WHAT IS ESP

ESP is English that used for specific purposeESP was not a planned and coherent

movement, but rather a phenomenon that grew out of a number of converging trends.

ESP is an approach not as a product, ESP is not a particular kind of language or methodology,

nor does it consist of a particular type of teaching material.

THE ORIGINNS OF ESP

1.The demands of a brave new world (scientific, technical, and economic activity on an international scale).

2. A revolution in linguistic (grammar).

3.Focus on the learner (different needs and interests)

THE DEVELOPMENT OF ESP

1. The concept of special language: register analysis.

2. Beyond the sentence: rhetorical or discourse analysis.

3. Target situation analysis.4. Skills and strategies.5. A learning-centred approach.

ESP COURSE DESIGN

Syllabus Methodology

Nature of particular target

and learning situation

WHAT?Languag

e Descripti

on

WHO? WHY? WHERE? WHEN?Needs Analysis

HOW?Learnin

g Theories

LANGUAGE DESCRIPTION

Six Main Stages of

Development:

• Classical or Traditional Grammar Descriptions

• Structural Linguistics

• Transformational Generative (TG) Grammar

• Language Variation and Register Analysis

• Functional/National Grammar

• Discourse (Rhetorical) Analysis

NEEDS ANALYSIS

The Ability to Comprehend and/or

Produce the Linguistic Features

of the Target Situation

What do We mean

by Needs?

Ex: The Ability to

Understand the Passive Voice

General Heading of Need

What are target needs?

• Necessities• Lacks• wants

Gathering Information about target

needs

• questionnaires• Interviews• Observation• Data collections• Informal consultations

with sponsor, learners and others.

Learning

Needs

• What we have done so far is to consider the starting point (lack), and the destination (necessities), although we have also seen that there might be some dispute as to what the destination should be (wants)

• What we have not considered yet is the route.

• How are we going to get from our starting point to the destination?

Analysing

Learning Needs

(use similar checklis

t)

•Why are the learners taking the course?•How do the learners learn?•What teachers are available?•Who are the learners?•Where will the ESP course take place?•When will the ESP course take place?

LEARNING THEORIES

Language learning is conditioned by the way in which the mind observes, organizes and

stores information.The key to successful language learning and

teaching lies not the analysis of the nature of language but in understanding the structure

and processes of the mind

BEHAVIORISM (learning

as habit formation)

•Learning is a mechanical process of habit formation and proceeds by means of the frequent reinforcement of a stimulus-response sequence.

MENTALISM (thinking as

rule-governed activity)

•The mentalist view of the mind as a rule-seeker led naturally to the next important stage – the cognitive theory of learning.•Thinking must be rule-governed: a finite, and fairly small, set of rules enables the mind to deal with the potentially infinite range of experiences it may encounter.

THEORIES OF LEARNING

COGNITIVE CODE

(learners as thinking

beings)

•We learn by thinking about and trying to make sense of what we see, feel and hear.•The basic teaching technique associated with a cognitive theory of language learning is the problem solving task..

THE AFFECTIVE

FACTOR (learners as emotional

being)

•The importance of the emotional factor is easily seen if we consider the relationship between the cognitive and affective aspect of the learners.•Before learners can actively think about something, they must want to think about it.

ENTRY POINTLearners wants to

learn

Learners applies cognitive powers

to acquire knowledge.

Learning is successful

Learner’s competence

develop

Increased competence

enables learners to learn more

easily

Learners sees learning as an enjoyable and

satisfying experience.

APPLICATION

•The Syllabus•Materials evaluation•Materials design•Methodology•evaluation

THE SYLLABUS

A syllabus is a document which says what will (or at least what should)

be learnt.The fact, there are several different

ways in which a syllabus can be defined.

The syllabus

•The evaluation syllabus•The organizational syllabus•The materials syllabus•The teacher syllabus•The classroom syllabus•The learners syllabus

Why should we have a syllabus?

•Provides a practical basis for the division of assessment, textbook and learning time.•Gives moral support to the teacher and learner, in that it makes the language learning task appear manageable.•The syllabus shows that some thought and planning has gone into the development of a course.•Returning to our analogy of learning as a journey, the syllabus can be seen as a statement of projected routes, so teacher and learner not only have an idea of where they are going, but how they might get there.•A syllabus as an implicit statement of views on the nature of language and learning.•A syllabus provides a set of criteria for materials selection and/or writing.•A syllabus is one way in which standardisation is achieved.•A syllabus, therefore provides a visible basis for testing.

Lie the Danger

•We should be aware of why we want a syllabus and what we will use it for.•A syllabus is a model – a statement of an ideal. A syllabus is not therefore a statement of what will be learnt. A syllabus can never be more than a statement of a teaching ideal.•Syllabus can not express the intangible factors that are so crucial to learning: emotions, personalities, subjective views, motivation.•Syllabus can not take account of individual differences. Just as they are a statement of the ideal in language terms, they also implicitly define the ideal learner.

On What Criteria can a Syllabus be Organized?* One of the main purposes of a syllabus is to break down the mass of knowledge to be learnt into manageable units.* This breakdown has to be based on certain criteria.

What role should a syllabus for design process?•A language centred approach•A skills-centred approach.•A learning-centred approach.•The post hoc approach.

Analyze target situation

Write syllabus

Write or select texts to illustrate items in syllabus

Write exercises to practice items in the syllabus

Devise tests for assessing knowledge of the items in the syllabus

A LANGUAGE-CENTRED APPROACH

Analyze target needs

Select interesting and representative texts

Devise a hierarchy of skills to exploit the texts

Order and adapt the texts as necessary to enable a focus on the required skills

Devise activities techniques to teach those skills

Devise a system to assess the acquisition of the skills

A SKILLS-CENTRED APPROACH

Analyze learning situation

Analyze target

situation

Create interesting and

enjoyable materials

Establish general syllabus

of topics and tasks

Produce detailed

language skills syllabus

Check language and skills content of materials and make necessary

adjust ments

A LEARNING-CENTRED

APPROACH

Write materials on undefined criteria

Write cosmetics syllabus to satisfy sponsors,

teachers, students, et al

THE POST HOC APPROACH

After completed your need analysis and course design, now you must decide what are you going to do with it. The whole thing is completely impossible and throw the result in the wastepaper bin.3 possible ways of turning your course design into actual teaching materials:1. Select from existing materials: materials

evaluation.2. Write your own materials: materials development.3. Modify existing materials: materials adaptation.

MATERIALS EVALUATION

1. WHY EVALUATE MATERIALS?

2. HOW DO YOU EVALUATE MATERIALS?Evaluation is basically a matching process: matching needs to available solution. 4 major steps of evaluation process:

Evaluation is a matter of judging the fitness of something for a particular purpose.

1. Defining Criteria 2. Subjective Analysis

4. Matching3. Objective Analysis

DEFINE CRITERIAOn what bases will you judge a material? Which

criteria will be more important?

MATCHINGHow far does the

material match your needs?

SUBJECTIVE ANALYSISWhat realizations of the criteria do you want in

your course?

OBJECTIVE ANALYSISHow does the material being evaluated realize

the criteria?

The material evaluation process

MATERIALS DESIGN

In marked contrast to

general English

teaching, a large amount

of the ESP teacher’s time

may well be taken up in

writing materials.

•A teacher/institution may wish to provide teaching materials that will fit the specific subject area of particular learners.•Even when suitable materials are available, it may not be possible to buy them because of currency or import restrictions.•ESP material may also be written for non-educational reasons.

1. DEFINING OBJECTIVESWe can identify some principles which will guide

us in the actual writing of the materials.a. Materials provide a stimulus to learning.b. Materials help to organize the teaching

learning process by providing a path through the complex mass of the language to be learnt.

c. Materials embody a view of the nature of language and learning.

d. Materials reflect the nature of the learning task.

e. Materials can have a very useful function in broadening the basis of teacher training by introducing teachers to new techniques.

f. Materials provide models of correct and appropriate language use.

A MATERIALS DESIGN MODEL

INPUT

TASK

CONTENT LANGUAGE

A MATERIALS DESIGN MODEL: SAMPLE MATERIALS

The materials are intended for lower intermediate level students from a variety

of technical specialism.

REFINING THE MODEL

INPUT

CONTENT LANGUAGE

TASK

Starter

Project

Student’s own

knowledge and abilities

Additional input

An expanded materials model

At this point, there are some hints to write material:1.don’t re-invent the wheel.2.It’s better to work in a team.3.Don’t set out to write the perfect

materials on the first draft.4.Don’t underestimate the time needed for

materials writing.5.Pay careful attention to the appearance

of your materials.6.GOOD LUCK!

METHODOLOGY

Basic principles of language learning:1. Second language learning is a developmental

process.2. Language learning is an active process.3. Language learning is a decision making process.4. Language learning is not just a matter of linguistic

knowledge.5. Language learning is not the learners’ first

experience with language.6. Learning is an emotional experience.7. Language learning is to a large extent incidental.8. Language learning is not systematic.

THE FACT

1. There is nothing specific about ESP methodology. The classroom skills and techniques acquired in General English. Teaching can be usefully employed in the ESP classroom.

2. What happens in the classroom is not just an afterthought to be grafted on to ready made materials and syllabuses. The activities in the classroom should feed back to all the other stages in the course design.

EVALUATION

Learner Assessme

nt

•This assessment takes on a greater importance in ESP because ESP is concerned with the ability to perform particular communicative tasks.

Course Evaluatio

n

•This kind of evaluation helps to assess whether the course objectives are being met-whether the course, in other words, is doing what it was designed to do.

Two levels of evaluation that brought into prominence:

3 BASIC TYPE OF ASSESSMENT:1. Placement test.

the placements test normally comes at the beginning of the course.

2. Achievement testKnowing how well the learner is keeping up with the syllabus and can be administered any time through the course.

3. Proficiency test.Knowing whether or not the student can cope with the demands of a particular situation.

4 MAIN ASPECTS OF ESP COURSE EVALUATION TO BE CONSIDERED:1. What should be evaluated?

- The ability to collect the information.- The ability to use the information once it has been collected.

2. How can ESP course be evaluated?- Test Result- Questionnaires

3. Who should be involved in the evaluation?Concerned with the people’s perceptions of value and their views will, therefore, vary according to their own interests and concern.

4. When and how often should evaluation take place?- In the first week of the course.- At regular intervals throughout the course.- At the end of the course.- (if possible) after the course.