprehension questions (as well as
the answers) and exchange them with
another pair. Each pair will answer the
other pair’s set of questions.
• Note taking/Information transfer
Learners themselves can think of some
creative activities to transfer
information for their peers (and their
teachers)
• Vocabulary Development
Learners can generate their own
sets or word partnerships

20. Selection
• Carefully selected so that it will be
appropriate to the subject
• Make sure do not go out of the intended
topic
• Teacher knows the level of the students’
language knowledge and the target level
they want to achieve (course objectives)
• Select or design materials/task that will
simulate the students’ real situation as
closely as possible
• Leave room for flexibility

21. Teacher should consider the following
questions in selecting the materials
(Lewis and Hill, 1993):
•Will the materials be useful to
the students?
•Do they stimulate students’
curiosity?
•Are the materials relevant to the
students and their needs?
•Are they fun to do?
•Will the students find the tasks
and activities worth doing?

22. Sources of
Materials
I. Textbook-based
• Readily available
• Psychologically represents
something concrete
• Publishers, commercial companies
• Bookstores, conferences, colleagues,
friends, web pages
• Teachers will know what materials
are available and what materials are
appropriate for various purposes
• Be creative

23. II. Tailor-made
•More precisely geared to the needs of the
students
•Collecting the materials when the teachers
go abroad to English speaking country
•Browsing the internet for ideas
•TVs and radios (current information)
•Printed materials
•Provide the teachers with the opportunity to
decide on the vocabulary, functions and
structures combination that will be most
relevant

24. Materials
Teachers can rely on some important
considerations (Haycraft, 1987):
•Length of the course
•The target audience of the course
•The appropriate structural grading:
students should be taught what they need
to know “in the right order with the right
opportunities.”
•The vocabulary should be useful and in
current use.
•The appropriate idiomatic English.
•The materials should be “visually alive”
and “well presented.”

25. Thank
You For
Listening!
