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Esp Oblak
 

Esp Oblak

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    Esp Oblak Esp Oblak Presentation Transcript

      • "I LIKE A TEACHER WHO GIVES YOU SOMETHING TO TAKE HOME TO THINK ABOUT BESIDES HOMEWORK.“
      • EDITH ANN
      THOUGHT FOR THE MORNING
    • MODERN METHODS AND APPROACHES WHEN TEACHING ESP ENGLISH A CASE STUDY: TEACHING ENGLISH TO SECRETARIES ACROSS CULTURES POLONA OBLAK, MAG . II. GIMNAZIJA MARIBOR
    • Main aim s of this paper:
      • Do a needs analysis
      • Create/ develop a tailor made courses
      • Show a practical example of a workplace observation method
    • W hat do all the ESP trainings have in common?
      • By Carter (1983) :
      • a . ) A uthentic material,
      • b . ) P urpose-related orientation, and
      • c . ) S elf-direction
    • These in turn necessitate the following three steps:
      • d.) Needs analysis
      • e.) Course development and design
      • f.) Learners’ Interest
    • Learners:
      • Who are my learners/ what is their previous education?
      • What is their level of English/ how many years of English have they had?
      • What do they need English for: job, profession, university, free time?
      • Are they motivated to learn?
      • What is their previous experience?
    • Teacher:
      • Is what I teach the best/ most suitable for my learners?
      • Do I teach homogeneous or heterogeneous classes?
      • How my learners acquire language?
      • What do they need in order to succeed in their jobs/ professions?
      • Is there a connection/ link between real life situations and what I teach?
      • Will I have to develop/ create my own material?
    • Textbooks:
      • Do ESP textbooks for a particular course really exist?
      • Is the textbook I am using suitable for my course?
      • Does the textbook cover the main issues that the students need for their education/ jobs/ profession?
      • Are there any authentic situations presented?
      • Are there any skills (reading, writing, speaking, listening) practised?
      • Are there different teaching techniques present?
    • Course/ Syllabi design
      • Am I able to design syllabi?
      • Do I have enough skills to design/ organise a course?
      • Do I have enough time to do so?
    • The words mentioned most frequently are:
      • Needs analysis
      • Authentic materials
      • Real communication
    • Oxford Brookes University: A Case Study Methodology:
      • Students were split into small groups
      • Groups were observing administrative assistants at work
      • Students then analysed the data
      • Created a course for administrative assistants
    • Main Focus of the research :
      • Topics (covered by administrative assistants)
      • B asic interpersonal communication skills ( General English)
      • C ognitive language proficiency (research, making sense of the use of Academic English)
    • Findings:
      • Language perspective : grammar, vocabulary, lexis, aspects, genre, language function, discourse
      • Activities and tasks: directing/ guiding people, answering course inquiries, marketing
      • Topics: work related topics, non work related topics
      • Skills: secretarial skills, speaking, writing (emails, fax, brochures, leaflets) , interpersonal skills
    • Conclusions:
      • By Nunan (1987, p. 75)
      • S uccessful communication in occupational settings
      • C ontent language acquisition
      • H omogenous learner group
      • M aterial development
    • Consequently le arners are :
      • THE MEDIOCRE (ESP) TEACHER TELLS. THE GOOD (ESP) TEACHER EXPLAINS. THE SUPERIOR (ESP) TEACHER DEMONSTRATES. THE GREAT (ESP) TEACHER INSPIRES. WILLIAM ARTHUR WARD
      • THANK YOU FOR YOUR ATTENTION!
      THOUGHT FOR THE DAY!
    • Bibliography:
      • Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach . Cambridge: Cambridge University Press.
      • Nunan, D. (Ed.). (1992). Collaborative language learning and teaching . New York: Cambridge University Press.
      • Oblak, P. (2003). The Young Learner and Learning Language through the Vehicle of Sport: A case study. Oxford Brookes University.
      • Selinker, L., Tarone, E., & Hanzeli, V. (Eds.). (1981). English for Academic and Technical Purposes: Studies in honor of Louis Trimble . London: Newbury House.
      • Stryker, S., & Leaver, B. (Eds.). (1997). Content-based instruction in foreign language education: Models and methods . Washington, D.C.: Georgetown University Press.
    • Useful Websites for teaching Business English
      • 1. http://fc.epi.sc.edu/tbe/
      • 2. http://www.ihes.com/bcn/tt/business-links.html
      • 2. http://fc.epi.sc.edu/tbe/
      • 3. http://www.rong-chang.com/business.htm
      • 4. http://esl.about.com/
      • 5.http://www.cip.dauphine.fr/riccioli/geamsg/geaindex.htm
      • 6.http://www.englishstudydirect.com/OSAC/ebookappling3.htm
      • 7. http://edition.tefl.net/articles/business-english-esp/