BBI 3211BBI 3211ENGLSIH FOR SPECIFIC ENGLSIH FOR SPECIFIC

PURPOSES (ESP)PURPOSES (ESP)

Assoc. Prof. Dr. Tan Bee HoonAssoc. Prof. Dr. Tan Bee Hoontanbh@upm.edu.myTel: 03 8946 8911Tel: 03 8946 8911

11. Identify the differences between teaching/learning ESP . Identify the differences between teaching/learning ESP and General Englishand General English

2. Explain the different perceptions about needs analysis2. Explain the different perceptions about needs analysis3. Describe the different approaches to needs analysis3. Describe the different approaches to needs analysis4. List and describe the possible constraints on the process 4. List and describe the possible constraints on the process

of analysing needs and designing ESP coursesof analysing needs and designing ESP courses5. Identify the various approaches to ESP course design5. Identify the various approaches to ESP course design6. Determine how special languages can be analysed and 6. Determine how special languages can be analysed and

describeddescribed7. Describe the role of ESP practitioners and appropriate 7. Describe the role of ESP practitioners and appropriate

methodology in ESPmethodology in ESP8. Identify the features of sound ESP materials8. Identify the features of sound ESP materials9. Describe the functions of evaluation and apply 9. Describe the functions of evaluation and apply

techniques of assessment in ESPtechniques of assessment in ESP

Course ObjectivesCourse Objectives

Definition of key termsDefinition of key terms

ESP ESP EOP EAPEOP EAP

What is ESP?What is ESP?• a branch of ELT a branch of ELT • learner-centred (needs, preference)learner-centred (needs, preference)• content-based approachcontent-based approach

ESP practitionersESP practitioners

TeachersTeachers Course designersCourse designers Material developersMaterial developers ResearchersResearchers CollaboratorsCollaborators EvaluatorsEvaluators

Characteristics of ESPCharacteristics of ESP

Absolute characteristics:Absolute characteristics:• based on learners’ needs based on learners’ needs • the learning content (themes, topics, tasks) the learning content (themes, topics, tasks) is related to a specific discipline / professionis related to a specific discipline / profession• the language learnt (grammar, lexis, the language learnt (grammar, lexis, register, skills, discourse, and genres) is register, skills, discourse, and genres) is specific to the disciplinespecific to the discipline

A discourse communityA discourse community

Characteristics of ESPCharacteristics of ESP

Variable characteristicsVariable characteristics::

• ESP may use a different methodology ESP may use a different methodology from that of GEfrom that of GE• ESP is likely to be designed for adult ESP is likely to be designed for adult learnerslearners• ESP is generally designed for ESP is generally designed for intermediate or advanced learnersintermediate or advanced learners

Types of ESPTypes of ESP

• English as a restricted languageEnglish as a restricted language

e.g:e.g:• English for Academic PurposesEnglish for Academic Purposes

e.g:e.g:• English for Occupational PurposesEnglish for Occupational Purposes

e.g:e.g:• English with Specific TopicsEnglish with Specific Topics

e.g:e.g:

Question:Question:

In what way(s) is EAP different In what way(s) is EAP different

from EOP?from EOP?

Contents:

1. Introduction to ESP )2. Learner needs analysis ) Mid3. Syllabus and Course design)4. Description of special languages) 5. ESP materials )6. ESP methodology )Final7. Evaluation and assessment )

Main textsMain texts::BBI 3211 Modules: English for Specific PurposesBBI 3211 Modules: English for Specific Purposes

Dudley–Evans, T., & St. John, M. J. (1998). Dudley–Evans, T., & St. John, M. J. (1998). Developments in English for Specific PurposesDevelopments in English for Specific Purposes. . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.

Basturkmen, H. (2010). Basturkmen, H. (2010). Developing Courses in Developing Courses in English for Specific PurposesEnglish for Specific Purposes. UK: Palgrave . UK: Palgrave Macmillan. Macmillan.

ReferencesReferences::1. 1. Hutchinson, T. and Waters. A. (1987). Hutchinson, T. and Waters. A. (1987). English for English for Specific Purposes: A Learning-Centred ApproachSpecific Purposes: A Learning-Centred Approach. . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.2. 2. Basturkmen, H. (2005). Ideas and Options in English for Specific Purposes. New Jersey: Lawrence Erlbaum Associates.3. McGrath, I. (2002). Materials evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press.4. Orr, T. (2002). English for Specific Purposes. New York: TESOL Inc.

5. Johns, A. M. and Dudley-Evans, T. (1991). English for 5. Johns, A. M. and Dudley-Evans, T. (1991). English for Specific Purposes: international in scope, specific in Specific Purposes: international in scope, specific in purpose. purpose. TESOL QuarterlyTESOL Quarterly, 25(2): 297-314., 25(2): 297-314.6. Robinson, P. C. (1991). 6. Robinson, P. C. (1991). ESP Today: A Practitioner's ESP Today: A Practitioner's Guide.Guide. London: Prentice Hall International. London: Prentice Hall International.7. Swales, J. M. (1988). 7. Swales, J. M. (1988). Episodes in ESPEpisodes in ESP. London: . London: Prentice Hall.Prentice Hall.8. 8. Belcer, D. (200(2009). ). English for specific purposes in theory and practice. . Ann Arbor: University : University of Michigan Press. Press.

Evaluation:Evaluation:

Assignment 1 - 20%Assignment 1 - 20%Assignment 2 - 20%Assignment 2 - 20%Mid-sem Exam - 30%Mid-sem Exam - 30%Final Exam - 30%Final Exam - 30%

NEEDS ANALYSISNEEDS ANALYSIS

A A known target situationknown target situation A definable need to communicate in A definable need to communicate in

EnglishEnglish

Target NeedsTarget Needs

1.1. Necessities – Necessities –

2.2. Lacks –Lacks –

3.3. Wants –Wants –

Objective needsObjective needs

VsVs

Subjective needsSubjective needs

A Framework for Target Situation A Framework for Target Situation

Needs AnalysisNeeds Analysis

(Hutchinson & Waters 1989:58)(Hutchinson & Waters 1989:58)

In an ESP classIn an ESP class

Consider:Consider: The starting point (lacks)The starting point (lacks) The destination (necessities)The destination (necessities) The journey (learning needs)The journey (learning needs)

A Framework ForA Framework For

Learning Needs AnalysisLearning Needs Analysis

(Hutchinson & Waters 1989:60)(Hutchinson & Waters 1989:60)

Present Situation NeedsPresent Situation Needs

(Robinson 1991:9)(Robinson 1991:9)

Course DesignCourse Design

Main elements:Main elements: Need analysisNeed analysis Designer’s approachDesigner’s approach MethodologyMethodology MaterialsMaterials Evaluation / ImprovementEvaluation / Improvement

Approaches to CourseDesignApproaches to CourseDesign

1.1. Language-centred ApproachLanguage-centred Approach

2.2. Skills-centred ApproachSkills-centred Approach

3.3. Learning–centred ApproachLearning–centred Approach

Language-centred ApproachLanguage-centred Approach

Refer to Hutchinson & Waters Refer to Hutchinson & Waters 1989:661989:66

Focusing on language used at Focusing on language used at target situationstarget situations

Weaknesses:Weaknesses:i.i.ii.ii.iii. iii.

Skills-centred ApproachSkills-centred Approach

Refer to Hutchinson & Waters Refer to Hutchinson & Waters 1989:711989:71

Focusing on skills and strategies Focusing on skills and strategies used at target situations used at target situations (skills vs strategies) (skills vs strategies)

Weaknesses:Weaknesses:i. i. ii.ii.

Learning–centred ApproachLearning–centred Approach

Refer to Hutchinson & Waters Refer to Hutchinson & Waters 1989:741989:74

Focusing on the Focusing on the learning processlearning process

that is that is negotiablenegotiable and and dynamicdynamic

Syllabus DesignSyllabus Design

What is a syllabus?What is a syllabus?

Categories of Syllabus DesignCategories of Syllabus Design

1. 1. Content: forms, functions, notions, Content: forms, functions, notions, situations, topics situations, topics

2.2. Skill:Skill: productive, receptive, productive, receptive, learninglearning

3. 3. Method: process, procedureMethod: process, procedure

Types of SyllabusTypes of Syllabus

Structural Structural Notional / FunctionalNotional / Functional Situational Situational Integrative / Single Skill Integrative / Single Skill Communicative Communicative Procedural Procedural ThematicThematic

Course BlogCourse Blog

A course blog has been created for you A course blog has been created for you at at http://BBI3211.blogspot.com

Students are requested to create an account Students are requested to create an account at www.blogger.com. Use your real name to at www.blogger.com. Use your real name to register so that I know who you are for register so that I know who you are for grading. After creating your blog account, grading. After creating your blog account, you must add the course blog by typing in you must add the course blog by typing in the URL as above. Then you will be invited the URL as above. Then you will be invited to the course blog.to the course blog.

Assignment I:Assignment I:Write a summary based on a topic discussed in Write a summary based on a topic discussed in the PJJ ESP Modules. Pick one of the topics the PJJ ESP Modules. Pick one of the topics below:below: - Introduction to ESP: rationale, theory, - Introduction to ESP: rationale, theory, approaches and applications approaches and applications - Needs analysis for ESP - Needs analysis for ESP - Analyzing ESP language - Analyzing ESP language - Syllabus and course design for ESP - Syllabus and course design for ESPYou must post the summary to the course blog, You must post the summary to the course blog, and also respond to other blog posts.and also respond to other blog posts.20% Submit 1 week before mid exam20% Submit 1 week before mid exam

Assignment IIAssignment II: : 20%20%Identify a journal paper related to one of the ESP topics in the PJJ Identify a journal paper related to one of the ESP topics in the PJJ ESP Modules. Refer to related journal websites: ESP Modules. Refer to related journal websites: http://www.journals.elsevier.com/english-for-specific-purposes/ http://www.asian-esp-journal.comWrite a review based on the subheadings below:Write a review based on the subheadings below: - Background of the Study - Background of the Study - Identification of the Problem - Identification of the Problem - Objectives of the Study - Objectives of the Study - Research method - Research method - Results and Findings - Results and Findings - Recommendations and Conclusion - Recommendations and Conclusion

Submit your review to Turnitin after you register as a student user Submit your review to Turnitin after you register as a student user at at www.turnitin.com. Classname: BBI3211; Class ID:7717500; . Classname: BBI3211; Class ID:7717500; enrolment password: ESPBABE.enrolment password: ESPBABE.Then post Then post the review and the journal paperthe review and the journal paper to me 2 wks before to me 2 wks before the Final Exam. the Final Exam.

Plagiarism: How to avoidPlagiarism: How to avoid

- Don’t copy verbatim - Don’t copy verbatim - Use your own words (paraphrase)- Use your own words (paraphrase)- Acknowledge work or ideas taken- Acknowledge work or ideas taken

- citation formats- citation formats - text-dominant style preferred- text-dominant style preferred- Use quotations if absolutely- Use quotations if absolutely needed. needed.

Citation formats:Citation formats:

Reference list at the end of text- APA style:Reference list at the end of text- APA style:

Altmann, G. T. M. (2001). The language machine: Altmann, G. T. M. (2001). The language machine: Psycholinguistics in review. Psycholinguistics in review. British Journal of British Journal of Psychology, 92Psychology, 92(1), 129-171.(1), 129-171.

Scovel, T. (1988). Scovel, T. (1988). A time to speak: A psycholinguistic A time to speak: A psycholinguistic inquiry into the critical period for human speech. inquiry into the critical period for human speech. USA: USA: Thomson Learning.Thomson Learning.

Question and Answer SessionQuestion and Answer Session

The EndThe End

Happy Studying Happy Studying &&

Good Luck Good Luck