ESP

• EAP


  English for Academic Purposes - Defined by its focus on teaching English specifically to facilitate learners' study or research through the medium of English
• Objective of an EAP course

  To help learners learn some of the linguistic and cultural practices involved in studying or working through the medium of English
• Characteristics of EAP


  • EAP is goal-directed
  • EAP courses are based on needs analysis
  • Most EAP students are undertaking fixed-term courses in preparation for particular tasks
  • Learners may need specialist language
  • A very high level of proficiency is not necessarily required, as long as the learners can succeed in their aims
• EAP (according to Robinson 1991)


  • EAP is goal directed: Students learn English because they need it
  • EAP courses are based on needs analysis
  • EAP uses formal academic language and avoids colloqualisms
• EOP


  English for Occupational Purposes - It refers to the specific ways English is used in different work and professional situations
• Characteristics of EOP


  • There is a clear purpose
  • It addresses needs in proficiency, as revealed by a needs analysis, of workplace needs
  • It tantamounts to responding to, and satisfying, educational needs
  • The relevant vocabulary and expressions related to their workplace
  • It is more suited to immediate needs, and serves more practical purposes than General English in the workplace
• Needs Analysis


  The process by which the data about a learning need is collected and interpreted in order to produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge and skill
• Issues in ESP course design

  • Varieties of English Language
  • Lack of needs analyses
  • Various approaches in language syllabus design
  • Lack of ESP training for teachers
  • Varieties of contexts and discourses
  • Different purposes to learn English
  • Absence of systematic criteria to design ESP Courses
• Role of Needs Analysis

  • Needs analysis is the first step in designing ESP course
  • It helps find what (content) and how (methodology) of the course and then proceed to design it
• Needs


  Refers to the ability to comprehend and produce the linguistic features of the target language
• Why do learners need to learn English?

  • Should be the starting question to any language course design (general or specific)
  • ESP is English instruction based on actual and immediate needs of learners who have to successfully perform real-life tasks
  • It is need-based and task-oriented
• Purposes of Needs Analysis

  • To find out what language skills a learner needs in order to perform a particular role
  • To help determine if an existing course adequately addresses the needs of potential students
  • To determine which students from a group are most in need of training in particular language skills
  • To identify the gap between what students are able to do and what students need to be able to do
  • To collect information about a particular problem learners are experiencing
• Types of Needs


  • Target Needs - refers to what the learner need to do in the target situation (e.g. workplace)
  • Learning need - refers to what the learner needs to do in order to learn
• Target Needs


  • Necessities - refer to the demands of the target situation, this is, what the learner has to know in order to function effectively in the target situation
  • Lacks - the gap between the existing language proficiency of the learners and the one required at the end of the language course
  • Wants - referred as "Subjective needs" which are related to learner' motivation, readiness, and attitudes to learn
• Learning Needs


  • Learners need to do in order to actually learn/acquire the language
  • Information about: the learners, their learning styles and strategies, language skills, selection of teaching materials, the setting, and the time load
  • Learning needs consist of input, procedures (activities), learning atmosphere, learners' role and teachers' role
• Goals


  Broad statements of what students should be able to achieve by the end of a course or program
• Objectives


  Specific, measurable statements of what students should be able to do by the end of a lesson or unit
• Syllabus


  A description of the contents of a course of instruction and the order in which they are to be taught
• Components of Course Design


  • Authentic materials
  • Purpose-related orientation
  • Self-direction
  • Input- text, a dialog, a cassette or video-recording
  • Content- information, the subject matter
  • Language- facilitates the transmission of the information
  • Task- putting into practice the content meant to be transmitted
• Importance of activities/tasks in ESP

  • Tasks provide learners with targeted language practice and authentic communication experiences related to their specific field of study or work
• Characteristics of tasks in English for specific purposes

  • Authentic
  • Relevant
  • Specific
  • Task-based
  • Learner-centered
  • Skills integration-oriented
  • Feedback and Reflection-oriented
  • Assessment-oriented
  • Based on ongoing needs analysis
• Classroom Activities/Tasks for Education (EAP)

  • Microteaching Sessions - Organize microteaching sessions where education students take turns delivering short lessons to their peers
  • Classroom Management Simulation - education students role-play as both teachers and students
• Classroom Activities/Tasks for English for Mass Communication (EOP)


  • Mock Press Conference - students will simulate a press conference scenario commonly encountered in the field of mass communication
• ESP Practitioner


  A practitioner that possess qualities of good general language along with the specific qualities of the chosen field
• ESP Practitioner Qualities


  • English language knowledge
  • Thorough command of course design
  • Expert knowledge of the related field of science
• ESP Practitioner Expertise


  • Professional Competence - effectively managing teaching in a second or foreign language classroom
• Roles of ESP Practitioner

  • Teacher - Create learning opportunities to generate an authentic communication, Select the appropriate teaching methods to meet the educative needs of the students
  • Collaborator - Must work side by side with other ESP practitioners and subject specialists
  • Course designer and a Material provider - Create own materials and/or adjust the authentic materials utilized in his professional area and benefit from educative resources and teaching materials
  • Researcher - Must be concerned with the needs, goals and interests of the students, improving his knowledge on the teaching object and looking for authentic materials
  • Evaluator - Must take into account the stages of the evaluation process, Assess students' needs, Effectiveness of the response of the students to the teaching methods, The results of the students' learning after the course has finished, How well the needs of the learners were met
• ESP Training


  • Selection - Not every teacher can be specialized for these courses
  • Continuing personal education - Teachers should be well-educated people
  • General professional training as an educator and teacher - What all teachers need to know regardless of which subject they teach
  • Special training as a teacher of a foreign or second language - Special training of teacher make them understand students` needs better