this is the slide show on topic of Methodology of English for Specific for Specific Purposes

1. BBI 3211
English for Specific Purposes

2. Outline
 Introduction
 Basic Principles of Language Learning
 Model Lesson
 Techniques
 Language Learning Task
 Conclusion

3. Introduction of Methodology
 Methodology – A branch of pedagogics dealing
with analysis and evaluation of subjects to be
taught and of the methods of teaching them.
 What goes on in the classroom, what students
have to do. (Robinson, 1991)

4. Basic Principles of
Language Learning (a)
 Language learning is developmental process
- existing knowledge contributes to better
understanding.
 Language learning is an active process.
- psycho-motor activity
- language processing activity

5. LOCALIZATION OF LANGUAGE IN BRAIN (A)
LEFT RIGHT
HEMISPHERE HEMISPHERE
(analytic) ( creative )
-Analytic • holistic
thought thought
- logic • intuition
-Language • creativity
- Science and • art and
math music

6. LOCALIZATION OF LANGUAGE IN BRAIN (B)
 Paul Broca also specified the location of the
language part in the brain which is at the
front part of the left hemisphere known as
Broca’s area
 A decade later, a German Neurologist, Carl
Wernicke has discovered another variety of
aphasia at the temporal lobe of left
hemisphere known Wernicke’s area.
 Broca’s area + Wernicke’s area = language
function (lateralization)

7. LOCALIZATION OF LANGUAGE IN BRAIN (C)

8. Basic Principles of
Language Learning (b)
 Language learning is a decision making process.
- enhance critical thinking
- developmental process of knowledge takes
place.
 Language learning is not just a matter of
linguistic knowledge.
- linguistic knowledge and cognitive capacity
should be developed together.

9. Basic Principles of
Language Learning (c)
 Language learning is not the learner’s first
experience with language.
- learners are already competent in
communication.
 Learning is an emotional experience.
- create positive emotions

10. Basic Principles of
Language Learning (d)
 Language learning is to large extent incidental.
- Language can be learned in many ways.
 Language learning is not systematic.
- learners should create their internal system
inside the brain.

11. Model Lesson (a)
 Materials:
Hotel Management and Operations text book (5th edition).
Test Pad 1, 2, 3, 4 and 5.
 Audience:
Economics and management students.
 Place:
In Hotel and Resort Management class.

12. Model Lesson (b)
 Procedures:
A) Starter
Ask students to read a case study in Unit 4.6, from page 150 to
158.
B) Analysis
1) Divide the class into 5 groups.
2) Give one test pad to each group.
3) Give one question to each group, the questions provided
are as follow:
a) Who is bellstand? List the duties of the bellstand in a
hotel.
b) Describe procedures in handling various types of guests’
luggage.
c) Describe pre-check in activities.
d) Describe the procedures handling VIPs’ arrival in a hotel.
e) What is an express guest check out? Describe the procedures
in handling express guest check out.
4) Ask the students to discuss in group and list out the points in
the test pad provided.

13. Model Lesson (c)
 Procedures (cont.)
C) Sharing Information
1) Ask each group to send a representative to present the
answer for each of the questions.
2) Ask every student to give comments based on the answers
given.
3) Ask why if students think that the points presented are not
enough. Teacher will then give further explanation on the
topic given.
D) Prediction
In this way, students should be able to:
1) know how front office works in a hotel.
2) describe what are the procedures in every check-in activities.
3) think critically. (“Why do you think so?”)

14. Techniques (a)
Types of Techniques Explanation
Gaps Gaps create the demand of thinking in the learning
process. There are varies of gaps:
a) Information Gaps
b) Media Gaps
c) Reasoning Gaps
d) Memory Gaps
e) Jigsaw Gaps
f) Opinion Gaps
g) Certainty Gaps

15. Techniques (b)
Variety In order to get the repetition necessary to help learning,
there must be a variety to keep the mind alert. Variety can
be achieved in:
(i) Medium: text, speech
(ii) Classroom Organisation: pair work, group
(iii) Learner Roles: presenter, negotiator
(iv) Exercise, activity, task
(v) Skills: , listening, speaking
(vi) Topic
(vii)Focus: fluency, discourse
Prediction Using existing knowledge of pattern or system to assume
or anticipate a novel situation.

16. Techniques (c)
Enjoyment Necessary in order to engage the learner’s mind. It
doesn’t matter how relevant a lesson is, if it bores the
learners it is a bad lesson.
An Integrated Using a range of skills increases the range of activities
in the classroom.
Methodology
Coherence The progress of lesson should be clear. Each stage
should be in order to ensure a smooth flow of process.
Preparation An early planning on what is needed to be taught in
the lesson.
Also normally interpreted as the teacher planning the
stages of the lesson.

17. Techniques (d)
Involvement Participation of the student in both cognitively and
emotionally in the lesson.
Creativity Lesson should includes activities that allow varies
answer level of responses,
Atmosphere The cultivation of a cooperative social climate within
the classroom.
Eg. A teacher who is unsure of the materials or who
actively dislikes the subject area will project a
different ambience.

18. Language Learning Task
(a)
 Language Learning Task In EGP
 Language learning task is one of a set of differentiated,
sequencable, problem-posing activities that involving learners and
teachers.
 Language learning task is also a range of varied cognitive and
communicative procedures applied to existing and new
knowledge in the collective exploration and pursuance of foreseen
or emergent goals within a social milieu. (Candlin, 334)
 Criterias for task design:
A) Extended discourse
B) Information gap
C) Uncertainty
D) Goal-orientation
E) Real-time processing

19. Language Learning Task (b)
 Language Learning Task In ESP
 Methodological principles:
A) Reality control
B) Non-triviality
C) Authenticity
D) Tolerance of error

20. Language Learning Task (cont.)
 Role Play and Simulations
 Role play - involves the learner taking on a different role and
even identity from his or her usual one.
 Simulations - is frequently longer than a role play and allow the
student to maintain his or her normal persona.
 Roles of simulation:
A) Motivate learner.
B) Give opportunities for meaningful practice of the language
learnt.
C) Inject a feeling of realism.
D) Use as an assessment technique.
E) Encourage creativity.

21. Language Learning Task (cont.)
 Case Studies
 Case studies/case report - an intensive analysis of an individual
unit and stressing development factors
in relation to context.
 By doing case studies, all language skills are involved.
 Reading input documents, listening and speaking or discuss and
writing the report.
 Have introduction to the professional culture.

22. Language Learning Task (cont.)
 Project work
 Group project
 Mini research project
 Literature based project

23. Language Learning Task (cont.)
 Oral Presentation
 Most common last task type in ESP.
 Project such as written report, case studies and mini research are
required to do oral presentation in the end.
 All the language skills are involved.
 Communication and professional skills as main focus.

24. Conclusion
 Identify the learners' needs, create syllabus and carry out
methodologies is not enough to let an ESP programme to
be successful.
 Interaction between the teachers and the learners is more
important to create a successful ESP programme.
 Enable learners to communicate effectively using the
target language by interaction.
 Enable learners to achieve the course goal.
 Can improve both teachers and learners performances.

25. Questions
 Explain methodology in ESP.
 What are the techniques used in methodology of ESP?
 What are the difference of the methodological principles
between EGP and ESP?
 How can the variety be achieved?

26. THANK YOU