Section 1 what is ESP ?

1. The origin of ESP

In this section, explain three important main idea. Three are :- The demands of a Brave New World

In this part explaining about the firstly existence of ESP from the second world war in 1945, and then it is have a big effect, it is make many people wanting to learning English for study about scientific,technical, and economic and so many activity on an international scale, because they think learning English is the key of International.

- A revolution in Linguistics.ESP is basics of design course for the learner to arranging their needs.So, in this part Explain about how Linguisno describe the rules of English like grammer. Language is very different for one situation to another.

- Focus on the learner.In this part explain about what the learner need, actually the learner have different needs, so they must be focus what they think more important for them.

2. The Development of ESP

There are five important point in this part, such as :1. The concept of special language : register analysis2. Beyond the sentences : rhetorical or discourse analysis3. Target situation analysis4. Skill and strategies5. A learning-centred approach

3. ESP : approach not product

In this part explain about the tree of ELT. In the tree presented some of common division are made by ELT. ESP is branch of EFL/ESL. ESP is not product or particular of methodology language because it is not consist of material but just approach to language learning is based on learner need.

Section 2 course design

Factor affecting ESP course design, in the diagram explain three factor supporting ESP course, they are :

1.What language description ? syllabus. 2. How the learning theories ? by the methodology 3.Who,why,where, when need analysis ? by nature of particulartarget and learning situation.

First word in the terminology, a lot of confussion in discussion about ESP course design such as communicative, structural,functional etc. we shall adopt two strategies.

- Firstly, we shall avoid the term communicative.- The second strategy, we have adopted is to make a clear distinction

between the two elements of language description and learning theory.

4. Language descrption.

In this part, there are six main strategies of development, they are :1. Classical or traditional grammer 2. Structural linguistics3. Transformation generative ( TG ) grammer4. Language variation and register analysis, in this part explain two

describing the same job, but have different instruction language5. Functional / National grammar6. Discourse (Rhetorical) analysis

5. Theories of learning

Development in learning theory have followed a similar pattern to those in language descriptions, and each has had some effect on the other. But, if we are to see the importance of each for language teaching, it is best to consider the theories relating to language learning separately. As with language and the main developments in theories of how learners learn and relate each to the needs of the ESPlearner and teacher.

We can identify five main stages of development since then, which are of relevance to the modern language teacher.

1. Behaviourism : learning as habit formation2. Mentalism : thinking as rule-governed activity3. Cognitive code : learners as thinking beings4. The affective factor : learners as emotional beings5. Learning and acquisition6. A model for learning

6.Needs analysis

In the first instance, we can make a basic distinction between target needs and learning needs. We shall consider learning needs later , but even with in the category of target needs.

*What are target needs ?

Target needs more useful to look at the target situation in terms of :

a. Necessitiesb. Lacksc. Wants

*Gathering information about target needs

It follows from the above that the analysis of target needs involves far more than simply identifying the linguistic features of the target situation. The most frequently used are :

a. Questionnairesb. Interviewsc. Observationd. Data collectinge. Informal consultation with learners and other

*Learning needs

In the target situation they may need, for example, to read long, complex text.

*Analysing learning needs

Analyzing of the target situation needs is conserned with language use. To know about about language learning.what we also need to know is how people learn to do what they do with language. We need, in other words, alearning-centred approach to needs analysis.

7.Approaches to course design

Data about learning need is interpreted in order to produce an integrated series of teaching-learning.

A. Language-centred course design It is process aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course.

B. Skills –centred course designThe skills –centred approach still approaches the learners as a user of language rather than as a learner of language.it is with this distinction in mind that we turn to the third approach to course design.

C. A learning-centred approachThe learner-centred approach is based on the principle that learning is totally determined by the learner. The learner is one factor to consider in the learning process, but not the only one. We must look beyondthe competence that enables someone to perform, cause what we really want to discover is not the competence.

Section 3 Application

8.The syllabus

In this first chapter on the application of course desgn model.

A. What do we mean by a syllabus?A syllabus is a document which says what will be learnt. This stems from the fact that the statement of what will be learnt passes through several different stages before it reaches its destinationin the mind of the learner like : The evaluation syllabus The organizational syllabus The materials syllabus The teacher syllabus The classroom syllabus The learner syllabus

B. Why should we have a syllabus ?There are also acknowledged and hidden reasons for having a syllabus : Language is complex entity In addition to its practical benefits, Particular importance when there are commercial sponsors involved Returning to our analogy of learning as a journey A syllabus is an implicit statementof views the nature of language and

learning A syllabus provide a set of criteria for materials selection and/or

writing Is one way in which standardization is archieved

C. On what criteria can a syllabus be organized ? Topic syllabus like the rig, fishing jobs, natural flow etc Structural syllabus Functional syllabus like a properties, location, and shapes Skills syllabus like an organizing ur studies, taking notes , improving

ur reading. Situational syllabus like a sales report, a memo, a journey etc

Task-based syllabus like a making arrangements, attending meetings etc

Discourse syllabus Ski and strategis

D. What role should a syllabus play in the course design process ?We can look at this question in terms of the approaches to course design that we out lined. A language-centred approach A skills-centred approach A learning-centred approach The post hock approach

A syllabus is not divine writ. It is working document that should be used flexibly and appropriately to maximise the aims and process of learning.