ESP Methodology. Course Guide
ESP Methodology. Course Guide
COURSE GUIDE
ESP METHODOLOGY
Hanoi, 2018
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VIETNAM NATIONAL UNIVERSITY
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF
ENGLISH LANGUAGE TEACHER EDUCATION
COURSE GUIDE
ESP METHODOLOGY
1. Lecturers
2. Course information
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- Course title: ESP Methodology
- Course code: ENG3040
- Number of credits: 3
- Course type: Selective
- Prerequisites: An Introduction to English Teaching Methodology (ENG 3047), English
Language Teaching Techniques and Practices (ENG 3065)
- Parallel course: Foreign Language Testing and Assessment (ENG 3045)
- Requirements for students: Face-to-face classroom lectures and practices
- Total credit time: 135 hours
+ Lectures: 25 hours
+ Class exercises and assignment: 10 hours
+ Discussion: 10 hours
+ Self-study: 90 hours
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Design/ Tailor an ESP course and appropriate materials for learners in specific
contexts for certain purposes;
Practice teaching ESP to learners in specific contexts for certain purposes;
Evaluate materials used for any ESP course;
Adapt materials suited to learners in specific contexts for certain purposes;
Have logical thinking, critical thinking and problem-solving skills in a specific
teaching situation;
Have ability to self-study, work and study independently;
Have teamwork skills
When it comes to attitudes learners will be able to:
Be interested in ESP and teaching ESP;
Be more confident in ESP self-efficacy;
Have a positive attitude towards sense of responsibility and professional
perspective;
Be responsible for the development of ESP Teaching in Vietnam;
Identify motivation for future career path.
4. Course description
The course introduces students to the history of ESP teaching and the pedagogical
principles underlying the practice of ESP teaching. Particularly, the course provides them
with specific methods to carry out needs analysis for an ESP course, to develop an ESP
course/syllabus and to adapt materials to suit learners’ learning needs. Additionally, this
course also provides students with updated methods of testing and assessment in ESP
teaching and learning.
Importantly, the course is designed according to the learner-centered approach. Methods
like task-based learning, project-based learning and experiential learning are applied all
along the course to optimize the students’ experience in ESP teaching.
5. Contents
+ Module 1: Definitions, Characteristics and Principles of ESP
+ Module 2: Differences between ESP and GE Programmes; ESP Practitioner and GE
Teacher
+ Module 3: ESP teaching and learning
+ Module 4: Principles of communicative methodology in teaching ESP
+ Module 5: ESP course/ syllabus design
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+ Module 6: Material production, selection, adaptation and evaluation
+ Module 7: ESP and language skills
+ Module 8: Testing and evaluation
6. Materials
6.1. Core book
ESP Methodology - Compiled by ESP division, FELTE
6.2. Supplementary materials
1. Basturkmen, H. (2010) Developing Courses for English for Specific Purposes, Hants:
Palgrave Macmillan.
2. Dudley-Evans, T. and St. John, M. (1998) Developments in English for Specific
Purposes: A Multi-Disciplinary Approach, Cambridge: CUP
3. Harding, K. (2007) English for Specific Purposes, Oxford: OUP.
4. Hutchinson, T. & Water, A. (1987) English for Specific Purposes, Cambridge:
Cambridge University Press.
5. Jordan, R.R (1997) English for Academic Purposes, Cambridge: Cambridge University
Press.
6. Nunan, D. (2004) Task-based Language Teaching, Cambridge: Cambridge University
Press.
7. Course schedule/ Syllabus
7.1. Overall schedule
Learning/teaching modes Total Assessment
Week Content Theory Practice/ Self-
Discussion study
Week 1 Module 1 2 1 6
Week 2 Module 2 2 1 6
Week 3 Module 3 2 1 6
Week 4 Module 4 2 1 6
Week 5 Module 5 2 1 6
Week 6 Module 5 2 1 6
Week 7 Module 6 2 1 6
Week 8 Module 6 2 1 6
Week 9 Module 7 2 1 6
Week 10 Module 7 2 1 6
Week 11 Module 7 2 1 6
Week 12 Module 8 2 1 6
Week 13 Module 8 0 3 6
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Week 14 Presentation 0 3 6 Assignment:
Making a
lesson plan
for an ESP
lesson (90’)
Week 15 Presentation 1 2 6
Total 25 20 90 135
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7.2. Weekly schedules
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Week 2-Module 2: Differences between GE and ESP programmes; ESP Practitioner and GE Teacher
Teaching Time/ Main contents Requirement for Notes
modes place students
Lecture In class Module 2: GE Vs ESP Reading Module 2 and
(2 credits) some other supplementary
Programs materials
Teachers
Learners
Assignment In class
Practice In class Discussion about differences between ESP and GE Group discussion and
(1 credit) programmes, teachers’ and learners’ roles. presentation
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Assignment In class
Practice In class Discussion about the objectives and strategies for ESP Group discussion
(1 credit) teaching and learning and presentation
Implementing the
required stages in the
lesson
Self-study At home As per guidance for week 1
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curriculum, course/syllabus design
Course/ Syllabus design
Factors affecting ESP course design
Assignment In class
Practice In class Discussion about the methods and stages to design an ESP Group discussion and
(1 credit) programme presentation
Implementing the
required stages in the lesson
Self-study At home See guidelines in week 1
Assessment
Self-study At home
Assessment
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Course-book Evaluation
Assignment In class
Practice In class Discussion about strategies to improve writing skills in ESP Group discussion and presentation
(1 credit)
Self-study At home
Assessment
Self-study At home
Lecture In class
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(2 credits)
Assignment In class
Practice In class/ Practising the skill of designing English lesson plan
(1 credit) At home according to learning-centred approach
Assessment
8. Course policies
- Submit assignment on time
- Attend class regularly. Students are not allowed to sit exam if absent more than 20% of the class hours
- Participate in class activities
- Accomplish all assigned reading before class time
9. Assessment
9.1. Assessment forms
Assessment form Percentage Requirements, objectives
01. Reading materials 20% Requirements:
And Q & A
Students study carefully all the requirements and objectives
Accomplish the assigned readings and answer questions sent by teacher
Make any questions about the readings
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Objectives:
Encourage students’ self-study and critical reading
02. Practice: Syllabus 20 % Requirements:
design/ material
Students work individually or in groups (ideally of 3)
adaptation
Syllabus design:
Based on the situation given by the teacher to design a syllabus for an ESP course
Material adaptation:
Choose a text/ activity in an ESP textbook
Adapt the materials to suit a group of learners that the students choose
Objectives:
Help students recall types of syllabus and allow them to choose a suitable syllabus
Students can apply the principles to design a simple syllabus.
Help students strengthen principles of material adaptation
03: design an AfL Requirements:
(assessment for learning) Students work individually or in pairs
lesson plan and micro-
Choose a lesson in an ESP textbook
teach/ present the lesson
Design a AfL lesson plan
plan
Objectives:
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To help students revise and apply ESP teaching principles
(2) Read the assigned reading parts and do note-taking or answer questions sent in advance by the teacher
(3) Prepare a mini-PowerPoint presentation about the reading or to answer the teacher’s questions
(4) Be prepared to present to the class about one of the major points in the reading
Or teacher may check students’ home reading and sign on the homework
(2) Have students work in groups discussing the part determined by the teacher
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(3) Ask one or two groups to present the part they have discussed
(5) Summarise the main points and make any remarks necessary
Students’ homework readings will be kept in a portfolio and will be graded. This comes to 20% of the assessment.
The teacher may choose either or both. If both, the assessment will be the average of the two. Or for more flexibility, the teacher allows students to choose
the higher grade.
Description
1. Syllabus design
Teacher gives students scenarios with information about the learners’ age, level of proficiency, learning needs and time available for a course.
Students work in groups to choose one scenario and together design a syllabus suitable for their own chosen students.
Criteria for assessing group presentation on the designed syllabus
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- Well understand the - Understand the principles of - Lack two of the following: - Do not understand the
principles of syllabus/ syllabus/ material adaptation principles of syllabus/ material
+ course objectives are well
material adaptation adaptation
- Lack one of the following: set in specific manner
- course objectives are well set - Lack the following:
+ course objectives are well set + full description of students’
Main points of in specific manner
in specific manner age, number, level of + course objectives are well set in
the syllabus - full description of students’ proficiency specific manner
+ full description of students’
50% age, number, level of
age, number, level of + assessment criteria are set + full description of students’
proficiency
proficiency appropriate to the learning age, number, level of proficiency
- assessment criteria are set outcomes
+ assessment criteria are set + assessment criteria are set
appropriate to the learning
appropriate to the learning appropriate to the learning
outcomes
outcomes outcomes
Sequence information and Sequence information and Sequence information and Information is not relevant and
ideas logically and coherently: ideas logically: main points ideas: main points and not logically organized.
Clarity
main points and supporting and supporting points supporting points
20% points
- Some of the main points may
not be relevant
Good use of vocabulary Good use of vocabulary Adequate use of vocabulary, Many of the vocabulary are
especially specialized especially specialized but some are wrongly used wrongly used.
Vocabulary and vocabulary in the area. vocabulary in the area.
Sentence structures are mostly Sentence structures are all
grammar Sentence structures are Sentence structures are simples simples
10% various and shifted flexibly. various.
Some grammatical mistakes Many grammatical mistakes
No grammatical mistakes which may cause which cause misunderstanding
misunderstanding
Pronunciation - Appropriate pronunciation - Mostly appropriate - Quite appropriate - problems with pronunciation
pronunciation pronunciation
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and fluency - Fluent and at ease - Fluent - Speak slowly - Speak slowly and not confident
10%
- Answer all questions by Answer most questions by Answer some questions by Cannot answer some questions
teacher and peers. teacher and peers. teacher and peers. by teacher and peers
Q and A
- Show in-depth - Show understanding of - Show some understanding of - Show little understanding of
10%
understanding of syllabus syllabus design. syllabus design. syllabus design.
design.
2. Materials adaptation
Students work in groups of 3 or 4 to
(1) Choose an ESP lesson or one text/activity in an ESP textbook
(2) Together adapt materials to suit their students
(3) Preparing for presentation (optional – depending on each teacher)
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(4) note that all class activities must be organised and assessed under the AfL principles
(5) Submit the lesson plan at least 3 days before the day of delivery
(6) Make any adjustment if required before micro-teaching/presentation
CRITERIA FOR LESSON PLANNING AND MICRO TEACHING/ PRESENTING THE LESSON PLAN
Criteria Distinction Good competent Weak
(9-10 points) (7-8 points) (5-6 points) (< 4 points)
Lesson plan: 80 %
1. Overall Mention all main points Mention most main points (may Miss 1 or more main points Missing most of the main
structure Well organized miss 1 main point) Not well organized points
(10%) Easy to follow Well organized Hard to follow Poorly organized
Easy to follow Hard to understand
2. Lesson Objectives are set clearly Mention most of the learning There are objectives Do not mention the lesson
objectives Specify all the learning outcomes/objectives that students mentioned but they may not objectives
(15%) outcomes in terms of will achieve. be clear or appropriate
knowledge, skills and
awareness.
3. Materials Materials are well prepared Materials are well prepared and Materials are various, Materials are not various and
(15%) and various, satisfying 3 of various, satisfying 2 of the satisfying 1 of the criteria do not serve to achieve the
the criteria below: criteria below: below: lesson objectives
+ from various sources + from various sources + from various sources
+ in various forms: books, + in various forms: books, + in various forms: books,
journals, videos, music, journals, videos, music, journals, videos, music,
pictures… pictures… pictures…
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+ suitable to the lesson + suitable to the lesson objective + suitable to the lesson
objective + suitable to students’ age objective
+ suitable to students’ age + suitable to students’ age
4. Teaching Follow the typical and Teaching activities follow the Teaching activities follow Teaching activities do not
activities modern methods for the right procedures but may lack the right procedures but follow the right procedures
(20%) teaching point by: one of the following; may lack two of the and lack the following:
+ shifting from teacher’s + shifting from teacher’s control following: + shifting from teacher’s
control to more free practice to more free practice + shifting from teacher’s control to more free practice
+ having various in the + having various in the activities: control to more free + various in the activities: pair
activities: pair work, pair work, groupwork, individual practice work, groupwork, individual
groupwork, individual work work + various in the activities: work
+ requiring students to use + requiring students to use more pair work, groupwork, + requiring students to use
more than one skill than one skill (listening, individual work more than one skill (listening,
(listening, speaking, reading speaking, reading and writing) in + requiring students to use speaking, reading and writing)
and writing) in one lesson one lesson more than one skill in one lesson
(listening, speaking,
reading and writing) in one
lesson
5. Assessment + Show in-depth Show understanding of and Show understanding of and Do not understand the
for learning understanding of and apply apply the principles of AfL apply the principles of AfL principles of AfL (assessment
20% well the principles of AfL (assessment for learning- AFL) (assessment for learning- for learning- AFL)
(assessment for learning- + effectively sharing the learning AFL) + sharing the learning
AFL) objectives + sharing the learning objectives
+ effectively sharing the + giving instant feedback based objectives + not giving feedback
learning objectives on learning evidence + giving feedback at times + not giving chances for peer
+ giving instant feedback + giving chances for peer and + not giving chances for and self-assessment.
based on learning evidence self assessment peer and self-assessment.
+ Giving many chances for
peer and self-assessment
Micro teaching/ presentation: 20 %
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6. Teacher’s + appropriate pronunciation Lack one of the following or the Lack two of the following Having problems in all these
pronunciation, and intonation; use of these are not effective: or the use of these are not areas:
postures and + appropriate postures and + appropriate pronunciation and effective: + appropriate pronunciation
gestures gestures intonation; + appropriate pronunciation and intonation;
(10%) + effective eye contacts + appropriate postures and and intonation; + appropriate postures and
gestures + appropriate postures and gestures
+ effective eye contacts gestures + effective eye contacts
+ effective eye contacts
7. Instructions, + use different types of Can apply two of the following: Can apply one of the Have problems in the
questions, and questions to elicit students + use different types of questions following: following:
use of visual aids + instructions are clear and to elicit students + use different types of + use different types of
(10%) easy to understand + instructions are clear and easy questions to elicit students questions to elicit students
+ effective use of the board to understand + instructions are clear and + instructions are clear and
and other visual aids + effective use of the board and easy to understand easy to understand
other visual aids + effective use of the board + effective use of the board
and other visual aids and other visual aids
TOTAL: …………………………
Assignments Time
Reading materials Weekly
Syllabus design Week 7
Material adaptation Week 10
Lesson plan Week 14
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