English for Science and Technology
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Introduction to English for Specific Purposes
This is a brief discussion of the background of English for Specific Purposes for the sake of the learners of English as a second language.
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
Materials for developing writing skills
This document discusses materials for developing writing skills. It outlines four key roles of instructional materials: modeling, language scaffolding, reference, and stimulus. When selecting materials, teachers should consider their students' proficiency levels and needs. A variety of materials can be used, including textbooks, internet resources, and teacher-created materials. An effective model for material design includes input text, content focus, language focus, and writing tasks.
ESP (Course Design and skills and strategies)
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
Difference between EGP and ESP
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
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.
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.
Using Technology In The Language Classroom
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
Recommended
Introduction to English for Specific Purposes
This is a brief discussion of the background of English for Specific Purposes for the sake of the learners of English as a second language.
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
Materials for developing writing skills
This document discusses materials for developing writing skills. It outlines four key roles of instructional materials: modeling, language scaffolding, reference, and stimulus. When selecting materials, teachers should consider their students' proficiency levels and needs. A variety of materials can be used, including textbooks, internet resources, and teacher-created materials. An effective model for material design includes input text, content focus, language focus, and writing tasks.
ESP (Course Design and skills and strategies)
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
Difference between EGP and ESP
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
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.
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.
Using Technology In The Language Classroom
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
Approaches to teaching literature in efl classrooms
This document summarizes a study on the use of literature in teaching English as a foreign language. It discusses different approaches to teaching literature, including the language model, cultural model, and personal growth model. The study involved surveying 47 Romanian university students on their attitudes towards reading literature, the difficulty of texts, and relevance for exams. Results showed most students had a positive attitude towards reading but found texts difficult and not always relevant. The study concluded literature is important for language and cultural learning and teachers should use more interactive methods to increase student engagement.
Stylistic approach
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
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.
Characteristics of ESP
This document discusses the types, characteristics, and development of English for Specific Purposes (ESP). It identifies three main types of ESP: 1) English as a restricted language for occupations like air traffic controllers, 2) English for Academic and Occupational Purposes which includes branches like English for Science and Technology, and 3) English with specific topics focused on future needs like attending conferences. Characteristics of ESP include being needs-based, content-focused, analyzing appropriate syntax and lexis, and not following a predetermined methodology. The development of ESP involved register analysis, rhetorical analysis, target situation analysis, emphasizing skills and strategies, and adopting a learning-centered approach.
Language learning materials development
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Situational syllabi
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
Types and features of esp
The document discusses different types of English for Specific Purposes (ESP), including English as a restricted language, English for academic and occupational purposes, and English with specific topics. It provides examples of restricted languages like Seaspeak used for maritime communications and Air Traffic Control English. ESP can involve English used for different subject areas like science, business, and social studies, with a focus on either academic or occupational purposes.
Language planning
This document discusses language planning, which involves creating policies to direct or change language use. It defines language planning as attempts to modify a language's status or internal condition. The document outlines reasons for language planning like maintaining linguistic identities. It also describes the key concepts of status planning, which changes a language's function and rights, and corpus planning, which develops a language. Finally, it discusses four common ideologies and the four stages of language planning: selection, codification, modernization, and implementation.
English for-specific-purposes (2)
This document outlines English for Specific Purposes (ESP), an approach to teaching English that focuses on developing communicative competence for a specific discipline. It discusses Dudley-Evans' definition of ESP in terms of absolute and variable characteristics. ESP aims to meet learners' specific needs through authentic materials, purpose-related orientation, and self-direction. The document also covers types of ESP, characteristics of ESP courses, the role of ESP teachers, and designing an ESP course.
What makes speaking difficult
The document discusses several key aspects of teaching spoken English fluency, including clustering to organize speech, using redundancy to clarify meaning, dealing with reduced forms, performance variables in thinking while speaking, ensuring students understand colloquial language and practice it, helping students achieve an acceptable rate of delivery, the importance of stress, rhythm and intonation patterns, and the value of interaction to develop conversational skills.
Pedagogical stylistics
The document discusses the pedagogical aspects and advantages of using a stylistic approach to teaching literature at the college level. A stylistic approach teaches students how language is used in literature and how meanings are made through language features. Adopting this approach would help students understand the role of language in literature and analyze unique aspects of different literary works. It also presents language in context and exposes students to complex vocabulary, syntax, and figurative language.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
Technology in language teaching
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
Language Based Approach
This document discusses a language-based approach to teaching literature. The approach focuses on how specific uses of language in literary texts can improve students' understanding. Key aspects include imaginative and representational language uses, pedagogical value, and how readers understand texts based on linguistic organization. The approach works by analyzing repetition, equivalent words/phrases/images, unique language patterns, and tone/mood. Mastering the language of a text allows for broader understanding and interpretation. Pre-reading and post-reading activities are provided as examples to engage students with vocabulary and generate their own ideas based on what they've read.
Approaches in Teaching Literature
The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
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.
English for Specific Purposes Syllabus
This document outlines the syllabus for an English for Secretaries course. The course aims to develop students' English language skills needed for administrative tasks in the workplace, including both oral and written communication. It covers topics such as writing business letters, CVs, reports and memos. It also focuses on skills like reading, listening, telephone communication, interviewing and receiving visitors. The syllabus lists chapter topics and activities that will be used to meet the objectives of helping secretaries improve their professional communication abilities in English.
Esp.language descriptions
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
Introduction to est
This document outlines the objectives, skills, themes, topics, and exam format for an Introduction to English for Science and Technology (EST) course for Form 4 and Form 5 students. The objectives are to obtain and present information on science and technology topics in English through various mediums. Key skills include listening, speaking, reading, and writing with a focus on grammar, vocabulary, and techniques. Themes cover various science and technology topics across disciplines like physics, biology, geography, and ICT. The exam consists of two papers testing information transfer, essay writing, and multiple choice questions covering the specified themes.
Psychological study of Mulatto in Black skin, White mask.
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Approaches to teaching literature in efl classrooms
This document summarizes a study on the use of literature in teaching English as a foreign language. It discusses different approaches to teaching literature, including the language model, cultural model, and personal growth model. The study involved surveying 47 Romanian university students on their attitudes towards reading literature, the difficulty of texts, and relevance for exams. Results showed most students had a positive attitude towards reading but found texts difficult and not always relevant. The study concluded literature is important for language and cultural learning and teachers should use more interactive methods to increase student engagement.
Stylistic approach
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
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.
Characteristics of ESP
This document discusses the types, characteristics, and development of English for Specific Purposes (ESP). It identifies three main types of ESP: 1) English as a restricted language for occupations like air traffic controllers, 2) English for Academic and Occupational Purposes which includes branches like English for Science and Technology, and 3) English with specific topics focused on future needs like attending conferences. Characteristics of ESP include being needs-based, content-focused, analyzing appropriate syntax and lexis, and not following a predetermined methodology. The development of ESP involved register analysis, rhetorical analysis, target situation analysis, emphasizing skills and strategies, and adopting a learning-centered approach.
Language learning materials development
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Situational syllabi
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
Types and features of esp
The document discusses different types of English for Specific Purposes (ESP), including English as a restricted language, English for academic and occupational purposes, and English with specific topics. It provides examples of restricted languages like Seaspeak used for maritime communications and Air Traffic Control English. ESP can involve English used for different subject areas like science, business, and social studies, with a focus on either academic or occupational purposes.
Language planning
This document discusses language planning, which involves creating policies to direct or change language use. It defines language planning as attempts to modify a language's status or internal condition. The document outlines reasons for language planning like maintaining linguistic identities. It also describes the key concepts of status planning, which changes a language's function and rights, and corpus planning, which develops a language. Finally, it discusses four common ideologies and the four stages of language planning: selection, codification, modernization, and implementation.
English for-specific-purposes (2)
This document outlines English for Specific Purposes (ESP), an approach to teaching English that focuses on developing communicative competence for a specific discipline. It discusses Dudley-Evans' definition of ESP in terms of absolute and variable characteristics. ESP aims to meet learners' specific needs through authentic materials, purpose-related orientation, and self-direction. The document also covers types of ESP, characteristics of ESP courses, the role of ESP teachers, and designing an ESP course.
What makes speaking difficult
The document discusses several key aspects of teaching spoken English fluency, including clustering to organize speech, using redundancy to clarify meaning, dealing with reduced forms, performance variables in thinking while speaking, ensuring students understand colloquial language and practice it, helping students achieve an acceptable rate of delivery, the importance of stress, rhythm and intonation patterns, and the value of interaction to develop conversational skills.
Pedagogical stylistics
The document discusses the pedagogical aspects and advantages of using a stylistic approach to teaching literature at the college level. A stylistic approach teaches students how language is used in literature and how meanings are made through language features. Adopting this approach would help students understand the role of language in literature and analyze unique aspects of different literary works. It also presents language in context and exposes students to complex vocabulary, syntax, and figurative language.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
Technology in language teaching
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
Language Based Approach
This document discusses a language-based approach to teaching literature. The approach focuses on how specific uses of language in literary texts can improve students' understanding. Key aspects include imaginative and representational language uses, pedagogical value, and how readers understand texts based on linguistic organization. The approach works by analyzing repetition, equivalent words/phrases/images, unique language patterns, and tone/mood. Mastering the language of a text allows for broader understanding and interpretation. Pre-reading and post-reading activities are provided as examples to engage students with vocabulary and generate their own ideas based on what they've read.
Approaches in Teaching Literature
The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
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.
English for Specific Purposes Syllabus
This document outlines the syllabus for an English for Secretaries course. The course aims to develop students' English language skills needed for administrative tasks in the workplace, including both oral and written communication. It covers topics such as writing business letters, CVs, reports and memos. It also focuses on skills like reading, listening, telephone communication, interviewing and receiving visitors. The syllabus lists chapter topics and activities that will be used to meet the objectives of helping secretaries improve their professional communication abilities in English.
Esp.language descriptions
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
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- 9. .