Approaches to esp-Theoretical orentation to esp and context practice
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Theoretical orientation for ESP learners involves designing English instruction based on learner needs rather than general English. ESP is divided into English for occupational purposes and English for academic purposes. Needs analysis is important to identify what specific knowledge and skills learners require in their target situation or field in order to function effectively. To determine target needs, information can be gathered through questionnaires, interviews, observations, data collection, and informal consultations with learners, lecturers and others. There are different approaches to course design such as language-centered, skill-centered, and learning-centered, and the design process is negotiated and dynamic.
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Development of esp
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
Developments in English for Specific Purposes - Chapter 1 & 2
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
HISTORY, GROWTH AND PHASES OF ESP
The document summarizes the history and development of English for Specific Purposes (ESP). It began in the 1960s focusing on teaching technical vocabulary, then expanded to include learning English through subject content. By the 1980s, ESP adopted a needs-based philosophy. It developed to include approaches like Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and Task-Based Language Teaching (TBLT). ESP progressed through five phases: register analysis, rhetorical and discourse analysis, target situation analysis, analysis of study skills and strategies, and analysis of learning needs. The focus shifted from linguistic features to understanding discourse, learner needs and skills.
Esp
This document discusses English for Specific Purposes (ESP). It defines ESP as using English in a specific context based on learners' needs, such as business, medical, or tourism contexts. ESP is distinguished from general English by focusing on learners' target needs through needs analysis. The document outlines the absolute characteristics of ESP as meeting learners' specific needs and using the methodology of their field. It also discusses the history and development of ESP in relation to expanding needs for English after WWII and developments in linguistics and education psychology. The document covers approaches to needs analysis, course design, materials development, testing, and the roles and training of ESP practitioners.
Role of the esp teacher
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Types of Syllabus- ESP (English for Specific Purposes)
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
Language Issues in ESP
The document discusses language issues in English for Specific Purposes (ESP) approaches. It notes that ESP approaches are sometimes criticized for their perceived lack of focus on grammatical accuracy, but ESP teachers can directly address grammar in the classroom or allow materials and student output to teach it. Grammar is dealt with not as a separate topic, but as a natural part of language use within different contexts. Vocabulary is also addressed in context of the subject matter. Discourse analysis looks at how texts are structured in different genres, and the goal of ESP is to help students identify patterns in their field.
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Development of esp
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
Developments in English for Specific Purposes - Chapter 1 & 2
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
HISTORY, GROWTH AND PHASES OF ESP
The document summarizes the history and development of English for Specific Purposes (ESP). It began in the 1960s focusing on teaching technical vocabulary, then expanded to include learning English through subject content. By the 1980s, ESP adopted a needs-based philosophy. It developed to include approaches like Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and Task-Based Language Teaching (TBLT). ESP progressed through five phases: register analysis, rhetorical and discourse analysis, target situation analysis, analysis of study skills and strategies, and analysis of learning needs. The focus shifted from linguistic features to understanding discourse, learner needs and skills.
Esp
This document discusses English for Specific Purposes (ESP). It defines ESP as using English in a specific context based on learners' needs, such as business, medical, or tourism contexts. ESP is distinguished from general English by focusing on learners' target needs through needs analysis. The document outlines the absolute characteristics of ESP as meeting learners' specific needs and using the methodology of their field. It also discusses the history and development of ESP in relation to expanding needs for English after WWII and developments in linguistics and education psychology. The document covers approaches to needs analysis, course design, materials development, testing, and the roles and training of ESP practitioners.
Role of the esp teacher
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Types of Syllabus- ESP (English for Specific Purposes)
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
Language Issues in ESP
The document discusses language issues in English for Specific Purposes (ESP) approaches. It notes that ESP approaches are sometimes criticized for their perceived lack of focus on grammatical accuracy, but ESP teachers can directly address grammar in the classroom or allow materials and student output to teach it. Grammar is dealt with not as a separate topic, but as a natural part of language use within different contexts. Vocabulary is also addressed in context of the subject matter. Discourse analysis looks at how texts are structured in different genres, and the goal of ESP is to help students identify patterns in their field.
Esp Needs Analysis
This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
Situational syllabus
Situational syllabi organize language teaching around real or imaginary situations where language is used. A situation involves participants engaged in activities in a specific setting. There are three types of situational syllabi based on informational content: the limbo situation with little setting details, the concrete situation with specific setting details, and the mythical situation based on fictional stories. Situational syllabi can lead more directly to communicative ability in specific settings but rely on predetermined routines rather than creative language use. They are also difficult to make fully authentic and can problematicly include cultural values.
Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
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This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
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ESP is an approach to language teaching where all content and methodology are based on the learner's reason for learning. There are three main reasons for ESP: 1) English is key to technology and commerce globally, 2) linguistics revolutionized by showing language varies by situation so courses can focus on specific situations, and 3) focus shifted to developing courses highly relevant to individual learners' needs and interests.
Assessment of English for special Purposes
This document discusses various types of assessment for English for Specific Purposes courses. It describes five main types of assessment: continuous assessment, formative assessment, self-assessment, summative assessment, and traditional summative assessment. Continuous assessment involves evaluating student work and performances throughout a course. Formative assessment provides feedback to improve learning. Self-assessment requires students to evaluate their own work. Summative assessment evaluates learning at the end of a course with a grade. Traditional summative assessment uses exams and tests. The document emphasizes that different types of assessment should be used to fully evaluate students and motivate learning.
An Introduction to Applied Linguistics
The document provides an overview of applied linguistics, including:
- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
English for Specific Purposes
This document discusses different definitions and interpretations of English for Specific Purposes (ESP). It summarizes that at a 1997 conference in Japan, some saw ESP as teaching English for any specified purpose, while others saw it as teaching English for academic or vocational purposes. The document then examines definitions of ESP by Hutchinson and Waters, Robinson, and Mackay and Mountford. It analyzes Strevens' definition of ESP as having four absolute characteristics (meeting learner needs, related content, language appropriate to activities, contrast with general English) and two variable characteristics (skills learned and methodology used). The emphasis, it concludes, is on teaching specific English relevant to a particular discipline, occupation, or activity.
Preparing materials for esp teaching
This document discusses English for Specific Purposes (ESP) teaching materials. It explains that ESP emerged because general English was not always helpful in real-life job situations. ESP focuses on the specific language needs of students' fields and aims to prepare them for professional communication. The document evaluates factors to consider when selecting or creating ESP materials, such as tailoring materials to students' needs and levels. It also discusses advantages of electronic materials, such as flexibility, and the importance of evaluating and improving materials based on student and teacher feedback.
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This document discusses English for Specific Purposes (ESP) and its subcategories. It notes that ESP refers to English teaching tailored to academic disciplines or occupations. There are four types of ESP situations depending on how English is used in instruction. The document recommends starting cooperation between language and subject teachers, then extending to collaboration and team-teaching. It questions whether categories like English for Science and Technology accurately reflect disciplinary differences and needs.
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This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
ESP COURSE DESIGN FOR GOVERNMENT TEACHERS
ENGLISH FOR SPECIFIC PUROPSE COURSE FOR PROFESSIONALS .....TIME PERIOD 3 MONTHS
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The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
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This document discusses various ways that words can be related through their meanings and usage. It describes syntagmatic relations as how words combine in speech, and paradigmatic relations as how words are interrelated within vocabulary groups. Word meaning depends on different types of contexts, including lexical, grammatical, and extra-linguistic context. Words can be classified into semantic fields based on conceptual relationships, and hierarchical structures show inclusion relationships. Synonyms have similar denotational meanings but may differ in connotation or style, while antonyms have opposite meanings but only in certain contexts. Classification of words is generally based on types of semantic relationships like similarity, contrast, or common contexts.
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This document discusses language and power in verbal and nonverbal communication. It identifies four categories of power: practical, knowledge/ideas, position, and personal. It also discusses how power is encoded in conversations through status markers like agenda-setting, turn-taking, forms of address, phatic talk or small talk, and utterance types. Phatic talk, while not relevant to the core topic, plays an important role in establishing relationships and can be used strategically in conversations to influence the power dynamic.
Need Analysis in English for Specific Purposes (.pptx
This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.
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This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
Needanalysisesp 140124015252-phpapp02
1. The document discusses needs analysis for an ESP (English for Specific Purposes) course. It focuses on analyzing target needs, or what language skills learners will need in their field, and learning needs, or how learners learn best.
2. Target needs are analyzed by observing the situations learners will use English and determining which language skills they currently lack. Learning needs consider why learners are taking the course, how they learn, available resources, their backgrounds, and course details.
3. Both target and learning needs are important to consider for ESP course design. A needs analysis should not be a one-time event but an ongoing process to ensure the course meets learners' needs.
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This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
Situational syllabus
Situational syllabi organize language teaching around real or imaginary situations where language is used. A situation involves participants engaged in activities in a specific setting. There are three types of situational syllabi based on informational content: the limbo situation with little setting details, the concrete situation with specific setting details, and the mythical situation based on fictional stories. Situational syllabi can lead more directly to communicative ability in specific settings but rely on predetermined routines rather than creative language use. They are also difficult to make fully authentic and can problematicly include cultural values.
Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
ESP (English for Specific Purposes) Origin
This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
The origins of esp
ESP is an approach to language teaching where all content and methodology are based on the learner's reason for learning. There are three main reasons for ESP: 1) English is key to technology and commerce globally, 2) linguistics revolutionized by showing language varies by situation so courses can focus on specific situations, and 3) focus shifted to developing courses highly relevant to individual learners' needs and interests.
Assessment of English for special Purposes
This document discusses various types of assessment for English for Specific Purposes courses. It describes five main types of assessment: continuous assessment, formative assessment, self-assessment, summative assessment, and traditional summative assessment. Continuous assessment involves evaluating student work and performances throughout a course. Formative assessment provides feedback to improve learning. Self-assessment requires students to evaluate their own work. Summative assessment evaluates learning at the end of a course with a grade. Traditional summative assessment uses exams and tests. The document emphasizes that different types of assessment should be used to fully evaluate students and motivate learning.
An Introduction to Applied Linguistics
The document provides an overview of applied linguistics, including:
- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
English for Specific Purposes
This document discusses different definitions and interpretations of English for Specific Purposes (ESP). It summarizes that at a 1997 conference in Japan, some saw ESP as teaching English for any specified purpose, while others saw it as teaching English for academic or vocational purposes. The document then examines definitions of ESP by Hutchinson and Waters, Robinson, and Mackay and Mountford. It analyzes Strevens' definition of ESP as having four absolute characteristics (meeting learner needs, related content, language appropriate to activities, contrast with general English) and two variable characteristics (skills learned and methodology used). The emphasis, it concludes, is on teaching specific English relevant to a particular discipline, occupation, or activity.
Preparing materials for esp teaching
This document discusses English for Specific Purposes (ESP) teaching materials. It explains that ESP emerged because general English was not always helpful in real-life job situations. ESP focuses on the specific language needs of students' fields and aims to prepare them for professional communication. The document evaluates factors to consider when selecting or creating ESP materials, such as tailoring materials to students' needs and levels. It also discusses advantages of electronic materials, such as flexibility, and the importance of evaluating and improving materials based on student and teacher feedback.
Engish for specific purposes
English for specific purposes (ESP) has for about 30 years been a separate branch of English language teaching. English has became the internationally accepted language of almost all the fields of knowledge.
ESP Course- chapter 3 - English for academic purposes
This document discusses English for Specific Purposes (ESP) and its subcategories. It notes that ESP refers to English teaching tailored to academic disciplines or occupations. There are four types of ESP situations depending on how English is used in instruction. The document recommends starting cooperation between language and subject teachers, then extending to collaboration and team-teaching. It questions whether categories like English for Science and Technology accurately reflect disciplinary differences and needs.
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This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Types of syllabus design
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
ESP COURSE DESIGN FOR GOVERNMENT TEACHERS
ENGLISH FOR SPECIFIC PUROPSE COURSE FOR PROFESSIONALS .....TIME PERIOD 3 MONTHS
COVERING ALL ASPECTS OF ENGLISH LANGUAGE
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Prague school slides
The Prague School was an influential group of linguists, philosophers and literary critics active from 1928-1939 in Prague, Czechoslovakia. Key figures included Roman Jakobson, Nikolai Trubetzkoy, and Vilem Mathernis. The School developed methods of structuralist literary analysis and the theory of standard language. They combined structuralism, which examines how components relate within a system, with functionalism, which looks at how components fulfill specific functions. The School made contributions to phonology, stylistics, and developed concepts like functional sentence perspective.
Word Meaning in Syntagmatics and Paradigmatics
This document discusses various ways that words can be related through their meanings and usage. It describes syntagmatic relations as how words combine in speech, and paradigmatic relations as how words are interrelated within vocabulary groups. Word meaning depends on different types of contexts, including lexical, grammatical, and extra-linguistic context. Words can be classified into semantic fields based on conceptual relationships, and hierarchical structures show inclusion relationships. Synonyms have similar denotational meanings but may differ in connotation or style, while antonyms have opposite meanings but only in certain contexts. Classification of words is generally based on types of semantic relationships like similarity, contrast, or common contexts.
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This document discusses language and power in verbal and nonverbal communication. It identifies four categories of power: practical, knowledge/ideas, position, and personal. It also discusses how power is encoded in conversations through status markers like agenda-setting, turn-taking, forms of address, phatic talk or small talk, and utterance types. Phatic talk, while not relevant to the core topic, plays an important role in establishing relationships and can be used strategically in conversations to influence the power dynamic.
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This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.
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ESP Course- chapter 3 - English for academic purposes
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Need Analysis in English for Specific Purposes (.pptx
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Similar to Approaches to esp-Theoretical orentation to esp and context practice
Need analysis (English Specific Purpose)
This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
Needanalysisesp 140124015252-phpapp02
1. The document discusses needs analysis for an ESP (English for Specific Purposes) course. It focuses on analyzing target needs, or what language skills learners will need in their field, and learning needs, or how learners learn best.
2. Target needs are analyzed by observing the situations learners will use English and determining which language skills they currently lack. Learning needs consider why learners are taking the course, how they learn, available resources, their backgrounds, and course details.
3. Both target and learning needs are important to consider for ESP course design. A needs analysis should not be a one-time event but an ongoing process to ensure the course meets learners' needs.
Good Notes about esp Essppps scratch-11.pptx
The document discusses English for Specific Purposes (ESP). It defines ESP as using English in a specific context based on learners' needs, such as business, medical, or tourism contexts. ESP is distinguished from general English by focusing on analyzing the exact language needs of a profession and conducting learner needs assessments. Course design in ESP considers how specific courses should be and whether to integrate language skills. ESP involves analyzing learner, teacher, and community variables to design effective courses through needs analysis and focusing instruction on relevant vocabulary, grammar, and discourse.
Assessing Needs
The document discusses needs analysis for language course design. It provides frameworks for analyzing the target situation and learning needs. Target situation analysis examines why, how, what, who, where, and when English will be used. Learning needs analysis considers why learners are taking the course, how they learn, available resources, the learners' characteristics, and course logistics. Proper needs analysis through appropriate data collection methods is presented as the foundation for developing an effective ESP curriculum.
Needs Analysis by R. Khalili
This document discusses analyzing needs for English for Specific Purposes (ESP) courses versus General English (GE) courses. It states that all language courses are based on a perceived need. While ESP and GE may seem similar in theory, they differ in practice. The key difference is that ESP involves an awareness of a specific need or target situation for using English, whereas GE needs are less clearly defined. A thorough needs analysis should gather information on target needs like language functions needed and learning needs to make the course engaging. The analysis framework examines why, how, what, who, where, and when the language will be used. Determining learning needs also considers how learners learn best and available resources.
Difference between EAP and ESP
EAP refers to English for Academic Purposes and is used to help students and staff learn the linguistic and cultural practices needed to study or work through English in higher education. The objective of EAP is to help learners succeed in their academic careers.
ESP refers to English for Specific Purposes and is goal-oriented for professional or academic use of English. ESP courses are based on a needs analysis to determine the exact language needs of learners.
While both EAP and ESP focus on communicative language teaching, EAP pays close attention to learners' academic aims and writing process, and ESP tailors skills based on specific professional needs.
1° clase presencial
This document provides an introduction to English for Specific Purposes (ESP). It begins with a KWL chart where the learner outlines what they know, want to know, and have learned. It then discusses myths and facts about ESP, distinguishing ESP tasks from general English tasks. Key differences between English for General Purposes (EGP) and ESP are explained. ESP is defined according to several sources and its branches - English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) - are identified. The document concludes by listing next steps for the learner, including reading required materials and posting/responding to a forum discussion on selecting ESP target learners.
Needs Analysis
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Esp.section 1.chapter 2
This document discusses the evolution of English for Specific Purposes (ESP) as an approach to teaching English. It describes how ESP has shifted from focusing on language at the sentence level to analyzing discourse and rhetorical styles. It also explains how ESP involves conducting needs analyses of target situations to design courses that enable learners to function in their fields. The document stresses that ESP is an approach based on learner needs rather than a distinct methodology. It is not teaching specialized varieties of English but developing the range of language skills needed for different professional contexts.
Esp collaborative presentation
This presentation was done by my students at Profesorado de Inglés. It is a collaborative work whose information was taken from another ppt presentation. I asked to put it into images to apply to visual learners. Now, I will ask them to improve it according to some tips I gave them on how to make good ppt presentations.
Needs analysis (ESP Course)
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
Language ability & content knowledge by Ivana Vidakovic at IATEFL BESIG TEASI...
In an academic or work environment, the ability to communicate on study- or work-related matters is vital. This requires specific-purpose language ability which combines content knowledge and language ability. Teasing out language ability from content knowledge is a delicate and sometimes impossible task in English for Specific Purposes (ESP) assessment and teaching. The key questions which arise are:
• What effect does content knowledge have on linguistic performance?
• What roles do content knowledge and language ability play in an ESP test?
• How much does an ESP teacher need to know about the subject content?
Many studies reveal that content knowledge has a facilitating effect on reading, listening, speaking and writing performance in a foreign language (L2). However, this effect may not always be consistent - test takers with a certain academic background may not always do better on a text/task from their field than test takers from a different discipline. The effect of content knowledge on linguistic performance varies with language proficiency which makes it important to see how content knowledge and language ability interact. How specific an ESP test is will determine the roles of content knowledge and language ability, and how much content knowledge is necessary to pass. All this will be discussed through a critical examination of Cambridge English ESP tests. The presentation will also address some of the key challenges in ESP teaching – overcoming the teacher’s lack of content knowledge and bridging the gap between English language ability and specific-purpose language ability – when the ESP teacher is ‘just’ an ELT professional.
GC-ENGLS4 (BES-ENG 41 and BES-ENG42 2022.pptx
This presentation covers support for English language learning in upper primary grades. It discusses analyzing issues in learning support, grammar, listening, speaking, reading, writing, prose and poetry. It addresses the three learning domains of psychomotor, cognitive and affective skills. Memory strategies covered include encoding, retrieval, cues and mnemonics. The presentation contrasts integrated versus segregated skill instruction and discusses the value of pre-writing for ESL learners. General aims of teaching prose and poetry are provided. The purpose and characteristics of quality learning environments and diagnostic assessments are summarized.
Needs analysis part 2
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
Esp by rida irfan
- ESP refers to English for Specific Purposes, which teaches English based on the specific needs of learners for their field or occupation.
- ESP is defined by its absolute characteristics of meeting learners' specific needs and using the methodology and language of their discipline. Its variable characteristics include being related to specific fields and designed for intermediate to advanced learners.
- ESP emerged in the late 1960s due to more learners needing English for technology and commerce. It focuses on training rather than general education.
Selecting coursebooks-2.pptx
This slide show will let you see the most pressing issues hand on hand to the analysis of textbooks.
LSP/ ESP by Dr. Ghobadirad
- Teacher education programs need to prepare teachers for language for specific purposes (LSP) by providing specialized knowledge about disciplinary culture, epistemologies of different fields, and genres.
- There is debate around how much specialized knowledge LSP teachers need, as too much focus on a single field may not be realistic or appropriate in all contexts. Key variables that determine needed knowledge include student level, class size, teaching methodology, materials used, and student language proficiency.
- Developing LSP teacher training further requires addressing issues like inadequate training time, integrating content into general teacher education, organizing practicums in LSP contexts, and ensuring access to professional domain knowledge and teaching resources.
Needs analysis - Hikmah, Hukma, Wafa
This document discusses needs analysis for language learning. It defines needs analysis as the systematic collection of information about learners' language needs and the contexts in which the language will be used. The document outlines the purpose of needs analysis, including determining appropriate curricula and identifying skills gaps. It discusses who conducts needs analysis and how, through methods like interviews, questionnaires, and collecting language samples. The conclusion emphasizes that good needs analysis uses multiple data collection tools from various perspectives to fully understand changing needs over time and inform course design.
Definition of esp
The document discusses the origins and development of English for Specific Purposes (ESP). It traces ESP back to three main factors after WWII: 1) the rise of English as the international language of technology and commerce, 2) a revolution in linguistics focusing on how language is used in real communication, and 3) recognizing that learners have different needs and interests. ESP developed through different stages, shifting from a focus on language forms to skills, strategies, and ultimately a learning-centered approach. The document emphasizes that ESP is an approach rather than a product, where content and methods are based on learner needs and purposes.
Need analysis
The document discusses need analysis for English for Specific Purposes (ESP) courses. It defines the differences between ESP and general English, noting that ESP has specific, definable needs based on the target situation. The document outlines Munby's Communicative Needs Processor (CNP) model from 1978 as an influential early work on need analysis procedures. It distinguishes between target needs such as necessities, lacks, and wants, and emphasizes the importance of gathering information on target needs through methods like questionnaires, interviews, and data collection. Finally, it proposes frameworks for analyzing both target situation needs and learning needs to fully understand what language is needed and how learners learn.
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Approaches to esp-Theoretical orentation to esp and context practice
- 2. What is Theoretical Orientation for ESP learner? • English for specific purpose material- emphasized on learner needs. • English for academic purpose- divided into two parts English for occupational purposes (EOP) and English for Academic purposes (EAP) • English for specific purposes (ESP) – Should be designed to meet specific needs of the learner.
- 4. The role of ESP in English teaching • ESP will help the learner to improved their main knowledge for instance computer knowledge‘s. ESP always moves in target learning and help them in learning languages. • Needs analysis-Identify the learner needs capabilities ,potential and preferences and give the correct materials for the students.
- 5. Context of practice • Identify what is the target needs : – Necessities- types of need determined by demands of the target situation which is what the learner has to know in order to function effectively in target situation. – Lacks-we need to know what the schemata of the students and decides which of the necessities thelearner lack. – Wants-clear idea of necessities of the traget situation.
- 6. How to get information about target needs? • Questionnaires • Interviews • Observations • Data collections • Informal consultations with lecturer, learners and other.
- 7. Approach of course design • Language-centered course design • Skill centered course design. • A learning centered course design. • Course design is negotiated process. • Course design is dynamic process.
- 8. Syllibus • The evaluation syllabus • The organizational syllabus. • The material syllabus • The teacher syllabus • The classroom syllabus • The learner syllabus.
- 9. • Journals: – Laurence Antony (.“DEFINING ENGLISH FOR SPESIFIC PURPOSE AND ROLE OF THE ESP PRACTITIONER”.Department of infoemation,Universiti of Okayama,Japan. • Links: – http://www.laurenceanthony.net/research/2011 0830_0902_jacet_national_pres/jacet50_bhatia_ anthony_noguchi.pdf