english-for-business-and-management-wo-Copy (1).pptx

English for Business and Management

1. THE DEVELOPMENT OF ESP: - HISTORICAL PERSPECTIVE - THEORETICAL PERSPECTIVE

2. The ESP movement resulted form the general developments in the world economy in the 1950’s and 1960’s The growth of science and technology and business, the increased economic power of certain oil-rich countries. The increased numbers of international students studying in the UK, USA and Australia. HISTORICAL PERSPECTIVE

3. Howatt ( 1984 ) argues that the need for commercial English for incoming Huegenot and other Protestant refugees to England in the 16 th century led to a focus on Business English in early ELT. An actual textbooks on ‘commercial English’ and business letter writing were feature of ELT from the 19 th century

4. Authenticity of language is determined by lexical and grammatical features. Is concerned about lexicostatics . Lexical=Vocabulary T rends in English for Academic Purposes 1. REGISTER ANLYSIS

5. The first significant ESP (EST) textbook, A. J. Herbert’s The structure of Technical English, was was published in 1965. The book consisted of rather long especially technical reading texts with technical topics and a number of exercises focusing mainly on grammar and semi technical vocabulary. 

6. The concept started in the 1960’s until early 1970 Principles: Electrical Engineering’s register is different from Biology or General English Aim: identify the grammatical & Lexical Features of the registers it focuses on the sentence level THE CONCEPT OF REGISTER ANALYSIS

7. 2. RHETORICAL & DISCOURSE ANALYSIS Rhetoric;  refers to the study of how written or spoken texts are effective in persuading reader or listeners to accept their argument. Discourse Analysis; The study of how sentences in spoken and written language from larger units at a level above the sentences.

8. example : in paragraphs, whole conversation and written texts. It was popular in early 1970’s. it tries to focus on the point how sentences were combined to form paragraphs, text or passages rather that making grammatical and lexical items. THE FOCUS SERIES was the first pedagogical book series. It focus on putting the idea into practice and instead of emphasizing on key grammatical and semi- technical lexical items .

9. They emphasized on key function in scientific and academic writing, function including definition, classification,description , hypothesizing They also paid attention to cohesion and cohesive devises and how sentences and ideas link together by means of grammatical devises and paragraph texts .

10. The next book called Nucleus Series book It was much more successful than previous book which was designed in the university of Tabriz in Iran. The advantages of this book was the content of the series were derived from real teaching situation and real experiences.

11. they had good visual and was supported by the diagrams and figures and materials. The main disadvantages of that book were that it is mainly concerned with teaching language not use language. They lack focus on specific skills.

12. 3.) ANALYSIS OF STUDY SKILLS Concerned about communicative language teaching. Teaching the language is not enough; ‘thought process’ should be introduced. Learner centered In this trend for the first time the attention was  paid to how text could be relevant to the interest of the learners ’ needs and the authenticity of text was raised for the first time

13. An Example: University of Malaya ESP project- a massive project which focuses on academic reading and built on the notion of functions in specific skills.

14. 4 .) ANALYSIS OF LEARNING NEEDS In the late 1970’s and early 1980’s there was a period of consolidation in ESP. concentrated on this. in the early 1970’s it was important to establish the need and credentials for ESP work, and many articles, notably Strevens (1971) and Jordan and Mackay (1973) the question was whether ESP courses were more successful than General English courses in preparing student either for working or studying in English.

15. Munby’s (1978) presented a model for needs Analysis Initially a PhD thesis and later a book – was much discussed in the late 1970’s and early 1980’s The rather cumbersome nature of the model has meant that it has had relatively little direct influence on the ESP profession. Hutchinson and Waters’ actually discussed the model of situation in which ESP could not be considered as;

16. ESP is not a matter of teaching ‘specialized varieties’ of English. ESP is not just a matter of science words and grammar for scientists, hotel words and grammar for hotel staff and so on. ESP is not different in kind from any other form of language teaching in that it should be based in the first instance on principles of effective and efficient learning.

17. in this trend especially in applied linguistics started to pay -attention to learners needs as well as learning skills. Instead of emphasizing on the product or performance of learners we should pay attention to underline performance that the learners need to acquire . i mportance of learning- centered, and -whole process of learning actually come to play. In this approach they believe different learners should learn in different styles . And sufficient attention should pay to the learner’s differences and the context of EAP

18. Authenticity of text & Authenticity of Purposes One issue that caused a good deal of controversy in the development of ESP was the question of whether text use of reading, listening and writing exercise should be authentic or not. (The word “ authenticity “ is used to distinguish the materials written for other purposes. Such as stories or novels, rather than language teaching in classroom .)

19. Philips and Shettlesworth argued that the students need to be exposed to authentic text and develop strategies for reading long, complex and unsimplified texts if they are to be able to develop independence in their study skills Hutchinson and Waters argued that it is more important to ensure that the activities based on the text reflects the learning process than to use genuine texts from the target situation.

20. THEORETICAL PERSPECTIVE

21. BEHAVIORISM Belongs to 15 th and actually 16 th the work of Russian psychology as Povlov and the American psychology as skinner, The main idea is that the learners do not have any MENTAL ABILITY TO THINK. There is no mind and learners cannot think

22. all is needed to learn is to repeat, listen imitate and repeat even if  without understanding the meaning to repeated like a parrot. many times that it brings automaticity to the learners . The outcome of this psychological theory was a teaching method ALM audio lingual method, much popular in 15 th and 16 TH The basic exercises in behaviorism era is pattern practice which focuses on the learning grammatical points so the focus is on grammar and the most dominant popular activity is pattern practice. 

23. mentalism is the solution of Chomsky to the problems raised in  behaviourism . S o Chomsky in 1964 attacked behaviourism and said students are not able to transfer the knowledge they have gained via repetition and pattern practice to novel and new situation. instead he said that learning occurs when students are located in environment which is interactive. Mentalist: thinking as rule-governed activity

24. T his environment the learners receives data and information, but this information enters the  mind. so  Chomsky believes that learners have mind he said this mind is a gift from God called God given talent . According to Chomsky, the child is born with a mental capacity for working out the underlying system to the jumbled of sounds which he hears. He construct his own grammar and imposes it in all the sound reaching his brain.

25. Chomsky said that child is born with some innate mental capacity which help the child process all the language which he hears. And this called Language Acquisition Device he saw it as comprising a special area of the brain whose only function is the processing of language

26. For Example - A 5 years old can produce a sentence like “ I’m done with my homework” he can do that because he has a mental grammar .

27. Cognitive view takes the learners to be an active processor of information. learners actively take part and process the learning, here the idea is that for learning to occur the students should think about and try to make sense what they see what they feel and what they hear.  Basic teaching techniques related to cognitive code is Problem solving task and activities. Cognitive code: Learners as thinking beings.

28. Most recently the cognitive view of learning has had a significant impact on ESP through the development of courses to teach reading, speaking, writing , listening skills .

29. Emotional reaction to learning experience is the essential foundation for the initiation of the cognitive process. The theory of humanism by Carl Rogers. Learners are whole people they are like triangles they have an emotional aspect, they have physical aspects, they have mental aspects, the most important aspect is emotional aspects. The affective factor: Learners as emotional being

30.  teachers views learners as positive and valuable creatures and respects them and understand them and students valued and respect  the teacher , the students would learn, and they view motivation as a very determining factor that can bring about success to the  learners. based on the studies of garner and Lambert in 1972 MOTIVATION is the force that pushes a person forward and is categorized in two classes 

31. The reflection of an external need. The learners ARE NOT learning language because THEY WANT TO but rather THEY NEED TO. for example they need to pass the examination, or get a certificate, promotion , so they have to and they are pushed by external factors to go forward and to learn. INSTRUMENTAL MOTIVATION

32. when the students internally feel they need to learn and they need to progress, nobody externally pushing them forward rather they feel it . If your student are not fired with burning enthusiasm by the obvious reliance of the ESP materials. The medicine of relevance materials may still be need to be sweetened with the sugar of enjoyment and fun. INTEGRATIVE MOTIVATION