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English For Specific Purposes by Tri Achmad Efendi, M.PD

Here are some examples of goals and objectives for an ESP course: Goals: - Students will be able to communicate effectively in an academic setting. - Students will gain knowledge and skills needed for their field of study. Objectives: - Students will be able to introduce themselves and others in an academic context. - Students will be able to discuss course-related topics using appropriate vocabulary. - Students will be able to comprehend 90% of content presented in lectures. - Students will be able to write a 500-word essay using cohesive devices and academic style. - Students will be able to analyze data and present findings in oral presentations. The goals are broad statements of intended learning while

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234 views

English For Specific Purposes by Tri Achmad Efendi, M.PD

Here are some examples of goals and objectives for an ESP course: Goals: - Students will be able to communicate effectively in an academic setting. - Students will gain knowledge and skills needed for their field of study. Objectives: - Students will be able to introduce themselves and others in an academic context. - Students will be able to discuss course-related topics using appropriate vocabulary. - Students will be able to comprehend 90% of content presented in lectures. - Students will be able to write a 500-word essay using cohesive devices and academic style. - Students will be able to analyze data and present findings in oral presentations. The goals are broad statements of intended learning while

Uploaded by

Dani Avenged Foldism
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 44

ESP

ENGLISH FOR SPECIFIC PURPOSES


By
Tri Achmad Efendi, M.Pd
The expansion of demands for
English
After World War 2 in 1945

:The expansion in Effect of the expansion


scientific, technical & The development of English
economic activity on International language teaching
international scale- was demanded and
English was chosen as * A massive people
dominated by learned English
technology & the economic power of
USA at that time. * English now became
commerce subject to the wishes
A revolution in linguistics
English Courses
were growing
Aimed to specific needs, Its objective was to

Traditional English
as a result, new ideas describe the rules of
came up in the study of English usage, grammar
language.

teaching
*New studies shifted attention away from defining formal features of
language usage to discovering the ways in which language is used in
Welcome, ESP!

The notion was found that the language we speak & write varies in a number of different ways

A
from one context to another; say, language for commence and engineering are different.

paradigm If language varies from one situation of use to another, it should be possible to determine the
features of specific situations and then make these features the basis of the learners’ courses

shifting In brief, teaching English for a certain group of learners could be recognized by spotting the
linguistics characteristics of their specialist area of work or study.

* ‘tell me what you need English for and I will tell you the English that you
need’ is the guidance of ESP
Educational Psychology;
‘relevance’ to the learners
■ The growth of ESP was also contributed by educational psychology as
emphasizing the learners and their attitudes to learning ( e.g.
Rodgers, 1969).
■ Learners were seen to have different needs and interests, which
would have an important influence on their motivation to learn and
therefore on the effectiveness of their learning.
■ ‘Relevance’ to the learners’ needs and interests had a big deal.
In summary

Developme
Expansion nts in the
of the linguistics
demands
Educational
psychology

The growth of ESP


Tasks
answer and elaborate the following
questions:
1. ‘tell me what you need English for and I will tell you the
English that you need’. How justifiable do you think this claim
is for ESP?
2. ‘the clear relevance of the English course to their needs
would improve the learners’ motivation and thereby make
learning better and faster’
a. give three ways in which ‘relevance’ can be achieved.
b. In what ways can motivation affect language learning?
3. Have you encountered to teach ESP?
4. If you had to teach English for other fields/institution, what
would it be and why did you choose it?
THE DEVELOPMENT
OF ESP
THE CONCEPT OF SPECIAL LANGUAGE
•REGISTER ANALYSIS
 English for different discipline or major is different
The aim of the analysis was to identify the grammatical and
lexical features of these registers.
 teaching materials took these linguistics features as their
syllabus
 Yet, it showed that this kind of syllabus were no differences to
General English.
 the aim of the register analysis was to produce a syllabus which
gave high priority to the language forms students would meet in
their Science studies and in return would give low priority to forms
they would not meet.
•RHETORICAL OR DISCOURSE ANALYSIS
 First development focused on sentence level, the second phase
shifted to the discourse or rhetorical analysis.
 focused on understanding how sentences were combined in
discourse to produce meaning.
 the typical teaching materials based on the discourse approach
taught students to recognize textual patterns and discourse
makers mainly by means of text-diagramming exercises.
Continue on….
• TARGET SITUATON ANALYSIS
 aimed to take existing knowledge and set it on a more scientific basis, by
establishing procedures for relating language analysis more closely to
learners’ reasons for learning.
 ESP course is to enable learners to function adequately in a target
situation
 ESP course will fist identify the target situation and the carrying out a
rigorous analysis of the linguistic features of that situation. The process is
usually known as needs analysis.
• SKILLS and STRATEGIES
 an attempt to look below the surface and to consider not the language
itself but the thinking processes that underlie language use.
 focused on the underlying interpretative strategies, which enable the
learner to cope with the surface forms, for example guessing the meaning of
words from context
Emphasized on reading or listening strategies
APPROACHES TO
ESP & COURSE
DESIGN
ESP isn’t …. An extent
framework of
ESP
■ ESP must be seen as an
■ A matter of teaching ‘specialized
varieties’ of English. The special purpose
doesn’t mean that it is a special form of approach not a product
language . Yet, it is just a particular
context of use and which the learner is ■ It is an approach to language
likely to meet in the target situation. learning, which is based on
■ Just a matter of Science words and learner need
grammar for scientists, and etc.
■ The foundation of all ESP is
■ Different in kind form any form of
language teaching. There is no such a
‘why does learner need to
thing as an ESP methodology. There is learn a foreign language?
no differences between teaching ESP
and teaching ESP. However, though the
content may vary.
Course design

■ Designing a course is fundamentally a matter of asking questions in order to provide a reasoned basis for
the subsequent processes of syllabus design, material writing, classroom teaching and evaluation.
■ Kipling’s ‘honest serving men’:
1. why does the student need to learn?
2. Who is going to be involved in the process?
3. Where is the learning to take place? What potential does the place provide? What limitations does it
impose?
4. When is the learning to take place? How much time is available? How will it distributed?
5. What does the student need to learn? What aspects of langaue will be needed and how will they be
described? What level of proficiency must be achieved? What topic areas must be covered?
6. How will the learning be achieved? What learning theory will underlie the course? what kind of
methodology will be employed?
 the basic questions above can be considered under three main headings: language descriptions,
theories of learning, and need analysis.
Strategies in ESP approach

■ Use Learning-centered approach instead of communicative.


■ Make clear distinction between two elements of language descriptions
and learning theory.

Language ●
The way in which the language system is broken
description down and described for the purpose of learning

Learning ●
Provides the theoretical basis for methodology, by
theories helping us to understand how people learn.
Course Development Processes
Needs Analysis

■ what do we mean by needs?


the ability to comprehend and/or produce the linguistic features of
the target situation.
■ Target needs: what the learner needs to do in the target situation
■ Learning needs: what the learner needs to do in order to learn
Targ Necessities
et What the learner has to know in
order to function effectively in the
need target situation
s Lacks
It is necessities you can add up to your learners
since they have the knowledge but they lack of
it, still need improvement
Wants
A clear idea of what the learners
necessities of the target situation and
their lacks
Articulating beliefs
Task

■ Describe how you conduct/ are going to conduct your teaching.


■ Brainstorm of your beliefs in your point of view of language, the social
context of language, learning and learners, teaching
■ Do it on Ms. Word and submit it at triefendi89@gmail.com
CONCEPTUALIZING
CONTENT
What does it mean to
conceptualize content?
Thinking what you want your students to learn, who they are, their needs,
and the purpose of the course

Making decision about what to include and emphasize and what to drop

Organizing the content in a way that will help you to see the relationship
among elements so you can make decision about objectives, materials,
sequence and evaluation
Formulating goals & objectives

Goals Objectives
■ Broad, generalized statements about what ■ Narrow, specific statements about what is
is to be learned to be leaned
■ General intentions ■ Precise intentions
■ Intangible ■ Tangible
■ Abstract ■ Concrete
■ Cannot be validated ■ Can be validated or measured
■ Long term ■ Short term
■ Defined before analysis ■ Written after analysis
■ Written before objectives ■ Prepared before instruction is designed
■ Goals should be written from the teachers’ ■ Objectives should be written from the
point of view students’ point of view
Reasons for developing objectives (Hannafin & Peck, 1998)

As a guide to develop lesson

Help potential users determine lesson


appropriateness
Allot the learner to focus on important learning
tasks

Define the evaluation of learner performance

Evaluate the success of the lesson


Writing instructional goals:

Begin with a verb


Should represent that is general Should be limited
an intended enough to cover a to one general
learning outcome domain of student learning outcome
performance

Further defined by
Should be free of a set of specific,
specific subject representative
matter or content learning
outcomes
Examples of Goals
Writing objectives
COURSE DESIGN
APPLICATION
Assessing needs & Organizing the
course
The role of needs assessment in
the development of a course
■ Needs assessment is
systematic and on going
reflecting on their
process of gather information needs
about students’ needs and
preferences, interpreting
Gaining a sense of
information and then making ownership and
decisions based on the control
interpretation in order to Establishing
meet the needs. learning as a
dialogue between
the teacher and
learner
When should one do needs
assessment?
■ Pre course needs assessment
■ Initial needs assessment
■ On going needs assessment

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