English for specific purpose : Approach Not Product
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1. The document lists the names of 7 students in Group 3 and their student IDs. 2. It discusses the linguistic aspects of English for Specific Purposes (ESP) and identifies two main types differentiated by whether English is needed for academic or occupational purposes. 3. ESP courses can also be defined based on the general nature of the learners' specialisms, which include engineering, science and technology, business English, and English for social sciences.
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ESP-APPROACH NOT PRODUCT
ESP focuses on preparing learners for specific communicative environments, not teaching specialized varieties of English. It is based on communication needs rather than products or methods. ESP course design considers factors like the learners, their reasons for learning, contexts for use, available time, needs analysis, and learning theories to create appropriate courses.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Approches to course design in ESP
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.
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.
Language descriptions
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
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.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESP
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
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.
Recommended
ESP-APPROACH NOT PRODUCT
ESP focuses on preparing learners for specific communicative environments, not teaching specialized varieties of English. It is based on communication needs rather than products or methods. ESP course design considers factors like the learners, their reasons for learning, contexts for use, available time, needs analysis, and learning theories to create appropriate courses.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Approches to course design in ESP
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.
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.
Language descriptions
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
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.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESP
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
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.
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.
GE vs ESP
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
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.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Esp theories of learning
This document discusses several theories of learning:
1) Behaviourism views learning as habit formation through frequent repetition and reinforcement, with an emphasis on correcting errors.
2) Mentalism or cognitivism sees learning as acquiring rules to deal with new experiences, rather than just forming habits.
3) The cognitive view considers learners as active thinkers who try to make sense of information through problem-solving.
4) Affective factors like motivation also influence learning, with two types of motivation identified.
5) Learning is seen as a conscious process while acquisition occurs unconsciously.
6) A model pictures the mind as a network of connections like a roadmap, where new knowledge is built on existing connections
Language description presentation
This document summarizes different approaches to language description including classical grammar, structural linguistics, transformational grammar, language variations and register analysis, functional and notional syllabus, and discourse analysis. It discusses how the concept of language variation led to the development of English for Specific Purposes based on register analysis. Examples are provided to show how language varies based on context between informal spoken text versus formal written instructions. The document concludes that developments in language description are interrelated and distinguishing performance from competence is important in describing a language for learning purposes.
Situational syllabus
The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.
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 or academic settings. ESP is distinguished from General English by its focus on conducting needs analyses of learners' language requirements. It entails analyzing the language used in their field and interviewing subject matter experts. ESP courses teach grammar, vocabulary, and other language features appropriate to learners' disciplines. The emergence of ESP was driven by increased global demand for English after WWII, developments in linguistics and education, and the need for cost-effective language training.
THE ROLES OF ESP TEACHERS
The document outlines 5 key roles of ESP practitioners: 1) teacher, 2) course designer and material provider, 3) researcher, 4) collaborator, and 5) evaluator. It also discusses the training ESP practitioners receive, including general teaching skills, language-specific training, and integrating relevant theories. The roles emphasize adapting to students' professional fields and collaborating with subject experts to meet learning objectives.
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.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Second language acquisition
This is a presentation for my class Topics in linguistics and it is about to 2nd language acquisition
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.
CODES in Sociolinguistics
1. Code switching refers to switching between two or more languages or language varieties within a conversation. It can occur between speaker turns or within a single turn.
2. Diglossia describes a stable language situation where two varieties of the same language are used differently, such as a high (H) variety for formal contexts and a low (L) variety for informal contexts.
3. Examples of diglossia include Arabic (H variety for formal contexts vs. colloquial Arabic as L variety), and Swiss German (H variety) vs. local dialects (L varieties). Code switching is a conversational strategy while digloss
ESP - English for Specific Purpose
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
English for Special Purposes
This document discusses various approaches to course design for English for Specific Purposes (ESP) courses. It begins by defining course design as the process of interpreting learning needs to produce a series of teaching experiences to lead learners to a particular knowledge state. It then outlines several common course design processes, including needs analysis, selecting theoretical views, creating a syllabus, and establishing evaluation procedures. The document also discusses specific ESP projects focused on developing students' ability to read texts in English. It compares language-centered, skills-centered, and learning-centered approaches to course design and emphasizes the importance of a learning-centered approach that considers learners' needs, attitudes, and potential at every stage.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...
English for Specific Purposes (ESP) refers to teaching English for a particular career or business. ESP is designed to meet the specific needs of learners, uses content related to specific disciplines or occupations, and centers on the language needed for those fields. ESP contrasts with general English by focusing on restricted skills and not following a single methodology. ESP uses authentic materials and self-directed learning with a purpose-related orientation.
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.
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.
Process oriented syllabus
This document discusses different types of syllabus design, including procedural, task-based, and content syllabuses. Procedural and task-based syllabuses focus on classroom processes and tasks rather than linguistic items or communicative skills. They specify activities for learners to engage in class. Task-based syllabuses select tasks as the basic unit of planning and justify this based on pedagogical and psycholinguistic reasons. Content syllabuses derive experiential content from subject areas to provide the starting point for the syllabus.
English for Specific Purposes
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
ESP: Approach is not and language description
This document discusses ESP (English for Specific Purposes) as an approach rather than a product. It makes three key points:
1) ESP is not about teaching specialized varieties of English, words, or grammar for specific areas. It is an approach to language learning, not a particular methodology or teaching materials.
2) ESP is based on analyzing the learner's needs and reasons for learning. All course design decisions regarding content and methods depend on understanding the learner's needs.
3) There is no single source of linguistic theory that ESP course design must draw from. Descriptions of language structure do not necessarily relate to how a language is learned. The approach is to understand the learner's situation and design instruction accordingly
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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.
GE vs ESP
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
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.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Esp theories of learning
This document discusses several theories of learning:
1) Behaviourism views learning as habit formation through frequent repetition and reinforcement, with an emphasis on correcting errors.
2) Mentalism or cognitivism sees learning as acquiring rules to deal with new experiences, rather than just forming habits.
3) The cognitive view considers learners as active thinkers who try to make sense of information through problem-solving.
4) Affective factors like motivation also influence learning, with two types of motivation identified.
5) Learning is seen as a conscious process while acquisition occurs unconsciously.
6) A model pictures the mind as a network of connections like a roadmap, where new knowledge is built on existing connections
Language description presentation
This document summarizes different approaches to language description including classical grammar, structural linguistics, transformational grammar, language variations and register analysis, functional and notional syllabus, and discourse analysis. It discusses how the concept of language variation led to the development of English for Specific Purposes based on register analysis. Examples are provided to show how language varies based on context between informal spoken text versus formal written instructions. The document concludes that developments in language description are interrelated and distinguishing performance from competence is important in describing a language for learning purposes.
Situational syllabus
The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.
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 or academic settings. ESP is distinguished from General English by its focus on conducting needs analyses of learners' language requirements. It entails analyzing the language used in their field and interviewing subject matter experts. ESP courses teach grammar, vocabulary, and other language features appropriate to learners' disciplines. The emergence of ESP was driven by increased global demand for English after WWII, developments in linguistics and education, and the need for cost-effective language training.
THE ROLES OF ESP TEACHERS
The document outlines 5 key roles of ESP practitioners: 1) teacher, 2) course designer and material provider, 3) researcher, 4) collaborator, and 5) evaluator. It also discusses the training ESP practitioners receive, including general teaching skills, language-specific training, and integrating relevant theories. The roles emphasize adapting to students' professional fields and collaborating with subject experts to meet learning objectives.
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.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Second language acquisition
This is a presentation for my class Topics in linguistics and it is about to 2nd language acquisition
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.
CODES in Sociolinguistics
1. Code switching refers to switching between two or more languages or language varieties within a conversation. It can occur between speaker turns or within a single turn.
2. Diglossia describes a stable language situation where two varieties of the same language are used differently, such as a high (H) variety for formal contexts and a low (L) variety for informal contexts.
3. Examples of diglossia include Arabic (H variety for formal contexts vs. colloquial Arabic as L variety), and Swiss German (H variety) vs. local dialects (L varieties). Code switching is a conversational strategy while digloss
ESP - English for Specific Purpose
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
English for Special Purposes
This document discusses various approaches to course design for English for Specific Purposes (ESP) courses. It begins by defining course design as the process of interpreting learning needs to produce a series of teaching experiences to lead learners to a particular knowledge state. It then outlines several common course design processes, including needs analysis, selecting theoretical views, creating a syllabus, and establishing evaluation procedures. The document also discusses specific ESP projects focused on developing students' ability to read texts in English. It compares language-centered, skills-centered, and learning-centered approaches to course design and emphasizes the importance of a learning-centered approach that considers learners' needs, attitudes, and potential at every stage.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...
English for Specific Purposes (ESP) refers to teaching English for a particular career or business. ESP is designed to meet the specific needs of learners, uses content related to specific disciplines or occupations, and centers on the language needed for those fields. ESP contrasts with general English by focusing on restricted skills and not following a single methodology. ESP uses authentic materials and self-directed learning with a purpose-related orientation.
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.
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.
Process oriented syllabus
This document discusses different types of syllabus design, including procedural, task-based, and content syllabuses. Procedural and task-based syllabuses focus on classroom processes and tasks rather than linguistic items or communicative skills. They specify activities for learners to engage in class. Task-based syllabuses select tasks as the basic unit of planning and justify this based on pedagogical and psycholinguistic reasons. Content syllabuses derive experiential content from subject areas to provide the starting point for the syllabus.
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Developments in English for Specific Purposes - Chapter 1 & 2
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English for Specific Purposes
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
ESP: Approach is not and language description
This document discusses ESP (English for Specific Purposes) as an approach rather than a product. It makes three key points:
1) ESP is not about teaching specialized varieties of English, words, or grammar for specific areas. It is an approach to language learning, not a particular methodology or teaching materials.
2) ESP is based on analyzing the learner's needs and reasons for learning. All course design decisions regarding content and methods depend on understanding the learner's needs.
3) There is no single source of linguistic theory that ESP course design must draw from. Descriptions of language structure do not necessarily relate to how a language is learned. The approach is to understand the learner's situation and design instruction accordingly
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.
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 - English for specific purposes
ESP refers to English for Specific Purposes which designs English language courses based on the specific needs of learners in their fields or occupations. ESP courses focus on developing the grammar, vocabulary, study skills and discourse needed in the target discipline. They use authentic materials from the relevant field and allow self-directed learning. Common ESP courses include English for academic disciplines, occupations, and topics like English for medicine or English for technology.
English for Specific Purposes (ESP)
The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.
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.
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.
Course design-English for Specific Purposes
The document describes an "English for Business Managers" course. It discusses the background and targeted learners, which are new business managers aged 22-23 from English and business departments. A needs analysis found the English graduates lacked business skills and the business graduates lacked language skills. The course aims to develop communication skills in key business contexts through 7 modules. It uses a multi-syllabus approach including topic, skill, task, and text-based syllabuses to meet learner and employer needs. Assessment includes learner and employer feedback and self/peer evaluation during tasks.
Designing an Esp Syllabus
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
Approaches To Course Design
This powerpoint presentation will tell you about different approaches to course design to use in the ESP classroom.
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.
Esp language descriptions
1. The document outlines various theories and approaches to describing language, including classical/traditional grammar, structural linguistics, transformational generative grammar, functional/notional grammar, register analysis, discourse analysis, and text-diagramming.
2. It notes that traditional grammar provides useful terms for discussing language, while structural linguistics describes grammar through syntagmatic structures and notions of time, number, and gender.
3. Transformational generative grammar examines two levels of meaning - deep and surface structures - and how language can be viewed in terms of form and function.
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.
ENGLISH FOR SPECIFIC PURPOSES
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.
Approaches to esp-Theoretical orentation to esp and context practice
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.
Mystery Objects II
Identify the Mystery Objects - good starter for lessons especially secondary school pupils; they seem to love these kind of quizzes!
English for Specific Purpose
This document summarizes an English for Specific Purposes syllabus for an Engineering Information course. The syllabus contains 16 topics including introductions, word formation, parallel structure, explaining procedures, terminology, and text discussion. Teaching methods include lectures, discussions, assignments and presentations. Strategies like discovery learning and cooperative learning are used. The syllabus is analyzed and some topics like country/language and grammar structures are deemed less suitable, while terminology and procedures are deemed highly suitable for the engineering major. In conclusion, the syllabus covers mostly appropriate English topics for an Engineering Information course.
Diversity Romney
This document discusses issues of diversity, race, and discrimination in the field of teaching English as a foreign language (EFL). It addresses the myth that only white native English speakers can truly own the language or be considered ideal teachers. The document advocates educating EFL students and administrators about English as a global language with over 1 billion speakers worldwide from diverse backgrounds. It also suggests the benefits of a diverse EFL workforce and ways to create a more inclusive environment that considers teachers based on qualifications rather than race or perceived nativeness.
Materi ke 3
The document discusses the evolution of English for Specific Purposes (ESP) as an approach to language teaching. It notes that while ESP has undergone several shifts in theory and practice, it has consistently focused on the linguistic aspects and been a language-centered approach. ESP is defined as not being a particular variety of English, but rather an approach where all decisions around content and method are based on meeting the specific needs of the learner.
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Teaching ESP Reading Skills to Students of Library and Information Science at...
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Bilingualism teachers
Teachers had differing views on the role of students' first language in ESL classes:
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Esp presentation
This presentation introduces English for Specific Purposes (ESP) and its importance. It discusses how ESP emerged in response to demands from new learners who needed English for specific jobs or fields of study. It also addresses the origins of ESP, defining its key features and focusing on learner needs rather than just language mastery. Examples of different ESP types like English for Science and Technology are provided. ESP is contrasted with English for General Purposes by emphasizing ESP's goal orientation, shorter duration, and focus on students' intended language use and proficiency needs.
Necessary skills of an English teacher in managing English classes at Thach T...
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Questionnaire chapter 1 leonro corradi(2)
The document contains 11 multiple choice questions about teaching English as a foreign language to young learners. The questions cover a range of topics including: how the didactics of teaching English to young learners was traditionally viewed; influential learning theories; the role of theories of second language development; the role of the teacher in a principles approach; how English should be viewed within the school curriculum; areas of language teaching teachers should develop; how teachers act as mediators; what the teaching cycle includes; and why critical reflection on practice is necessary. The final question asks how we can educate in English and analyzes examples provided.
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Haunting Native Speakerism? Students’
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Haunting Native Speakerism? Students’
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English Teachers in Taiwan
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The document summarizes a study on Taiwanese university students' perceptions of native English-speaking teachers. It finds that students have mixed views, expecting teachers to have good attitudes, understandable accents, and better interaction. However, native teachers found students to be passive and dependent. To improve teaching and learning, the expectation gap between teachers and students needs to be bridged, such as through open discussion. Both teachers and students should rethink their roles as language education evolves in an increasingly globalized world.
ESP_ENGLISH_FOR_SPECIFIC_PURPOSES.pptx
The document discusses the development of English for Specific Purposes (ESP). It describes ESP as teaching English for a particular career or business purpose. The document outlines 5 phases in the development of ESP according to Hutchinson and Waters: 1) register analysis, 2) rhetorical and discourse analysis, 3) target situation analysis, 4) analysis of study skills and strategies, and 5) analysis of learning needs. It also discusses different approaches to ESP, including language-centered, skills-centered, and learning-centered.
Research methodology illi
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S71103D - Vuong Do Thanh Huy - English Teaching Methodologies in Vietnam
This is my presentation slides regarding English Teaching Methodologies in Vietnam. It talks about the method used in English teaching and learning in Vietnam high schools, its pros and cons.
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Chapter no. 4
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
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1. The document is an introduction to an English language module for first-year university students in Ethiopia. It outlines the objectives and contents of the module.
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- 2. Group 3 1. Evo Luhur Luthfiana 201112500592 2. M. Muttaqin Hanif 201112500593 3. Dian Rahma K.S 201112500595 4. Nur Alifah 201112500596 5. Siti Aisyah 201112500623 6. Dwinda Abdilia 201112500628 7. Yulia Eolia Putri 201112500635
- 3. The linguistic Aspect of ESP language-centred approach 2 main types of ESP differentiated according to whether the learner requires English for: EAP EOP
- 4. At the next level ESP course distinguish by the general nature of the learners’ specialism. Three large categories are: EST EBE ESS
- 6. Closer definition of ESP a. ESP is not a matter of teaching specialized varieties of English. b. ESP is not just a matter of Science words and Grammar. c. ESP is not different kind from any other form of language teaching.
- 7. It is understandable that ESP is an approach to language learning based on learner needs. The foundation of all ESP is simple question : Why does this learner need to learn a foreign language?
- 8. So, … ESP is an approach to language teaching in which all decisions as to content and method are based on the learners’ reason for learning.