BBI 3211BBI 3211ENGLSIH FOR SPECIFIC ENGLSIH FOR SPECIFIC
PURPOSES (ESP)PURPOSES (ESP)
Assoc. Prof. Dr. Tan Bee HoonAssoc. Prof. Dr. Tan Bee [email protected]/fax: 03 8946 8911tel/fax: 03 8946 8911
Contents:
1. Introduction to ESP )2. Learner needs analysis ) Mid3. Course design )4. Description of special languages) 5. ESP materials )6. ESP methodology )Final7. Evaluation and assessment )
Evaluation:Evaluation:
Assignment 1 - 20%Assignment 1 - 20%Assignment 2 - 20%Assignment 2 - 20%Mid-sem Exam - 30%Mid-sem Exam - 30%Final Exam - 30%Final Exam - 30%
Assignment I:Assignment I:
Write a summary based on a topic Write a summary based on a topic discussed in the PJJ ESP Modules. Pick discussed in the PJJ ESP Modules. Pick one of the topics below:one of the topics below: - Introduction to ESP: rationale, theory, - Introduction to ESP: rationale, theory, approaches and applications approaches and applications - Needs analysis for ESP - Needs analysis for ESP - Analyzing ESP language - Analyzing ESP language - Syllabus and course design for ESP - Syllabus and course design for ESP
20% Submit 1 week before mid exam20% Submit 1 week before mid exam
Assignment IIAssignment II::Identify a journal research paper related to one of Identify a journal research paper related to one of the ESP topics in the PJJ ESP Modules. Write a the ESP topics in the PJJ ESP Modules. Write a review based on the subheadings below:review based on the subheadings below: - Background of the Study - Background of the Study - Identification of the Problem - Identification of the Problem - Objectives of the Study - Objectives of the Study - Research method - Research method - Findings - Findings - Recommendations and Conclusion - Recommendations and Conclusion
20% Submit 1 week before Final20% Submit 1 week before Final
Plagiarism: How to avoid Plagiarism: How to avoid
Turnitin checkTurnitin check
1. Log on to 1. Log on to www.turnitin.com to to upload your assignments, upload your assignments, Class ID: Class ID: 7717500 Pw:ESPBABEor:or:2. E-mail your assignments to me.2. E-mail your assignments to me.
Analysing LanguageAnalysing Language::
VarietyVariety- regional- regional- temporal- temporal- social- social- gender- gender
RegisterRegister- field - field (topic)(topic)- mode- mode (spoken / written)(spoken / written)- style- style (formal / informal)(formal / informal)
Special LanguageSpecial Language
Consider:Consider:
English for BankersEnglish for Bankers
English for BankingEnglish for Banking
Banking EnglishBanking English
Specialist Knowledge, Specialist Knowledge, notnot Special Special LanguageLanguage
Common CoreCommon Core
- Basic words / structures across all - Basic words / structures across all varieties or ESPvarieties or ESP
Approaches to the Approaches to the Description of LanguageDescription of Language
Frequency StudiesFrequency Studies
- quantitative- quantitative
- descriptive- descriptive
Discourse / Rhetorical AnalysisDiscourse / Rhetorical Analysis
Genre AnalysisGenre Analysis
What is a discourse community?What is a discourse community?
4 significant reasons for using 4 significant reasons for using materials in the context of ESP:materials in the context of ESP:
Source of languageSource of language Learning supportLearning support Stimulation and motivationStimulation and motivation ReferenceReference
The Role of MaterialsThe Role of Materials
Materials such as textbooks may be Materials such as textbooks may be the only source of English for the only source of English for learners. Therefore the materials learners. Therefore the materials mustmust
•have real language presentationhave real language presentation•suit the situation of the classsuit the situation of the class•provide maximum exposure of provide maximum exposure of language language
1. Source of language1. Source of language
Learners need additional materials such Learners need additional materials such as worksheets and reference books for as worksheets and reference books for practice and revisionpractice and revision, and for , and for remedial remedial or enrichmentor enrichment reasons. Consider reasons. Consider materials that: materials that: are reliable and have recognisable are reliable and have recognisable patterns and good consistencypatterns and good consistencyencourage learners’ involvement to encourage learners’ involvement to stimulate their cognition and not stimulate their cognition and not mechanical processesmechanical processesgive sense of progression to learnersgive sense of progression to learners
2. Learning support2. Learning support
Learners need to Learners need to interactinteract with the with the materials in the learning process, materials in the learning process, and the materials must present or and the materials must present or simulate real life activitiessimulate real life activities. .
Consider materials that areConsider materials that areChallenging yet achievableChallenging yet achievableEncouraging, fun and Encouraging, fun and promoting creativitypromoting creativity
3.Stimulation and motivation3.Stimulation and motivation
ESP Class time is limitedESP Class time is limited Mainly depending on a combination Mainly depending on a combination of classes, self-study and reference of classes, self-study and reference materialsmaterials
Consider materials that Consider materials that are complete, well laid out and are complete, well laid out and self-self-explanatoryexplanatory
take into account of the different take into account of the different learning styles of learnerslearning styles of learners
4.Reference4.Reference
ESP practitioners have to be good ESP practitioners have to be good writers and providers of materialswriters and providers of materials
1.1.Select from what is availableSelect from what is available
2.2.Being creative with what is Being creative with what is availableavailable
3.3.Supplement by providing extra Supplement by providing extra input and activitiesinput and activities
Writers or providers of materials?Writers or providers of materials?
• Will the materials stimulate and Will the materials stimulate and motivate?motivate?
• To what extent does the material To what extent does the material match the stated learning objectives?match the stated learning objectives?
• To what extent will the materials To what extent will the materials support the learning?support the learning?
• Carrier content must be appropriateCarrier content must be appropriate• Real content must match course Real content must match course
objectivesobjectives
1.Selecting from available1.Selecting from available
2. Creative with what is available2. Creative with what is available
The situations might not always work to our favours
Freedom to choose may vary:• Total freedom to choose• Small range of materials to choose• Must use what is available
Match Match carrier contentcarrier content to to real real contentcontent
Provide varietiesProvide varietiesGrade activity level to Grade activity level to language levellanguage level
Present the materials wellPresent the materials well
3. Supplement by providing3. Supplement by providing extra input and activities extra input and activities
Materials that are provided by the Materials that are provided by the teacherteacher
Matching carrier content to real Matching carrier content to real contentcontent
Providing varietiesProviding varieties Grading exercisesGrading exercises
Teacher-generated materialsTeacher-generated materials
1. Matching carrier content 1. Matching carrier content to real contentto real content
Process
Point A Point B
| |
have some carrier content need material for specific objective
| |
determine its real content search for suitable carrier content
|
match real and carrier content
to course framework
• Variety in micro-skillsVariety in micro-skills• Variety in activity typesVariety in activity types
Example:Example:•Extracting ideas from different Extracting ideas from different sourcessources
•Requiring learner’s own Requiring learner’s own knowledgeknowledge
•Simple calculationSimple calculation
2. Providing variety (a)2. Providing variety (a)
Variety in interaction:Teacher inputIndividual workPair workClass discussion
2. Providing variety (b)2. Providing variety (b)
• Providing learners with tasks at Providing learners with tasks at different levels of difficultydifferent levels of difficulty
• For students with mixed abilities, For students with mixed abilities, present the exercises in three levels:present the exercises in three levels:
- Unsupported- Unsupported
- Partially supported- Partially supported
- Fully supported- Fully supported
3.Grading exercises3.Grading exercises
4. Presenting the material well4. Presenting the material well
•Writing good, consistent rubrics Writing good, consistent rubrics (instructions)(instructions)
•Well planned out and proofreadWell planned out and proofread•Consistency in the material Consistency in the material
presentation helps learners to presentation helps learners to focus in learningfocus in learning
• Text comprehensionText comprehension•Learners prepare comprehension Learners prepare comprehension questions and answersquestions and answers
•Exchange the questions with Exchange the questions with another pair of learnersanother pair of learners
•Solve the given questionsSolve the given questions•Compare and discuss Compare and discuss
• Note-taking / information transferNote-taking / information transfer
2. Activities devised by learners2. Activities devised by learners
Materials that are created by the Materials that are created by the learnerslearners
ExamplesExamples:: Framework materialsFramework materials Activities that are devised by the Activities that are devised by the
learnerslearners
Learner-generated materialsLearner-generated materials
Framework materials Framework materials Compare and contrastCompare and contrast
Relocation of head office to a new siteRelocation of head office to a new site
London Midlands
Prestigious Space to Expand
Close to Heathrow Airport
Some loss of personnel
Traffic Congestion More flexible layout
Good road and air More Expensive
Supplement rather than replace traditional materials
Enjoyed by right-brained people because they like visual representation
Devising frameworks
Keep it simple, students
Using Framework MaterialsUsing Framework Materials
The EndThe End
Happy Studying Happy Studying &&
Good Luck Good Luck