The Development of ESP
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The document discusses the phases of development of esp. It likely outlines the different stages and progression of how esp develops from its early stages through maturation. In a concise manner, the document examines the key milestones and changes involved in the developmental process of esp.
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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.
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.
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.
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.
English for Specific Purposes
The document discusses English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) The demands of a new post-WWII world where English became important for technology and commerce, 2) Developments in linguistics that showed language varies by context, and 3) A focus on learner needs and motivation in educational psychology. ESP aims to teach English tailored to learners' specific fields or purposes by analyzing language needs and using relevant texts.
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.
Contrastive analysis
Contrastive analysis is the systematic study of two languages to identify their structural differences and similarities. It was originally used to establish language families but was later applied to second language acquisition in the 1960s. The contrastive analysis hypothesis claimed that elements similar between a learner's first and second language would be easier to acquire, while differences would be more difficult. However, empirical evidence showed this could not predict all errors, and some uniform errors occurred regardless of first language. This led to the development of error analysis and the concept of interlanguage, seeing second language acquisition as its own rule-governed linguistic system rather than an imperfect version of the target language.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
Recommended
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.
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.
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.
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.
English for Specific Purposes
The document discusses English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) The demands of a new post-WWII world where English became important for technology and commerce, 2) Developments in linguistics that showed language varies by context, and 3) A focus on learner needs and motivation in educational psychology. ESP aims to teach English tailored to learners' specific fields or purposes by analyzing language needs and using relevant texts.
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.
Contrastive analysis
Contrastive analysis is the systematic study of two languages to identify their structural differences and similarities. It was originally used to establish language families but was later applied to second language acquisition in the 1960s. The contrastive analysis hypothesis claimed that elements similar between a learner's first and second language would be easier to acquire, while differences would be more difficult. However, empirical evidence showed this could not predict all errors, and some uniform errors occurred regardless of first language. This led to the development of error analysis and the concept of interlanguage, seeing second language acquisition as its own rule-governed linguistic system rather than an imperfect version of the target language.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSES
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
HISTORY, GROWTH AND PHASES OF ESP
The document summarizes the history and development of English for Specific Purposes (ESP). It began in the 1960s focusing on teaching technical vocabulary, then expanded to include learning English through subject content. By the 1980s, ESP adopted a needs-based philosophy. It developed to include approaches like Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and Task-Based Language Teaching (TBLT). ESP progressed through five phases: register analysis, rhetorical and discourse analysis, target situation analysis, analysis of study skills and strategies, and analysis of learning needs. The focus shifted from linguistic features to understanding discourse, learner needs and skills.
Esp
This document outlines a project submitted by Muhammad Asif to his professor Sir Hammad. The project involves selecting 50 vocabulary words from a specific area of English for Specific Purposes (ESP) and designing lesson plans to teach those words to students. Muhammad will teach the lesson plans and get feedback from students. The document provides context on the growth of ESP, definitions of ESP, the origins of ESP, key notions about ESP, and characteristics of ESP courses. It discusses the differences between general English and ESP, the need for needs analysis, and includes vocabulary words and lesson plan outlines.
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.
Traditional grammar
Traditional grammar provides a framework for analyzing the structure of language based on Latin concepts. It describes parts of speech like nouns, verbs, adjectives, adverbs, subjects, predicates, objects, clauses, sentences, and conjunctions. While traditional grammar is prescriptive and based on written language rather than contemporary usage, it remains an important basic framework for understanding English grammar.
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.
Difference between EGP and ESP
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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.
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.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
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.
Competency based language teaching
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
Linguistic imperialism
This document discusses the concepts of linguistic imperialism and linguicism. It defines linguistic imperialism as the imposition of one language on speakers of other languages, using English as the primary example. It asserts that linguistic imperialism is a form of cultural imperialism that is propagated through four mechanisms: exploitation, penetration, fragmentation, and marginalization. Linguicism refers to unfair treatment or negative attitudes towards individuals based solely on their use of language, such as discrimination against a person's mother tongue or local dialect. The document contrasts linguicism with other forms of discrimination like sexism and racism.
SOCIAL DIALECT
Definition.types.factors.differences.examples from England and Bangladesh....importance of social class
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.
Selecting and grading product orientated syllabus
This document discusses product-oriented or grammatical syllabuses. It explains that product-oriented syllabuses focus on the knowledge and skills learners should gain through instruction. They are based on grammatical structures and organize language learning around the sequencing of grammatical items from simple to complex. The document also discusses different approaches to selecting and grading grammatical structures in a syllabus and compares analytic and synthetic methods.
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.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
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.
History of applied linguistic
Applied linguistics began in the 1950s with the founding of the University of Edinburgh School of Applied Linguistics in 1956 and the Center of Applied Linguistics in Washington D.C. in 1957. The British Association of Applied Linguistics was formally established in 1967 to promote the study of language use, acquisition, and teaching. Applied linguistics is concerned with the role of language in people's lives and problems associated with language use, drawing from linguistics as well as other fields like education, sociology, and anthropology. It differs from linguistics in that linguistics focuses only on describing language itself, while applied linguistics seeks to address real-world language issues.
Developments in English For Specific Purposes A multidisciplinary Approach ch...
This document discusses parameters for course design, including whether the course should be intensive or extensive, assessed or non-assessed, focused on immediate or delayed needs, and other factors. It provides definitions and considerations for different course design approaches. The document also outlines steps for developing a course outline, including ordering target events and skills, selecting materials, developing a timetable, and planning for assessment and evaluation. The overall aim is to provide guidance for taking an integrated approach to course design based on learner needs and context.
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.
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HISTORY, GROWTH AND PHASES OF ESP
The document summarizes the history and development of English for Specific Purposes (ESP). It began in the 1960s focusing on teaching technical vocabulary, then expanded to include learning English through subject content. By the 1980s, ESP adopted a needs-based philosophy. It developed to include approaches like Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and Task-Based Language Teaching (TBLT). ESP progressed through five phases: register analysis, rhetorical and discourse analysis, target situation analysis, analysis of study skills and strategies, and analysis of learning needs. The focus shifted from linguistic features to understanding discourse, learner needs and skills.
Esp
This document outlines a project submitted by Muhammad Asif to his professor Sir Hammad. The project involves selecting 50 vocabulary words from a specific area of English for Specific Purposes (ESP) and designing lesson plans to teach those words to students. Muhammad will teach the lesson plans and get feedback from students. The document provides context on the growth of ESP, definitions of ESP, the origins of ESP, key notions about ESP, and characteristics of ESP courses. It discusses the differences between general English and ESP, the need for needs analysis, and includes vocabulary words and lesson plan outlines.
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.
Traditional grammar
Traditional grammar provides a framework for analyzing the structure of language based on Latin concepts. It describes parts of speech like nouns, verbs, adjectives, adverbs, subjects, predicates, objects, clauses, sentences, and conjunctions. While traditional grammar is prescriptive and based on written language rather than contemporary usage, it remains an important basic framework for understanding English grammar.
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.
Difference between EGP and ESP
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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.
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.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
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.
Competency based language teaching
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
Linguistic imperialism
This document discusses the concepts of linguistic imperialism and linguicism. It defines linguistic imperialism as the imposition of one language on speakers of other languages, using English as the primary example. It asserts that linguistic imperialism is a form of cultural imperialism that is propagated through four mechanisms: exploitation, penetration, fragmentation, and marginalization. Linguicism refers to unfair treatment or negative attitudes towards individuals based solely on their use of language, such as discrimination against a person's mother tongue or local dialect. The document contrasts linguicism with other forms of discrimination like sexism and racism.
SOCIAL DIALECT
Definition.types.factors.differences.examples from England and Bangladesh....importance of social class
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.
Selecting and grading product orientated syllabus
This document discusses product-oriented or grammatical syllabuses. It explains that product-oriented syllabuses focus on the knowledge and skills learners should gain through instruction. They are based on grammatical structures and organize language learning around the sequencing of grammatical items from simple to complex. The document also discusses different approaches to selecting and grading grammatical structures in a syllabus and compares analytic and synthetic methods.
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.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
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.
History of applied linguistic
Applied linguistics began in the 1950s with the founding of the University of Edinburgh School of Applied Linguistics in 1956 and the Center of Applied Linguistics in Washington D.C. in 1957. The British Association of Applied Linguistics was formally established in 1967 to promote the study of language use, acquisition, and teaching. Applied linguistics is concerned with the role of language in people's lives and problems associated with language use, drawing from linguistics as well as other fields like education, sociology, and anthropology. It differs from linguistics in that linguistics focuses only on describing language itself, while applied linguistics seeks to address real-world language issues.
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Developments in English for Specific Purposes - Chapter 1 & 2
Developments in English for Specific Purposes - Chapter 1 & 2
SLA ,Learning Theories , Second language Aquisition
SLA ,Learning Theories , Second language Aquisition
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Developments in English For Specific Purposes A multidisciplinary Approach ch...
This document discusses parameters for course design, including whether the course should be intensive or extensive, assessed or non-assessed, focused on immediate or delayed needs, and other factors. It provides definitions and considerations for different course design approaches. The document also outlines steps for developing a course outline, including ordering target events and skills, selecting materials, developing a timetable, and planning for assessment and evaluation. The overall aim is to provide guidance for taking an integrated approach to course design based on learner needs and context.
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.
Esp
The document discusses the origins and development of English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) Increased demand for English due to its role in technology and commerce after WWII. 2) A revolution in linguistics that studied how language is used in real communication rather than just grammar rules. 3) New developments in educational psychology that emphasized learner needs and motivation. ESP grew out of these converging trends and went through different phases, starting with register analysis in the 1960s to identify linguistic features of specific fields like science and engineering. While register analysis found little unique grammar, its goal was to make courses more relevant to learner needs by prioritizing language they would encounter in their studies.
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.
Esp presentation
This document provides an overview of English for Specific Purposes (ESP). It defines ESP as using English in a specific setting justified by learners' needs. ESP emerged due to increased demand for English after WWII, developments in linguistics recognizing language varies by context, and educational psychology emphasizing relevance. ESP is centered on language suitable for learners' activities and disciplines. Needs analysis identifies learners' target needs in their field and learning needs. Common needs analysis methods are target situation analysis, learning situation analysis, and present situation analysis. The document also discusses characteristics of ESP, the role of ESP teachers, and examples of ESP domains like EAP.
English for Specific Purposes ESP
Presentation conerning the study of Languages generally not for communication but for specific purposes,
Origin
definition
reasons of its emergence
Esp
English for Specific Purposes (ESP) involves teaching English for a specific goal rather than general purposes. It has undergone changes since the 1970s and continues to evolve. Initially called English for Special Purposes, it later shifted to English for Specific Purposes in the 1980s to emphasize the specific purpose rather than a special language. ESP courses are tailored to meet learners' predetermined needs and goals, such as using English as a tool for their profession or studies. While there is no agreed upon definition, ESP is generally understood to involve teaching English in a way that is needs-based, field-specific, and focused on language relevant to the target situation.
Characteristics of ESP
This document discusses the types, characteristics, and development of English for Specific Purposes (ESP). It identifies three main types of ESP: 1) English as a restricted language for occupations like air traffic controllers, 2) English for Academic and Occupational Purposes which includes branches like English for Science and Technology, and 3) English with specific topics focused on future needs like attending conferences. Characteristics of ESP include being needs-based, content-focused, analyzing appropriate syntax and lexis, and not following a predetermined methodology. The development of ESP involved register analysis, rhetorical analysis, target situation analysis, emphasizing skills and strategies, and adopting a learning-centered approach.
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The scope of classroom research
Research in the classroom can explore several variables including students' individual language development, interactions between teachers and students, language learning strategies used by students, different cognitive styles among students, and the effectiveness of evaluation techniques.
The nature and scope of research
This document discusses the nature and scope of research. It begins by having students define what research is and why it is carried out. Their responses indicate that research critically evaluates problems, aims to increase understanding through structured investigation, and makes findings available publicly. Research is also done to solve problems, verify theories, and gain new insights objectively.
The document then outlines the basic components of research, including observing a phenomenon, asking questions about it, and considering hypotheses to explain it. It compares scientific research, which is organized, structured, methodical and systematic, to everyday life research. Finally, it discusses the differences between types of research like applied, practical, basic/theoretical research and provides examples.
Corrective feedback
Here are the categorized errors:
a) Grammar
b) Grammar
c) Meaning
d) Appropriacy
e) Grammar
f) Pronunciation
g) Appropriacy
h) Meaning
ESP Course Design
This document outlines factors to consider when designing an English language course, including questions about why students need to learn, who will be involved in teaching, where learning will take place, when it will occur, what content will be covered, and how learning will be achieved. It suggests addressing questions about objectives, time, language skills, proficiency levels, topics, learning theory, and methodology. Course design should also consider the syllabus, teaching methods, learner characteristics, and learning environment.
The Development of ESP
The document discusses the phases of development of esp. It likely outlines the different stages and progression of how esp develops over time based on research from Hutchinson & Waters from 1987. The phases are not clearly defined, as only the heading "phases of development" is provided with no further details.
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- 1. Thedevelopment of esp Takenfrom Hutchinson & waters (1987)