This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
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 PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
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.
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.
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.
This document discusses materials design for English for Specific Purposes (ESP). It presents two models for materials design: a predictive model that provides a framework for creativity, and an evaluative model that acts as feedback. A case study example is also provided on how to use the models in a 10-stage process, beginning with defining objectives and ending with revising materials based on classroom use. Key aspects of materials design addressed include input, content focus, language focus, and tasks.
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.
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.
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.
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 PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
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.
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.
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.
This document discusses materials design for English for Specific Purposes (ESP). It presents two models for materials design: a predictive model that provides a framework for creativity, and an evaluative model that acts as feedback. A case study example is also provided on how to use the models in a 10-stage process, beginning with defining objectives and ending with revising materials based on classroom use. Key aspects of materials design addressed include input, content focus, language focus, and tasks.
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.
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.
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.
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 emerged in the 1960s as a prominent area of EFL teaching. It is an approach to teaching English that focuses on the specific needs of learners in their fields of study or occupations. ESP courses are designed based on a needs analysis to identify the language skills and topics required. They use authentic materials and aim to develop self-directed learning. The teacher's role is to organize the course, set goals and objectives, prepare appropriate materials, and evaluate students. ESP differs from general English courses in its focus on the specific language needs of professional learners.
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.
Developments in English for Specific Purposes - Chapter 1 & 2Mar Iam
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.
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
Stages of ESP Course Design Identifying and Conducting Steps of Needs AssessmentMarlin Dwinastiti
The document discusses different approaches to designing ESP (English for Specific Purposes) courses:
- Language-centred course design draws a direct connection between an analysis of a target situation and course content.
- Skill-centred course design is based on the skills and strategies underlying any language behavior that learners use.
- A learning-centred approach considers the learner's needs and situation at every stage of course design and implementation.
It also outlines steps for conducting a needs assessment, including defining objectives, selecting an audience, collecting and analyzing data, and following up. Common data collection methods include surveys, interviews, focus groups, and working groups.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
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.
1. English for Specific Purposes (ESP) focuses on preparing learners for specific communication environments by identifying their needs and designing courses accordingly.
2. ESP aims to teach language skills and vocabulary relevant to learners' fields to allow them to communicate effectively in their target situations. Needs analysis and consideration of learners' necessities, lacks, and wants are important to course design.
3. Approaches to ESP course design include language-centered, skills-centered, and learning-centered. Syllabus design should follow a needs analysis and consider content, skills, and methodology. Issues like time, teacher skills, and support are important for effective ESP curriculum development.
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.
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
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 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.
A functional syllabus organizes language teaching content around communicative functions like inviting, requesting, agreeing, and apologizing. It focuses on the communicative purposes of language rather than just grammar. Functions are sequenced based on ideas like chronology, frequency, or usefulness. While a functional syllabus can increase language usefulness, its isolation of functions may limit interactional ability if not synthesized into discourse. It also lacks clear criteria for selecting functions and risks an atomistic or phrase-book approach.
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
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.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
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.
The document discusses different types of syllabuses used in English language teaching. It defines a syllabus as a specification or plan for what will be taught and learned. Various syllabus types are then described, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. Each syllabus type focuses on different aspects such as meaning, culture, skills, grammar structures, tasks, learner involvement, flexibility, or vocabulary.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Аннотация
В данной перзентации будут рассмотрены основные элементы, которыми должен обладать каждый курс по преподаванию английского языка. Также будут выделены элементы, которые меняются в зависимости от профессии и кратко рассмотрены основные теории преподавания английского языка для специальных целей британских и американских ученых. В статье даны практические советы, как успешно представить продукт на английском языке.
Annotation
In this research we want to look through the general elements of ESP courses. Also our aim is to highlight the main differences between ESP courses for scientists, businessmen, and teachers. It is also important to mention the theories of ESP teaching methodology of American and British ESP researchers. In this article you also can find practical advices how to be successful at the presentation of your product on English language.
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 emerged in the 1960s as a prominent area of EFL teaching. It is an approach to teaching English that focuses on the specific needs of learners in their fields of study or occupations. ESP courses are designed based on a needs analysis to identify the language skills and topics required. They use authentic materials and aim to develop self-directed learning. The teacher's role is to organize the course, set goals and objectives, prepare appropriate materials, and evaluate students. ESP differs from general English courses in its focus on the specific language needs of professional learners.
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.
Developments in English for Specific Purposes - Chapter 1 & 2Mar Iam
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.
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
Stages of ESP Course Design Identifying and Conducting Steps of Needs AssessmentMarlin Dwinastiti
The document discusses different approaches to designing ESP (English for Specific Purposes) courses:
- Language-centred course design draws a direct connection between an analysis of a target situation and course content.
- Skill-centred course design is based on the skills and strategies underlying any language behavior that learners use.
- A learning-centred approach considers the learner's needs and situation at every stage of course design and implementation.
It also outlines steps for conducting a needs assessment, including defining objectives, selecting an audience, collecting and analyzing data, and following up. Common data collection methods include surveys, interviews, focus groups, and working groups.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
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.
1. English for Specific Purposes (ESP) focuses on preparing learners for specific communication environments by identifying their needs and designing courses accordingly.
2. ESP aims to teach language skills and vocabulary relevant to learners' fields to allow them to communicate effectively in their target situations. Needs analysis and consideration of learners' necessities, lacks, and wants are important to course design.
3. Approaches to ESP course design include language-centered, skills-centered, and learning-centered. Syllabus design should follow a needs analysis and consider content, skills, and methodology. Issues like time, teacher skills, and support are important for effective ESP curriculum development.
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.
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
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 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.
A functional syllabus organizes language teaching content around communicative functions like inviting, requesting, agreeing, and apologizing. It focuses on the communicative purposes of language rather than just grammar. Functions are sequenced based on ideas like chronology, frequency, or usefulness. While a functional syllabus can increase language usefulness, its isolation of functions may limit interactional ability if not synthesized into discourse. It also lacks clear criteria for selecting functions and risks an atomistic or phrase-book approach.
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
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.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
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.
The document discusses different types of syllabuses used in English language teaching. It defines a syllabus as a specification or plan for what will be taught and learned. Various syllabus types are then described, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. Each syllabus type focuses on different aspects such as meaning, culture, skills, grammar structures, tasks, learner involvement, flexibility, or vocabulary.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Аннотация
В данной перзентации будут рассмотрены основные элементы, которыми должен обладать каждый курс по преподаванию английского языка. Также будут выделены элементы, которые меняются в зависимости от профессии и кратко рассмотрены основные теории преподавания английского языка для специальных целей британских и американских ученых. В статье даны практические советы, как успешно представить продукт на английском языке.
Annotation
In this research we want to look through the general elements of ESP courses. Also our aim is to highlight the main differences between ESP courses for scientists, businessmen, and teachers. It is also important to mention the theories of ESP teaching methodology of American and British ESP researchers. In this article you also can find practical advices how to be successful at the presentation of your product on English language.
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.
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.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document discusses English for Specific Purposes (ESP) teaching materials. It explains that ESP emerged because general English was not always helpful in real-life job situations. ESP focuses on the specific language needs of students' fields and aims to prepare them for professional communication. The document evaluates factors to consider when selecting or creating ESP materials, such as tailoring materials to students' needs and levels. It also discusses advantages of electronic materials, such as flexibility, and the importance of evaluating and improving materials based on student and teacher feedback.
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
ESP teaching began to emerge because general English was not always helpful in real-life professional situations. ESP focuses on the specific language needs of students' fields by tailoring materials to their professions and tailoring skills, structures, functions and vocabulary to what students will need for working environments. When selecting materials, teachers should consider students' needs, interests, and proficiency levels as well as the flexibility to adapt materials for different groups. Tailor-made electronic materials allow for greater independence, choice, and flexibility in learning while published materials provide established structure. Evaluation of materials helps improve their quality and suitability for target learners.
ESP teaching began to emerge because general English was not always helpful in real-life professional situations. ESP focuses on the specific language needs of students' fields by tailoring materials to their professions and tailoring skills, structures, functions and vocabulary to what students will need for working environments. When selecting materials, teachers should consider students' needs, interests, and proficiency levels as well as the flexibility to adapt materials for different groups. Tailor-made electronic materials allow for greater independence, choice, flexibility and the inclusion of up-to-date resources compared to published materials. Materials evaluation involves assessing suitability before, during and after use to improve quality and fit with learners' needs.
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach focused on meeting the specific language needs of learners for their disciplines or occupations. ESP has absolute characteristics like being designed for specific skills and not following one methodology. It also has variable characteristics like the type focusing on academics, occupations, or fields like science or medicine. The document outlines features of ESP courses like using authentic materials and being oriented to the purpose and needs of learners. It discusses concepts like the research base, language and text analysis, identifying learners' needs, and using a learner-centered methodology. In conclusion, it provides information about the author and course team.
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
The document discusses approaches to teaching English for Specific Purposes (ESP) based on a case study of developing a course for teaching English to administrative assistants. It stresses the importance of needs analysis, using authentic materials from learners' fields, and designing ESP courses based on the real communication needs of homogeneous learner groups. The case study involved observing administrative assistants at work, analyzing their language uses, and creating an ESP course focused on the topics, skills and language functions most important for their jobs.
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.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.
Is there any instructional method to teach content through English as a foreign language?
Different Approaches to an Instructional Model
Manuel F. Lara Garrido - lara25@bepnetwork.com
Good Notes about esp Essppps scratch-11.pptxStudyGuide4
The 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 analyzing the exact language needs of a profession and conducting learner needs assessments. Course design in ESP considers how specific courses should be and whether to integrate language skills. ESP involves analyzing learner, teacher, and community variables to design effective courses through needs analysis and focusing instruction on relevant vocabulary, grammar, and discourse.
Leslla 2011 adults as multilingual individuals final 9.27.11Patsy Vinogradov
This document summarizes key points from a presentation on working with adult learners who are bilingual or multilingual. It discusses research showing benefits of using students' native languages in instruction. While use of native language has been found to support learning, more research is still needed, especially for specific populations and contexts. The document also outlines strategies supported by evidence for connecting instruction to students' lives and promoting learner interaction.
Similar to The English for Specific Purposes Teacher (20)
The document summarizes several language teaching methods throughout history:
- The Classical and Grammar Translation methods focused on memorization, translation, and written exercises with little speaking practice in the target language.
- The Direct Method and Berlitz Method emphasized using only the target language, with a focus on everyday vocabulary, questions/answers, inductive grammar teaching, and speech/listening skills.
- Later methods like the Audiolingual Method, Community Language Learning, and Total Physical Response incorporated elements like repetitive drills, role plays, physical responses, and group learning to improve pronunciation and reduce reliance on the native language.
- Other approaches included Suggestopedia's relaxation techniques, The Silent Way's
This document summarizes several historical approaches to language teaching:
- The Grammar-Translation Approach focused on grammar rules and translating texts but used little of the target language.
- The Direct Method used only the target language and taught grammar inductively through examples.
- The Reform Movement emphasized teaching the spoken language first using phonetic principles.
More recent approaches include the Cognitive Approach treating language learning as rule-based thinking, the Affective-Humanistic Approach focusing on self-realization and relationships, the Comprehension Approach prioritizing meaningful input comprehension, and the Communicative Approach emphasizing practical target language communication.
This presentation regarding direct and reported speech contains diagnostic activities to be checked after the discussion, actual discussion, and games.
Tackles about the transformation of statements into wh-questions. 15 Diagnostic activities, 5 item practices, and game for application (jeopardy game) are already included; taught in grade 7 students
This updated version of information about essay deals with the difference between ESSAY and ESSAY Writing. It also contains the 4 kinds of introduction and examples by yours truly. Hope this helps.
The presentation deals with the transformation of do, does, and did if only one action verb is present.
For DOES:
1. Add DOES
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FOR DO:
1. Write DO
2. Write a question mark
FOR DID
1. Write DID
2. Change the past tense form into the present one
3. Have a question mark
This has the concepts of Yes/ No questions in the very basic form. It contains diagnostic activities that you can have as a beginning of the discussion and some exercises that the students can answer. I used this one in Grade 7 and it is guaranteed that the mastery is evident for the patterns and clues are already provided.
Note: Diagnostic activities should be checked during or after the each rule or discussion.
This presentation deals with the active and passive voice, their differences and features, as well as changing active form to the passive one. Activities are included and can be used as a practice.
This document appears to be a grammar quiz or activity sheet containing multiple choice, fill-in-the-blank, and short answer questions about subject-verb agreement. The document tests agreement rules for singular and plural subjects, verbs with compound subjects, and verbs with collective nouns. It contains over 20 questions across 4 sections - A, B, C, and D - assessing different grammar concepts related to subject-verb agreement. At the end, there is a short answer question asking the student's opinion of the activity.
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
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تتميز هذهِ الملزمة بعِدة مُميزات :
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
2. Creation of ESP
(Kennedy and Bolitho, 1984:1)
◦The introduction of governmental mass education
programs with English as the first, and sometimes
only, foreign language;
◦English as a common medium of communication
(business and occupational mobility)
◦Scientific and technical literature
3. English for Specific Purposes
◦Teaching and learning of English as a
second or foreign language where the
goal of the learners is to use English in
a particular domain
4. What ESP is NOT:
(Hutchinson and Waters, 1987)
◦Not a matter of teaching specialized varieties of
English
◦Not just a matter of Science words and grammar for
Scientists, Hotel words, and grammar for Hotel staff
and so on
◦Not different in kind from any other form of
language teaching
5.
6. The Birth of ESP
(Hutchinson and Waters)
1. Technology and commerce – progression generated a
demand for an international language (economic power of
US)
2. New mass of people wanting to learn English
3. Oil Crises of the early 1970s involved a massive flow of
funds and western expertise into the rich-oil countries.
4. Need to update their knowledge
Note: ESP came into being based on LEARNERS’ SPECIFIC
NEEDS required by their professions and occupations.
7. A Learning- Centered Approach
◦Emphasis of ESP is laid not on
language use but on language
learning
8. Demands of Teaching ESP
◦ Teachers may find themselves dealing with content in an occupation
or subject of study that they themselves have no little or no prior
knowledge of. (Basturkmen, 2010)
◦ MA TESOL programs
◦ The state of ESP teacher education in the US had no ESP track MA
TESOL programs (Master, 1997a)
◦ Three UK universities offered MA programs specializing ESP
(Howard, 1997)
◦ The City University of Hongkong offers an ESP track MA and a
number of other universities around the world offer MA courses as
part of their MA TESOL programs
9. Demands of Teaching ESP
◦TESOL training has been very largely concerned with general ELT.
◦ELT and ESP – developing students’ communicative competence
◦Language pedagogy – concerned with the ability to use language
in communicative situations (Ellis, 1996)
◦Many ELT courses are based on the principle that language course
content should be related to the purposes for which students are
expected to use language after all.
10. External and Internal Goals
(Cook, 2002)
◦External goals – uses of language
outside the classroom
◦Internal goals – relate to the
educational aims of the classroom
11. ◦ELT – goals are generally linguistic
◦ESP – real world objectives
Note:
Find out what the language-based objectives of the
students are in the target occupation or academic
discipline and ensure that the content of ESP course
works towards them (Basturkmen, 2010)
12. ESP
◦ When, where, and why learners need the language
◦ “situated language use (Basturkmen, 2010)
◦ Deals with domains of knowledge which the average educated native
speaker could not reasonably be expected to be familiar with (Tudor, 1997)
“We need ESP teachers who know how to design courses
in a conceptual area that one has not mastered and
develop the ability to analyze and describe specific texts
.”(Basturkmen, 2010)
13. Issues in ESP Teaching
Who are ESP teachers?
*They are teachers at vocational schools, colleges, and
universities, as well as any other teachers who deal with their
students’ professional development.
What do they teach?
*ESP teachers teach academic skills to future (or real)
professionals.
15. Questions about the accountability of
ESP: (Master, 2005)
◦ Do ESP/ EST programs work?
◦ Are they more effective than previous programs aimed at
general language proficiency?
◦ If so, in what ways are they more effective?
◦ Can the expense be justified?
◦ Are there any unintended or unforeseen outcomes resulting
from the use of any given ESP program?
16. ◦Kasper (1997) conducted an experimental study to
investigate the effects of academic courses linking the
content of intermediate level English as a Second
Language (ESL) courses to mainstream courses such as
psychology in a US college setting.
◦Result: Content – based instruction impacted positively
on students’ academic progress and success.
(Basturkmen, 2010) p.7
17. Why ESP should be more effective than
general English:
◦Caters the needs and interests of
students
◦Engenders high level of motivation
18. ESP Teaching Methodology
◦ Does ESP have a distinctive methodology? (Helen Basturkmen, 2006)
◦ Borrowing ideas between ELT and ESP (Robinson, 1991)
Two characteristics of ESP methodology (Robinson)
1. Base on students’ specialism
2. Has an authentic purpose derived from students’ needs
Note: What characterizes ESP methodology is the use of tasks
and activities reflecting the student’s specialist areas. (Dudley –
Evans and St. John)
20. 6 approaches (EAP Literature) (Watson
Todd, 2003)
1.Inductive learning
2.Process syllabuses
3.Learner autonomy
4.Use of authentic materials and tasks
5.Integration of teaching and technology
6.Team teaching**
21. Input – based Strategies
◦Rest on the idea that learning occurs
primarily through exposure to language
input in the form of written or spoken
texts and language descriptions
◦Sine qua non of learning
22. Input – based Strategies
2 distinct sub – categories:
1. Sufficient for learning
2. Needs to be followed by student
output for the learning to occur
*learning evidence
24. Acquisition (Tomlinson, 1998)
◦Results from the gradual and dynamic
process of internal generalization rather
than from instant adjustments to the
learner’s internal grammar
◦Re – exposing the learners to language
items in multiple samples over time
25. Input to Output
◦Students are provided with input as the basis for
production (output)
“A common failing in teaching is to expect high
level production without giving sufficient input.”
(Scott & Scott, 1984).
27. Input to Output
◦ “Proponents of genre approaches are not often explicit about
their theory of learning. However, the use of model texts and
the idea of analysis suggest that learning is partly a question
of imitation and partly a matter of understanding and
consciously applying of the rules.” (Badger and White, 2000)
◦ “Good apprentice models offer realistic, attainable models of
academic writing.” (L. Flowerdew, 2000)
28. Output – based Strategies
◦Starts when students make effort to communicate in
the target language (Basturkmen, 2006)
Two sub – strategies
1.Use of language is sufficient for learning
2.Production or output is followed by some form of
input that learning occurs
29. Output – based Strategies
◦In being pushed to produce, language
learners notice “holes” in their
linguistic repertoire and this stimulates
learning to fill the holes. (Swain, 1985,
1998)
30. Roles of Output in Advancing Levels of Grammatical
Language Accuracy (Ellis, 1990)
To develop the necessary grammatical
resources
To try out their hypotheses about language
To pay attention to the means of expression
(Basturkmen, 2006)
31. ◦“A task is understood to be AN ACTIVITY THAT INVOLVES
THE USE OF LANGUAGE AND THE FOCUS IS ON THE
OUTCOME OF THE ACTIVITY rather than on the language
used to achieve the outcome.” (Willis, 1990)
◦Tasks create condition for acquisition.
◦TASK – BASED TEACHING has featured strongly in ESP in
recent years and is often used in combination with DEEP –
END STRATEGY (study activities, projects, presentations, role
plays, and simulations.
32. E- Commerce Web Page Project
◦The class examined the internet sites.
◦Students discussed web page design techniques in class.
◦Task: To advertise a local business with a 3 – page linked
Web site.
◦Out – of – class pairs of students met with a local
business owner to find out the goods/ services the
business owner would like advertised on the web.
◦The pairs prepared the Website advertisement.
33. Output to Input
• Performing
a task
Output
• Notice how
own output
differs from
native one
Feedbac • Optional
• Discover the
holes in one’s
interlanguage
Task re -
performance
36. ESP Teaching Objectives (Stern, 1989, 1992)
2. Knowledge objectives
•Acquisition of linguistic and cultural
information
37. ESP Teaching Objectives (Stern, 1989, 1992)
3. Linguistic knowledge objectives
•Language analysis
•Awareness of the systematic aspects of
language
38. ESP Teaching Objectives (Stern, 1989, 1992)
4. Cultural knowledge objectives
•Recognize culturally significant facts
•Norms of society
•Values
•Orientations
39. ESP Teaching Objectives (Stern, 1989, 1992)
5. Affective objectives
•Development of positive feelings toward
the subject of study
•Attitudes
•Socio – cultural competence
•Language learning
40. ESP Teaching Objectives (Stern, 1989, 1992)
6. Transfer objectives
•Development of positive feelings toward the subject
of study
•Attitudes
•Socio – cultural competence
•Language learning
42. ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
I. Revealing subject – specific language use
How English is used in the target environment
Imparting knowledge to students revealed by linguistic
research in the field
Teachers need to simplify example texts so that the structures
used in specific writing can be more transparent to learners
(Bhatia, 2006)
45. ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
III. Teaching Underlying Knowledge
ESP Teaching
(Hutchinson and Waters, 1985)
Developing students’
knowledge of
disciplinary concepts
and language skills
(Basturkmen, 2006)
Having the classroom as
the learners’ appropriate
place to learn
(Hutchinson and Waters,
1985)
Providing background
knowledge , termed
underlying competency
(Hutchinson and
Waters, 1985)
46. ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
IV. Developing Strategic Competence
Strategic competence – a mediator between the external
situational context and the internal language and background
knowledge that is needed to respond to the communicative
situation (Douglas)
Application of language in context
ESP learners bring to language learning knowledge of their
own specialist field and communication in it. (Evans and St.
John, 1998)
47. ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
IV. Developing Strategic Competence
Team teaching (Johns & Dudley – Evans, 1985)
The students have immediate assistance with any difficulties
as they arise.
Subject specialists find out how effectively they communicate
to the students
The EAP teacher gains familiarity with the conceptual matter
of the subject and how language is used to represent it.
The EAP teacher understands where linguistic difficulties arise
in relation to conceptual matter.
48. ESP Teaching “broad” Objectives
(Helen Basturkmen, 2006)
V. Fostering Critical Awareness
Teaching should promote the communicative norms of the
target environment and lead the students to accept these
norms uncritically.
ESP as pragmatic venture that helps students become more
familiar with established communicative practices
51. 1. As a Teacher
◦ Is not the primary knower of the carrier content of the
material
◦ Has the opportunity to draw students’ knowledge of the
content in order to generate communication in the
classroom
◦ Need to have considerable flexibility, be willing to listen to
learners, take interest in the disciplines or professional
activities the students are involved in, and to take some risks
in their teaching
52. 2. As Course Designer and Material Provider
◦Selects published material, adapting
material if it is not suitable, or writing it.
◦Assesses the effectiveness of the teaching
material used whether it is published or
self – produced.
53. Levels of Attainment Language Descriptions
1. Survival Level For basic purposes in extremely negative way
2. Way stage level Limited range of topics
3. Threshold level Most every day situations and topics at simple
level
4. Adequacy level For range of situations and topics and can show
awareness of appropriate style and variety
5. Proficiency level Can respond flexibly to complex ideas and
expressions
6. Mastery level No problem in language use
7. Ambi – lingual level Use of language is indistinguishable
54. 3. As Researcher
◦Carries out the needs analysis,
designing a course, or writing
teaching materials need
55. 4. As Collaborator
◦Integrates academic context and work
situation
◦Connects specialist studies and language
◦Coordinates with the subject expert
56. 5. As Evaluator
◦Assesses whether students have the
necessary language and skills to
undertake a particular academic course
or career
◦Assesses the level of their achievement
58. Technology in ESP Class
◦Helping with traditional types of language learning
◦Creating new forms of communicating
◦Creating contexts for communicating with oral,
literate, and visual modes of discourse
◦Synchronous and asynchronous
◦Having sites for varied and authentic materials and for
publishing and sharing work
60. “ESP teachers are not specialists in
the field, but in teaching English.
Their subject is English for the
profession but not the profession
in English.”
(Bojovic, 2006)
61. 4 Basic Elements of Teaching Training Courses
1.Selection
2.Continuing personal education
3.General professional training as an educator
and teacher
4.Special training as a teacher of a foreign or
second language
62. Components needed by the ESP Teacher
1. Skills component – skills needed by the
teacher
Command of the language the teacher is
teaching
Teaching techniques and classroom activities
The management of learning
63. Activities in Practical Training
1. observation of specially – devised demonstrations of specific
techniques and of complete lessons
2. Observation of actual class
3. Practice in the preparation of lesson plans
4. micro – teaching
5. Peer group teaching
6. Being a teacher’s assistant in real class
7. Teaching real classes under supervision
8. Discussion of the trainee’s teaching
9. Post – training
64. Components needed by the ESP Teacher
2. Information component
Education
Syllabus and materials
Language
65. Components needed by the ESP Teacher
3. Theory Component
Linguistics
Psychology
Psycholinguistics
Sociolinguistics
Social theory
67. ESP Teacher’s Collaboration
with Content teacher
◦The positions on this score are both very general and
difficult to put into practice (Ana Almagro & Manuel C.
Vallejo Martos, 2002)
◦Team – working reduces the gap between science and
language (Hamsen & Hammen, 1980)
◦Team – working resolves doubt about the content (Huerta,
Ibanez & Kaulen, 1986; Schleppegrell, 1991)
70. Tasks of ESP Teachers
1.Developing Curriculum
◦ Wide angled courses and narrow
angled courses
71. Tasks of ESP Teachers
2. ESP Course Design
(Hutchinson and Waters, 1987)
Designing appropriate courses
Playing a minor part in the life of General English teacher
A substantial and important part of the workload
A matter of asking questioning order to provide a reasoned
basis for the subsequent processes of syllabus design,
material writing, classroom teaching, and evaluation
76. 1.Language Centered Course Design
Forming direct correlations between the language
taught in the classroom and the language of the
subject area as it is used in the real world
It doesn’t really focus on how the students will
actually have to learn the language or how they
might actually go about using it.
77.
78.
79. 2. Skill – centered Course Design
◦ Setting certain goals that the learners need by the end of
the course
◦ Chains of activities that will be designed for the entire class
without thinking at all about the individuals
◦ Focusing on goals and the road that the students will take
to get there, but only as a group and not his individuals
◦ Skills and necessities for reaching major goals
80.
81. 3. Learning – Centered Approach
◦The ability of teachers to take what they have
been doing in their course planning with a
certain grain of salt
◦Be very sensitive in the classroom and really
try to keep tabs on how individuals are
reacting to the plans you have put together
82.
83.
84. Needs Analysis
◦Identify what specific language and skills the
group of learners will need
◦“What” and “how” of the course, curriculum
design, materials selection, methodology,
assessment, evaluation
85.
86.
87. Current Concept of Needs Analysis
(Dudley – Evans and St. John, 1998)
A. Professional information about the learners
B. Personal information about the learners
C. English language information about the learners for assessing (D)
D. The learners’ lacks(A) and (C)
E. Language learning information – effectivity (D)
F. Professional communication information about professional information
Linguistic analysis
Discourse analysis
Genre analysis
G. What is wanted from the course
H. Information about how the course will be run
88. Deficiency analysis
◦Lacks or the gap between what the learner
needs to know to operate in the target
situation and the learner’s present language
proficiency
90. Means analysis
◦Identification of the constraints and
opportunities in the teaching situation
◦Gathering of information on the classroom
culture, learner factors, teacher profiles, and
the status of language teaching in the
organization
92. Assessment (ESP Tests)
1. Language use varies with context
2. Specific purpose of language is precise
3. There is an interaction between specific
purpose language and specific purpose
background knowledge
94. Problems
◦“Course designers and teachers encounter problems
related to the design of the ESP course, the tasks,
assignments, and the teaching methods.” (Belinda Ho, 2011)
◦The university required the course to be taught in the
outcome – based teaching and learning (OBTL) setting.
95. Solving Problems
◦With the view to solving arising from the ESP courses, a
procedural framework was developed by the teacher –
researcher based on concepts in Action Research.
◦Procedure:
-act, plan, observe, revise (Kemmis and McTarggart, 1988)
- systematic, interactive cycles of planning, acting,
observing, and reflection (Bailey, 2001)
98. Challenges (Abdulaziz, et.al, 2012)
1. Pronunciation of certain vocabulary words borrowed from other
languages had always been an issue, according to an ESP
practitioner.
2. The course title did not match the qualification of an ESP
practitioner. He/ She was supposed to take a class of Business
Communication while her qualification at that time was Masters in
English Literature.
3. According to an ESP practitioner, the students needed a course in
EAP but the outlines given catered more to their EOP needs. A finer
distinction had to be explained to the administrators in order to
redevelop a relevant course outline.
99. Challenges (Abdulaziz, et.al, 2012)
4. In the future, students will come up with different objectives and
specialized vocabulary and expressions. More field-specific vocabulary will
emerge. There will be more fields like, English for Development Purposes
(Karn, 1994), English for Teachers (since English is required right from the
nursery level nowadays), English for Internet, English for Mobile Phone
Texting, etc. Due to globalization, there will be an enormous explosion of
vocabulary and a mixture of Englishes will be required by the students
according to their needs. For example, Japanish, Indianish, Chinglish, etc. In
order to overcome situations as these, the ESP practitioners need to be
more dynamic in their approach; keep themselves sentient and updated
about the demands of the world, learn to make use of the internet, listen to
news channels, watch dramas/ movies, etc.
100. Challenges (Abdulaziz, et.al, 2012)
5. More trained teachers are needed and teacher training
institutions are required because the teacher training
programs run by the Government offer a very minute
number of seats and cannot supply sufficient amount of
trained English teaching faculty.
6. Students sometimes do not know how to attempt the
exam questions since they are unfamiliar with the format.
Details can be provided before the exam, in the class, about
the type of questions and evaluation the students are going
to face.
101. Challenges (Abdulaziz, et.al, 2012)
7. Team teaching of subject/ content teacher and language teacher is
a new concept. Therefore, issues might emerge regarding this new
notion of their working in collaboration for course designing/
implementation, etc. Gatehouse (2001) says that “... we could not
teach the restricted repertoire in isolation. What is more, it was highly
unreasonable to assume that the content instructor would take on the
role of ESL instructor.” (Gatehouse, 2001)
8. Some ESP practitioners are not aware of the fact that they are
teaching ESP. such teachers either are not willing to understand their
responsibilities or ignore the idea. New teachers can be hired for
better future results.
102. Challenges (Abdulaziz, et.al, 2012)
9. ESP practitioners should be good researchers
as well. Nowadays, however, the researches
done are focused more towards achieving fame
and not for learning. They are not in-depth
studies. Their quality should be assured.
(Abdulaziz et al. 2012, p. 456)