BASIC CONCEPTS IN TEFL USING AN ESP APPROACH · BASIC CONCEPTS IN TEFL USING AN ESP APPROACH ......

BASIC CONCEPTS IN TEFL USING

AN ESP APPROACH

Indicator 1: Explain the rationales of using an ESP approach

Indicator 2: Explain various definitions of ESP

Indicator 3: Explain the emergence of ESP

Indicator 4: Explain the concepts of ‘knowing a language’ in

relation to ESP design

Indicator 5: Explain various roles of ESP teachers

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WHY ESP?

Development of ELT

▪ How to teach What to teach

Criticism to the form of teaching available

▪ Much time and effort spent to learn material not learner’s primary concern.

▪ The learner is not given materials suitable for his primary concern (gaps of knowledge).

▪ Teachers’ attitudes to other subject matter.


Hutchinson & Waters (1993)

An approach of ELT based on designing courses to meet learners’ needs.


Streven (1988)He defines ESP by identifying absolute and variables characteristics. Absolute characteristics (Working definition of ESP):

▪ Designed to meet learner’s specified needs of the learner;▪ Related in content (i.e. in its theme and topics) to particular disciplines,

occupation, and activities;▪ Centered on language appropriate to those activities.▪ In contrast with “General English”.

Variable characteristics. ESP may be, but not necessarily:▪ Restricted as to the language skills to be learnt (e.g. speaking only, etc.)▪ Not taught according to any pre-ordained methodology (i.e. ESP is not

restricted to any particular methodology).


Claims made by ESP:

ESP, being focused on learner’s needs, wastes no time;

ESP is perceived as relevant by the learner;

ESP is successful in imparting learning;

ESP is more cost-effective than General English.


Dudley-Evans & St. John (1998) Absolute characteristics

▪ ESP is defined to meet specific needs of the learner;

▪ ESP makes use of the underlying methodology and activities of the discipline it serve;

▪ ESP is centered on the language ( grammar, lexis, register), skills, discourse and genre appropriate to these activities.


Variable characteristics▪ ESP may be related to or designed for specific disciplines;

▪ ESP may use, in specific teaching situations, a different methodology from that of English;

▪ ESP is likely designed for adult learners, either at tertiary level institution or in a professional work situation; However, it could be for learners at secondary school level;

▪ ESP generally designed for intermediate or advanced level;

▪ Most ESP courses assume some basic knowledge of the language system


▪ Carter (1983) identifies three types of ESP:

▪English as restricted language (e.g. language use by air traffic controller)

▪English for Academic and Occupational Purposes

▪English with specific topics.


Why is it nessecary to apply an ESP approach in ELT?

What are the similarities of the definitions given by different experts?

What are their differences? Explain the tree of ELT proposed by

Hutchinson and Waters (1993).


PHENOMENA FOR THE EMERGENCE OF ESP

The Demand of a Brave New World

Expansion in technology and commerce that needs an international language.

A Revolution in Linguistics

Shift attention from formal features to real communication.

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STRUCTURAL APPROACH

focus on forms and structure

teacher directed

work on sentence levels

COMMUNICATIVE APPROACH

focus on meaning *)

learner-centered

work with larger unit of discourse


*) Meanings are related to context of situations: Linguistic and extra-linguistic aspects.

Sociolinguistic situation (i.e. who, to whom, for what purpose, at what time, in what setting, on what occasion the language is used).


Phenomena ….(cont.)

The New Development in Educational Psychology

Learner’s need and attitude to learning


KNOWING A LANGUAGE?

Knowing a sufficient amount of the element of the language AND knowing how to use the elements for communication (use it in accordance with needs and context).

How does definition above relate to the teaching English using an ESP approach?


HISTORICAL PERSPECTIVES OF ESP

Phase I (1960s – 1970s) Extensive analyses of lexical and grammatical features of academic

and professional register.

Phase II (1970s – early 1980s) Analysis of organization and functions of entire discourse (spoken or

written) at a number of levels.

Phase III Systematic analyses of target situation: Communication purpose of speaking The setting for the language use Mode of communication

Phase IV Analyses of strategies (learning situation) to acquire the target

language.


THE ROLES OF ESP TEACHERS

Five Key Roles of for ESP Teachers/Practitioners (Dudley-Evans and St John (1998): Teacher

Course Designer and Material Provider

Collaborator

Researcher

Evaluator


Three problems may arise when dealing with the ESP teachers:

The lack of an orthodoxy to provide a ready-made guide

What authentic materials are

No clear guidelines


Three problems … (cont.)

The new realms of knowledge the ESP teacher has to know Does the content of ESP materials need to be

highly specialized?

Why do so many teachers find it difficult to comprehend ESP subject matter? Separation between Humanities and Science in

education

Tendency to teach easier materials or subjects

Little effort to retrain teachers

Too much expectation


Three problems … (cont.)

What kinds of knowledge are required by the ESP teachers?

Positive attitude toward the ESP content

Knowledge of fundamental principles of the subject matter

Awareness of how much they have probably already known


Refection (3):

What motivate the emergence of ESP?

How is “knowing language” defined?

How does this definition relate to teaching English using an ESP approach?

What are the roles of ESP practitioners/ teachers?


BASIC CONCEPTS IN TEFL USING AN ESP APPROACH · BASIC CONCEPTS IN TEFL USING AN ESP APPROACH ......

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