This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
According to Hutchinson and Waters, course design is the process by which the raw
data about a learning need is interpreted in order to produce an integrated series of teachinglearning experience, whose ultimate aim is to lead the learners to a particular sate of
knowledge. This entails the use of the theoretical and empirical information available to
produce a syllabus, to develop a methodology for teaching those materials and to establish
evaluation procedures by which progress towards the specified goals will be measured.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
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3. ESP
ESP (English for Specific Purposes) involves
teaching and learning of specific skills and language
needed by particular learners for a particular purpose.
ESP makes use of the methodology and activities of
the disciplines it serves.
ESP is centered on the language (grammar, lexis,
register), skills, discourse and genres appropriate to
these activities.
4. COURSE DESIGN
Course design is the process by which the raw data
about a learning need is interpreted in order to
produce an integrated series of teaching-learning
experiences, whose ultimate aim is to lead the
learners to a particular state of knowledge
4
5. APPROACHES TO COURSE DESIGN
i. Language-Centered Approach
ii. Skills-Centered Approach
iii. Learning-Centered Approach
6. LANGUAGE-CENTERED APPROACH
It is the simplest and more familiar kind to English
teachers.
It is particularly common in ESP.
It aims to draw as direct a connection as possible
between the analysis of the target situation and the
content of the ESP course.
A language-centered approach says: this the nature of
the target situation performance determines ESP
course.
7. Cont....
It has a number of weaknesses:
i. it might be considered a learner-centered approach
because it starts from the learners and their needs but in
reality its not learner-centered. The learner is simply
used as a means of identifying the target situation.
ii. The language-centered process can also be criticized for
being a static and inflexible procedure.
iii. The language-centered analysis of target situation data is
only at the surface level. It reveals very little about the
competence that underlined the performance
8. SKILLS-CENTERED APPROACH
This approach aimed to help learners for developing
skills and strategies which continue after the ESP
course by making learners better processors of
information.
A skills-centered approach says: we must look behind
target performance data to discover what processes
enable someone to perform. Those processes will
determine the ESP course
9. Cont…
The skills-centered approach based on two fundamental
principles:
The basic theoretical hypothesis is that underlying
any language behavior are certain skills and
strategies, which the learner uses in order to
procedure.
The pragmatic basis for the skills-centered approach
derives from a distinction made by Widdowson
(1981) between goal-oriented courses and process
oriented courses.
10. Cont…
Needs analysis plays two roles in a skill-centered
approach:
It provides a basis for discovering the essential
competence that enables people to perform in the
target situation.
It enables the course designer to discover the
potential knowledge and abilities that the learners
bring to the ESP course.
11. 3: Learning-Centered Approach
This approach is based on the principle that learning
is totally determined by the learner. As teachers we can
influence what we teach, but what learners learn is
determined by the learners alone.
In this approach learning is seen as a process in
which the learners use what knowledge or skills they
have in order to make sense of the flow of new
information. Learning is not just a mental process, it is a
process of negotiation between individuals and society.
12. Cont……
A learning-centered approach says: We must
look beyond the competence that enables
someone to perform, because what we really
want to discover is not the competence itself,
but how someone acquires that competence