report_esp PowerPoint Presentations.pptx

English for Specific Purposes

1. ESP COURSE DESIGN AND ITS RELATED ISSUES

2. OBJECTIVES: Define and explain the ESP and ESP Course Design Explore the stages involved in designing an Effective ESP course, including needs analysis, goal setting, syllabus and course design, pedagogical approaches; and Investigate common challenges faced when designing ESP courses.

3. What is ESP? English for specific purposes is a term that refers to teaching or studying English for a particular career. It involves teaching and learning the specific skills and language needed by particular learners for specific purpose. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.

4. What is ESP Course Design? ESP course design refers to the process of creating structured and tailored English language courses for specific purposes, industries, or contexts. it involves developing a curriculum, materials, and teaching methodologies that address the unique language needs of learners within a particular field or profession. A course design in ESP is a systematic data collection process in which tasks and activities are developed, and data is collected to prepare effective tasks and activities and to create the best possible setting for ESP learners to meet their goals (Richards, 2001).

5. COURSE DESIGN is a NEGOTIATED PROCESS There is no particular aspect that has a purely determining influence on the subject matter of the course. As part of teaching-learning process, both ESO teaching-learning situation and the target situation have an impact on the syllabus, materials, methods, and evaluation procedures. In similar manner, each of these components will influence and be influenced by the others.

6. COURSE DESIGN is a DYNAMIC PROCESS Scholars claim that a course design does not move linearly from initial analysis to complete the course. Needs and resources vary with time. The course design, therefore, needs to have a built-in feedback channels to enable the course to respond to developments.

7. PLANNING, DEVELOPING AND IMPLEMENTING ESP PROGRAM

8. Course design refers to the planning and development of a course to reach the desired goals. It is the result of several factors: the result of the needs analysis, the course designer’s approach to syllabus and methodology, and existing materials (Robinson: 1991). In the same line of thought, Hutchinson and Waters (1987: 65) have defined a course as “An integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge.”

9. 5 key Stages in ESP -Dudley-Evans and St. John (1998): analysis of learner’s needs syllabus and course design Material production teaching and learning evaluation

10. Needs Analysis It is the process of establishing the what and how of a course; it is the cornerstone of ESP and leads to a very focused course. It is the process of getting information on learners’ language needs, which will help in drawing up a profile to establish coherent objectives and take subsequent decisions on course content.

11. 3 Main Purposes: (Richards, 1996) Provides a mean obtaining wider input into the content, design and implementation of language program Can be used in developing goals, objectives and contents Serves as a means of evaluating an existing program

12. Needs Analysis Techniques in collecting data 1. Formal techniques (interview, assessments) 2. Informal techniques (classroom observation, self-rating scale) Guidelines for questionnaires and interview constructions: students’ background Language style Language needs

13. Syllabus/Course design Syllabus development Instructional methodology or approach Assessment procedure

14. 4 main components of syllabus: Objectives, Methods or methodologies, Materials, and evaluation

15. Syllabus design and course design GRAMMAR OR STRUCTURAL SYLLABUS The content of the language teaching is a collection of the forms and structures of the language being taught. SITUATIONAL SYLLABUS The content of the language teaching is a collection of the imaginary situations where the language is used. TASK-BASED SYLLABUS The content of the language teaching includes a series of purposeful tasks that language learners need to perform.

16. Syllabus design and course design Language-centered Drawing connection between analysis of target situation and the content of ESP courses skill-centered founded on two principles: theoretical and pragmatics. Learning-centered focuses on students’ learning. Determined by the learner. Builds on prior knowledge and skills.

17. Material selection 4 basic precepts in ESP material development: Suitability for the proficiency level Relevance to learners’ needs Creativity in tasks/activities and discursive strategies; and Stimulation of the target speech acts.

18. Teaching and learning Common Instructional Tasks: role-play simulation case-study project work oral presentation

19. Teaching and learning It is necessary for an Esp teacher to be equipped with the principles and approaches/methods in teaching such as: Communicative Language Teaching 2. Total Physical Response 3. Cooperative Language Learning

20. Evaluation Evaluation in ESP situations is concerned with the effectiveness and efficiency of learning; with achieving the objectives (assuming that the needs analysis has set valid objectives). Has learning been maximized? Have resources been optimally employed? Our focus in this chapter is on evaluation as used by teachers and learners and on formative evaluation; we are less concerned with large-scale project evaluation involving outsiders (the recommended reading refers to some interesting work with valuable results).

21. ISSUES INVOLVED IN ESP COURSE DESIGN

22. Abilities Required for Successful Communication in Occupational Setting Cummins (1979) theorized a dichotomy between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP)

23. Content Language Acquisition versus General Language Acquisition One of the central questions that needed to be answered was “how much time would be devoted to vocabulary and content knowledge acquisition, as opposed to the time spent developing general and academic language skills.

24. Heterogeneous Learner Group Versus Homogeneous Learner Group Minimum entrance standards must be established in the areas of language level, motivation, and prior education and experience. These standards must be strictly enforced at the time of placement.

25. Materials Development Do ESP textbooks really exist? “ESP teachers find themselves in a situation where they are expected to produce a course that exactly matches the needs of a group of learners, but are expected to do so with no, or very limited, preparation time” (Jones, 1990, p.91)

26. RELATING NEEDS ANALYSIS TO ESP COURSE DESIGN

27. NEEDS ANALYSIS-ESP COURSE DESIGN The study of Barkane (2017) investigated the role of needs analysis in the design of effective ESP course taking the case of master one student of Finance and International Trade at Mohamed Khider University of Biskra . The result of the study conducted showed that students’ low proficiency level in ESP classes is due to the inappropriate ESP courses that are not predetermined by their needs.

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