Esp Oblak

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Esp Oblak

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

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