Esp Winnie

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Esp Winnie

  1. 1. ESP - English for Specific Purpose Winnie Chen TESOL of NCTU
  2. 2. Agenda <ul><li>Background </li></ul><ul><li>Research </li></ul><ul><li>Practice </li></ul><ul><li>Directions </li></ul>
  3. 3. Background <ul><li>“ Need analysis” related to teaching & materials. </li></ul><ul><li>Def. of ESP: </li></ul><ul><li>1. Designed for specific disciplines/professions. </li></ul><ul><li>2. Robinson : limited duration + adult learners </li></ul><ul><li>3. ESP are taught to intermediated or </li></ul><ul><li>advanced learners of Eng, in general. </li></ul><ul><li>(Including beginners) </li></ul>
  4. 4. <ul><li>Features of ESP: </li></ul><ul><li>1. Learners’ needs. </li></ul><ul><li>2. Distinctive methodology. </li></ul><ul><li>3. Language skills/discourse/genres. </li></ul><ul><li>4. Designed for specific disciplines. </li></ul><ul><li>5. Designed for adult learners. </li></ul><ul><li>6. Designed for students at all levels. </li></ul>Background
  5. 5. <ul><li>Classification of ESP: </li></ul><ul><li>1. EAP v.s EOP </li></ul><ul><li>2. EGAP v.s ESAP / EGBP v.s ESBP </li></ul><ul><li>3. ESAP = content-based instruction (USA) </li></ul><ul><li>4. Other abbreviations: EST / EVP </li></ul>Background
  6. 6. Research <ul><li>Beyond needs analysis </li></ul><ul><li>1. Target situation analysis: </li></ul><ul><li>(1) Learning situation analysis </li></ul><ul><li>Subjectively felt needs v.s Objective needs </li></ul><ul><li>(2) Present situation analysis </li></ul><ul><li>Learners’ weakness & lacks </li></ul><ul><li>(3) Mean analysis </li></ul><ul><li>Environment (teaching institution/company) </li></ul>
  7. 7. <ul><li>Text analysis </li></ul><ul><li>1. Initial need analysis </li></ul><ul><li>Materials production & Lesson planning </li></ul>Research
  8. 8. <ul><li>2. Genre analysis : </li></ul><ul><li>(1) Becoming members of the target </li></ul><ul><li>discourse communities . </li></ul><ul><li>(2) Early work focused on “ moves .” </li></ul><ul><li>( i.e. How to structure a text ) </li></ul><ul><li>(3) Corpora / Phraseological studies. </li></ul><ul><li>( i.e. “have been / has been” in cancer </li></ul><ul><li>research article) </li></ul>Research
  9. 9. <ul><li>3. Swales : </li></ul><ul><li>(1) Creating a research space (CARS) </li></ul><ul><li>model : (p.188) Analyze examples of academic articles </li></ul><ul><li>Predict how the introductions are organized </li></ul><ul><li>5. New Rhetoric work : </li></ul><ul><li>Social and cultural contexts of genres. </li></ul>Research
  10. 10. Practice <ul><li>Not a lot of ESP materials. </li></ul><ul><li>Genre analysis researchers apply their findings to develop textbooks. </li></ul>
  11. 11. Directions <ul><li>General analysis for generating materials continues. </li></ul><ul><li>Importance of cross-cultural issues. </li></ul><ul><li>ESP teachers as “genre doctors.” </li></ul>
  12. 12. <ul><li>Thank you for your time. </li></ul>
  13. 13. Discussion <ul><li>Have you ever taken an ESP lessons before? What do you think of them? </li></ul><ul><li>If you were an ESP teachers, what advantages of that lesson will you bring to your class? What should you take into consideration before teaching? </li></ul><ul><li>What do you think of the distribution of linguistic and subject-matter instruction? Why? </li></ul><ul><li>In your points of view, do you think the ESP courses is more motivated than General English lessons? Please explain. </li></ul>

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