Needs Analysis by R. Khalili
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This document discusses analyzing needs for English for Specific Purposes (ESP) courses versus General English (GE) courses. It states that all language courses are based on a perceived need. While ESP and GE may seem similar in theory, they differ in practice. The key difference is that ESP involves an awareness of a specific need or target situation for using English, whereas GE needs are less clearly defined. A thorough needs analysis should gather information on target needs like language functions needed and learning needs to make the course engaging. The analysis framework examines why, how, what, who, where, and when the language will be used. Determining learning needs also considers how learners learn best and available resources.
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The origins of language curriculum development (Presentase)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
English for specific purpose : Approach Not Product
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.
needs analysis in course design
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
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.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
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.
ESP and general programs
1. ESP and GE programs differ in their purpose and content. ESP focuses on teaching language in specific contexts and developing professional skills for job situations, while GE focuses on language itself and developing overall competence.
2. In content, GE exposes learners to universal topics while ESP combines subject matter with English teaching tailored to a particular domain.
3. An ESP practitioner wears multiple hats as a teacher, collaborator, course designer, materials provider, and researcher due to the specialized nature of ESP compared to a GE teacher.
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.
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The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
English for specific purpose : Approach Not Product
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.
needs analysis in course design
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
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.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
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.
ESP and general programs
1. ESP and GE programs differ in their purpose and content. ESP focuses on teaching language in specific contexts and developing professional skills for job situations, while GE focuses on language itself and developing overall competence.
2. In content, GE exposes learners to universal topics while ESP combines subject matter with English teaching tailored to a particular domain.
3. An ESP practitioner wears multiple hats as a teacher, collaborator, course designer, materials provider, and researcher due to the specialized nature of ESP compared to a GE teacher.
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This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
ESP COURSE DESIGN FOR GOVERNMENT TEACHERS
ENGLISH FOR SPECIFIC PUROPSE COURSE FOR PROFESSIONALS .....TIME PERIOD 3 MONTHS
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English for Specific Purposes by Tony Dudley Evans
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.
assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
Difference between EAP and ESP
EAP refers to English for Academic Purposes and is used to help students and staff learn the linguistic and cultural practices needed to study or work through English in higher education. The objective of EAP is to help learners succeed in their academic careers.
ESP refers to English for Specific Purposes and is goal-oriented for professional or academic use of English. ESP courses are based on a needs analysis to determine the exact language needs of learners.
While both EAP and ESP focus on communicative language teaching, EAP pays close attention to learners' academic aims and writing process, and ESP tailors skills based on specific professional needs.
Designing classroom language tests
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Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
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Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
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This document discusses assessing reading ability in a second language. It covers several key points:
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2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
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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.
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.
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This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Language testing (Testing Vocabulary)-Adapted from Madsen
The document discusses different types of vocabulary tests:
1. Limited response tests involve students giving simple physical or verbal responses to demonstrate understanding of vocabulary words. They are good for beginners and avoid skills like reading/writing.
2. Multiple choice completion tests present sentences with a missing word and students select the correct word from options. They provide context but can be difficult to construct and allow cheating.
3. Multiple choice paraphrase tests underline a word in a sentence and students choose its closest meaning from options. They are easier to score but hard to find good synonyms.
4. Simple completion tests require students to write missing words that appear in example sentences. They reflect teaching approaches but fewer words can be tested
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This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
Needs analysis
This document discusses needs analysis for curriculum development. It defines needs analysis as collecting information about learners' needs to design educational programs. Needs can include present, potential, and unrecognized needs from different stakeholders' perspectives. The purposes of needs analysis vary but typically aim to understand learner language skills and gaps. Users of needs analysis include curriculum developers, teachers, learners, and others. The target population provides information and may include learners, employers, policymakers, and more. Proper identification of user needs and target populations is important for effective needs analysis.
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ESP COURSE DESIGN FOR GOVERNMENT TEACHERS
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COVERING ALL ASPECTS OF ENGLISH LANGUAGE
English for Specific Purposes by Tony Dudley Evans
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.
assesing reading
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
Difference between EAP and ESP
EAP refers to English for Academic Purposes and is used to help students and staff learn the linguistic and cultural practices needed to study or work through English in higher education. The objective of EAP is to help learners succeed in their academic careers.
ESP refers to English for Specific Purposes and is goal-oriented for professional or academic use of English. ESP courses are based on a needs analysis to determine the exact language needs of learners.
While both EAP and ESP focus on communicative language teaching, EAP pays close attention to learners' academic aims and writing process, and ESP tailors skills based on specific professional needs.
Designing classroom language tests
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
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Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
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English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
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This document discusses the types and roles of materials in English language teaching. It defines materials as a central and observable component of pedagogy that are used by teachers and learners to facilitate language learning. Materials can be verbal, non-verbal, teacher-centered, learner-centered, or skill-focused depending on curriculum aims and learner needs. Common types of materials include textbooks, workbooks, teacher's manuals, reference materials, audiovisual materials, and supplementary/remedial materials. The role of materials is to support teachers, stimulate learning, organize the teaching process, allow for independent study, and provide opportunities for self-evaluation and language practice.
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This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
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The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
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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.
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.
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This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Language testing (Testing Vocabulary)-Adapted from Madsen
The document discusses different types of vocabulary tests:
1. Limited response tests involve students giving simple physical or verbal responses to demonstrate understanding of vocabulary words. They are good for beginners and avoid skills like reading/writing.
2. Multiple choice completion tests present sentences with a missing word and students select the correct word from options. They provide context but can be difficult to construct and allow cheating.
3. Multiple choice paraphrase tests underline a word in a sentence and students choose its closest meaning from options. They are easier to score but hard to find good synonyms.
4. Simple completion tests require students to write missing words that appear in example sentences. They reflect teaching approaches but fewer words can be tested
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The slides are to give a historical and theoretical account of the approaches to English language testing.
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The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
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Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
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English for Specific Purposes by Tony Dudley Evans
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Needs analysis
This document discusses needs analysis for curriculum development. It defines needs analysis as collecting information about learners' needs to design educational programs. Needs can include present, potential, and unrecognized needs from different stakeholders' perspectives. The purposes of needs analysis vary but typically aim to understand learner language skills and gaps. Users of needs analysis include curriculum developers, teachers, learners, and others. The target population provides information and may include learners, employers, policymakers, and more. Proper identification of user needs and target populations is important for effective needs analysis.
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A Power Point presentation about the Do's and Don'ts, as well as the guidelines and elements required and studied for several authors to achieve and conduct an appropriate Needs Analysis, especially in English for Specific Purposes (ESP).
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Esp
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MetadataTheory: Learning Design & Theories (2nd of 10)
This document discusses key aspects of learning design and theories of learning. It covers:
1. An introduction to learning design, copyrights, motivation theories, instructional design, and economics of learning design.
2. Why learning objects are created, which is to fill educational needs when existing learning objects are unsuitable. Common barriers to creating learning objects include lack of technical skills, pedagogical issues, copyright problems, workload, and determining appropriate scope.
3. For learning objects to be effective, they must be relevant, usable, culturally appropriate, supported by infrastructure, accessible through multiple means, and appropriately sized relative to delivery method and learner access. Design considerations like motivation theories, aligning activities to outcomes
Esp course
The document outlines an ESP course for banking staff that was designed based on a needs analysis. A questionnaire was distributed to 9 banking employees and an interview was conducted with a bank manager. The needs analysis found that staff needed to improve their speaking and writing skills for tasks like answering phones, giving presentations, and writing letters and emails. Accordingly, the proposed 7-week ESP course focuses on these skills, with the first 4 weeks on speaking and the remaining 5 weeks on writing. The course plan and design details how each week's learning outcomes and tasks will address the identified language needs.
Group presentation on ESP
The document provides an overview of English for Specific Purposes (ESP). It defines ESP as focusing on preparing learners for chosen communicative environments. ESP is divided into English for Academic Purposes and English for Occupational Purposes. The emergence of ESP resulted from increased use of English in science, technology and business after World War 2. Practices in ESP include conducting needs assessments, setting goals and objectives, gathering relevant materials, and evaluating courses.
Gestalt Psychology By R.Khalili
Gestalt psychology emphasizes that the whole of anything is greater than the sum of its parts. It was introduced in contrast to structuralism, which claimed complex perceptions could be understood by breaking them into smaller parts. According to Gestalt theory, the nervous system tends to group objects that are nearby, similar, form smooth lines or shapes we can recognize. Some key Gestalt laws of organization include figure/ground, closure, proximity, continuity, and similarity. Wolfgang Kohler studied insight learning in apes through experiments involving using boxes and sticks to solve problems. Gestalt psychology views learning in a holistic way rather than through reinforcement, focusing on creative thought and coordination of thinking to create new organizations.
Esp-LET Review
English for Specific Purposes (ESP) refers to teaching English with a specific focus on the language needs of particular careers or fields of study. ESP aims to teach the genres, vocabulary, grammar, and skills relevant to the learner's goals. It began in the 1960s and has undergone several phases, from analyzing specialized registers to taking a more learner-centered approach. ESP courses are typically for intermediate or advanced learners studying fields like science, business, or social studies. The content and methods are based on analyzing the learner's needs and the discourse of their target profession or discipline.
Needs Analysis Questionnaire (ESP)
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. The study found that lockdowns led to short-term reductions in nitrogen dioxide and fine particulate matter concentrations globally. However, the decreases in air pollution were temporary and levels rose back to normal once lockdown restrictions were lifted and activity resumed.
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Needs Analysis and Evaluation In English Specific Purposes
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MetadataTheory: Learning Design & Theories (2nd of 10)
MetadataTheory: Learning Design & Theories (2nd of 10)
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Need analysis
The document discusses need analysis for English for Specific Purposes (ESP) courses. It defines the differences between ESP and general English, noting that ESP has specific, definable needs based on the target situation. The document outlines Munby's Communicative Needs Processor (CNP) model from 1978 as an influential early work on need analysis procedures. It distinguishes between target needs such as necessities, lacks, and wants, and emphasizes the importance of gathering information on target needs through methods like questionnaires, interviews, and data collection. Finally, it proposes frameworks for analyzing both target situation needs and learning needs to fully understand what language is needed and how learners learn.
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The document discusses needs analysis for language course design. It provides frameworks for analyzing the target situation and learning needs. Target situation analysis examines why, how, what, who, where, and when English will be used. Learning needs analysis considers why learners are taking the course, how they learn, available resources, the learners' characteristics, and course logistics. Proper needs analysis through appropriate data collection methods is presented as the foundation for developing an effective ESP curriculum.
Need analysis (English Specific Purpose)
This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
Needanalysisesp 140124015252-phpapp02
1. The document discusses needs analysis for an ESP (English for Specific Purposes) course. It focuses on analyzing target needs, or what language skills learners will need in their field, and learning needs, or how learners learn best.
2. Target needs are analyzed by observing the situations learners will use English and determining which language skills they currently lack. Learning needs consider why learners are taking the course, how they learn, available resources, their backgrounds, and course details.
3. Both target and learning needs are important to consider for ESP course design. A needs analysis should not be a one-time event but an ongoing process to ensure the course meets learners' needs.
Esp by rida irfan
- ESP refers to English for Specific Purposes, which teaches English based on the specific needs of learners for their field or occupation.
- ESP is defined by its absolute characteristics of meeting learners' specific needs and using the methodology and language of their discipline. Its variable characteristics include being related to specific fields and designed for intermediate to advanced learners.
- ESP emerged in the late 1960s due to more learners needing English for technology and commerce. It focuses on training rather than general education.
Need Analysis in English for Specific Purposes (.pptx
This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.
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This document discusses 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.
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Esp
1. The document discusses trends in English for Specific Purposes (ESP), including needs analysis and different models of needs analysis.
2. It describes the evolution of ESP through phases that focused on register analysis, discourse analysis, target situation analysis, and skills and strategies.
3. Needs analysis aims to identify performance requirements and gaps between required and existing performance. It involves questions about who, what, when, where, why, and how the analysis is conducted.
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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.
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The document discusses the benefits of English for Specific Purposes (ESP) and the importance of needs analysis. It outlines 3 main benefits of ESP: 1) faster learning speed, 2) more efficient learning by focusing on specific needs, and 3) trainees are effectively prepared for their jobs upon completion. A key part of ESP is conducting a thorough needs analysis to determine what language items and skills trainees require. The document then provides details on how to analyze target needs, learning needs, and the various methods used to gather information about needs.
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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.
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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.
Ell.meeting.5.14.12
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
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This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
Each questions need to be answered separately. 1. Success for
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1. Success for ESL students, practical tips to help second language learners. Explain this strategies to consider as teacher try to meet the educational and social needs of your ESL learners: Assess needs; Empathize; Foster a sense of belonging; Assign a buddy; Read and reread books aloud; Teach key words; Value bilingualism. Why is it important to use this strategies?
2. Define diagnosis and reading?
3. Principles of diagnosis in reading? Brief explanation of:
-Early diagnosis is essential;
-The diagnostician avoids labeling students;
-The diagnostician looks for a number of causes of reading difficulty rather than just one;
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4. How do children learn about language and literacy?
...
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Needs Analysis by R. Khalili
- 1. NEEDS ANALYSIS English for Specific Purposes Tom Hutchinson & Alan Waters By: R. Khalili
- 2. WHY DO LEARNERS NEED TO LEARN ENGLISH? All courses are based on a perceived need of some sort. WHAT IS THE DIFFERENCE BETWEEN ESP AND GE? “In theory nothing, in practice a great deal”.
- 3. GENERAL ENGLISH (GE) • GE learner’s needs are not specifiable. • This is the weakest of all arguments • It is always possible to specify needs •There is always an identifiable need of some sort.
- 4. What Distinguishes ESP from GE? It is not the existence of a need but rather an awareness of the need. It is not so much the nature of the need which distinguishes the ESP from the General course but rather the awareness of a need, i.e. the awareness of a target situation, the need to communicate in English. Thus, any course should be based on an analysis of the learner needs.
- 5. ANALYSIS FOR ESP AND GE: WHAT DO WE MEAN BY “NEEDS”? According to the language-centered approach: it is “the ability to comprehend and/or produce the linguistic features of the target situation.” Target needs: what the students need to do in the target situation Learning needs: what the students need to do in order to learn.
- 6. Target Needs a) Necessities: according to the demands of the target situation, this is what the learner has to know in order to function effectively in that situation. Business letter/the linguistic features, dis coursal,funti onal, structu ral, lexical communicate effectively at sales conferences/ Getting information from sales catalogues.
- 7. b) Lacks: according to what the learner already knows, we decide what necessities are missing. There is a gap between the existing proficiency and the target proficiency. c) Wants: according to what we have considered from an objective POV, we have to say that „a need does not exist independent of a person.
- 9. Gathering Information About Target Needs Different ways in which information can be gathered about needs: • Questionnaires • Interviews • Observation • Data collection • Informal consultations Important: The choice will depend on the time and resources available, and needs analysis is not a once-for-all activity. It should be a continuing process.
- 10. A Target Situation Analysis Framework 1.Why is the language needed? 2. How will the language be used? 3. What will the content areas be? 4. Who will the learner use the language with? 5. Where will the language be used? 6. When will the language be used?
- 11. LEARNING NEEDS What we have not considered yet is the route. How are we going to get from our starting point to the destination? The whole ESP process is concerned not with knowing or doing, but with learning. We need to take into account the destination or needs of a learning situation: A task that is enjoyable, fulfilling, manageable, generative, etc. A project in class can be guided in terms of its general orientation by the target situation, but its specific content is a response to learning needs.
- 12. For example, in a target situation students may need to read long, dull, complex texts, but their motivation may be high because: 1. They like the subject in general 2. Job/Promotion prospects may be involved 3. They will carry out interesting experiments or practical work (based on the text) 4. They like and/or respect the teacher/boss.
- 13. ANALYSING LEARNING NEEDS A framework for analysing learning needs: Why are the learners taking the course? How do the learners learn? What resources are available? Who are the learners? Where will the ESP course take place? When will the ESP course take place?
- 14. Thank You For All Your Attention