English For Specific

Purpose

14th of Jan. 2012

By:Ameera M.AbdullahM.A Student in Applied Linguistics

- to prepare students for study in a particular discipline.

The main aim of the English for Specific Purpose:

-How can teachers develop a new course?

- Where should they start?

-What can be done about students' motivation?

- How should teaching materials be selected?

Key questions for teachers before designing ESP

Steps in designing anew ESP course

1. Students analysis2. Formulation of Goals and Objectives of the Course3. Conceptualizing the Content4. Selecting and Developing ESP Materials5. Course Planning6. Evaluating the Course

• What do students need to do with English?

•Which of the skills do they need to master and how well?

•Which kinds do they need to master either for comprehension or production purposes?

1- Need Analysis

•Need analysis is a key feature of ESP course design.•It should be motivating for learners..•the task of the ESP course developer is to identify the needs of the learner and design a course around them.•students in ESP classes often have restricted time to learn English so it makes sense to teach them only the bits of English they need.•the task of the ESP course developer is to identify the needs of the learner and design a course around them.

1- Need Analysis

How we can find information about student’s needs?

questionnaires, surveys

group discussions

individual talks

2. Formulation of Goals and Objectives of the Course:

K. Graves (1996) explains, - Goals are general statements or the final destination, the level students will need to achieve.

-Objectives express certain ways of achieving the goals.

3- Conceptualizing the Content:

There are different ways of conceptualizing the content that teachers can focus on developing:- basic skills- communicative competence- intercultural competence- vocabulary awareness

4- Selecting and Developing ESP Materials:

- K. Graves points out teaching materials are "tools that can be figuratively cut up into component pieces and then rearranged to suite the needs, abilities, and interests of the students in the course” (Graves K., 1996: 27).

-Teachers should be flexible in course planning, that they be ready adjust the syllabus and make slight changes in the course while teaching, so that they can best address students interests and needs.

5. Course Planning

6. Evaluating the Course

Implicit evaluation takes place during the semester, when learners, by their grades, participation, and motivation, give clues to the teacher on how their learning is going on.

Explicit evaluation may take place at the end of the course or after students have experienced it. Using questionnaires, surveys, talks, etc.

The role of the ESP learner:

- Interest and motivation for learning.

- Subject –content knowledge.

-Focus on learning strategies.

Weeks Programmed Taught Subjects1st Grammar: Simple present tense

Scientific terms: Glossary of Biology

2nd Grammar: Simple past tenseConversation: Talking about Identity

3rd Grammar: Present progressiveScientific terms: Glossary of Physics

4th Grammar: Past progressive Conversation: Greetings: special ones

5th Grammar: Present perfectScientific terms: Glossary of Biology

6th Grammar: Past perfectConversation: How to open, pre-close and close conversation

7th Grammar: Present perfect progressiveScientific terms: Glossary of Chemistry

8th Grammar: Past perfect progressiveConversation: Around Town

9th Grammar: FutureScientific terms: Glossary of Physics

10th Grammar: Modal VerbsConversation: Health

11th Grammar: Nouns (count and noncount)Scientific terms: Glossary of Biology

12th Grammar: Pronouns Conversation: Employment

ESP for General science:

13th Grammar: Articles Scientific terms: Glossary of Chemistry

14th Grammar: Determiners Conversation: Weather

15th Grammar: Prepositions Scientific terms: Glossary of Physics

16th Grammar: Adjectives Conversation: Free Time

17th Grammar: Adverbs Scientific terms: Glossary of Biology

18th Grammar: Conditionals Conversation: Sport

19th Grammar: Passive voice Scientific terms: Glossary of Chemistry

20th Grammar: Reported speech Conversation: Talking about

21st Grammar: Making adjective comparison Scientific terms: Glossary of Biology

22nd Grammar: Relative ClauseConversation: Transportation

After talking with the students of General Science in College of Basic Education about their reflection of the syllabus, we saw them so satisfied from the arrangement of the content for there is grammar, conversation and glossary of terminologies which lead them to: - communicate effectively. - learn independently.- work in teams, and manage multidisciplinary projects.

1- ESP, like any form of language teaching is primarily Concerned with learning. It focused on what people learn.

2-We can say that ESP prepares learners to use English within academic, professional, or workplace environments.

3- Three kinds of ESP can be referred to: occupational requirements, Vocational training programs and Academic study.

4- A communicative approach should be based on a real analysis of students’ needs and expectations, on a real analysis of the ESP learning situation, and on real negotiation with the students.

THANK YOU