Name: Xavier Wu

ID No.: 9610008m

Instructor: Dr. Mavis Shang

Dept. of Applied English of IS University

The Quest for New Methods

Changing Needs for Foreign Languages in Europe

English for Specific Purposes

Needs Analysis in ESP

Communicative Language Teaching

Emergence of a Curriculum Approach in Language

Teaching

Medieval time:

English V.S. French (White)

20th Century:

The Power of British and America (White)

The World War II:

Immigrants/ Refugees/ Foreign Students U.K./

U.S./ Canada/

Australia The Demand of Language-teaching An

International Language via radio, film, and TV

Explore New Direction for Teaching Linguistics

for

Organization & Structure of Language A New

Approach

“Oral Approach” in Britain

Oral Approach Situational Approach/ Structural-

situational Approach/ Situational Language

Teaching

TESL/ TEFL Approach

1950s—The Structural-situational Approach used in

Australia.

1960s—The Audiolingual Method used in U.S.

1978s—The Audiovisual Method used in Europe.

In 1960s—The Language Teaching Revolution

In 1969s—The Decision of the Council of Europe

Without Language Barrier

Modern Language Enrichment

The Modern Europe Language

In 1970s—The Decision for School system

In 1971s—The Unit-credit System for Adults

Before the Emergence of CLT:

Teaching Methods

After the Emergence of CLT:

The Need for Society

The Need for Learners

Relevance for Learners’ Need

The Movement of Language for Specific Purpose

The Concerns for the ESP Approach:

The Need for Non-English-Speaker

The Need for Employment

The Need for Materials

The Need for Immigrants

The Courses at the University of Michigan: For Foreign Students

Language Patterns and Vocabulary

The Publications for the Change of 1960s: For Principles and Gradation

For General Courses

From Word Frequency

From Discourse Analysis

The Publication of Ewer and Latorre in 1970s:

Sentence Patterns

Functional and Non-Functional Words

Based on 3 Million Words of Scientific English

Covering Science and Technology

The ESP Approach in 1970s:

Register Analysis—

Distinctive Patterns of Occurrence of

Vocabulary, Verb Forms, Noun Phrases, and Tense

Usage.

Three Categories for the Register (Martin cited)

—The Research Process

The Vocabulary of Analysis

The Vocabulary of Evaluation

The ESP Approach in 1970s:

Discourse Analysis—

Identify the Linguistic Structure of Longer

Samples of Speech or Text.

The Problem-solution Structure for Common

Discourse— Introduction Background Argument

Conclusion

Stevens’s Points:

Restriction—Basic Skills of Understanding Speech,

Speaking, Reading, and Writing.

Selection—Vocabulary, Patterns of Grammar, and

Function of Language.

Themes and Topics—Themes, Topics, Situations, and

Universes of Discourse.

Communicative Needs—For Communication

Learner’s Needs are Communicative Ability.

Preparation for Learners to Carry Out Tasks

Try to Perform a Role (Robinson)

Learners, Teachers, and Employers’ involvement

(Richterich and Chanceril)

Munby’s Systematic Approach:

Needs Analysis in ESP Course Design

Two Dimensions of Needs Analysis:

Specification for the Target-Level

Turning the Information into Syllabus

Schutz and Derwing’s Summarizations for Profile of

Communication Needs:

* Personal Information * Personal Intention

* Environment Stimulus * Relevant Staff

* Communicative Way * Speech Way

* Capacity * Situation

* Mood

Munby’s Taxonomy for the Need Profile:

300 Subskill into 54 Categories

A Systematic Set of Processes

An Objective Set of Processes

The Emergence of ESP

The Interval Between 1960s and 1970s

The Causation

The Europe

Grammatical Communicative

Wilkins’s Syllabus

Semantic-grammatical Meaning

Modal Meaning

Communicative Function Communicative Syllabuses

Functional Syllabuses

Yalden’s Descriptions for Communicative

Syllabuses

* Learner’s Purpose * The Setting

* Learner’s Capacity * Participation

* Utilization * Theme

* Discourse and Rhetoric * Variety

* Grammar * Lexicon

Tyler’s Statement in 1949s:

Educational Purposes to be Sought

Educational Experiences to be Provided

Educational Experiences to be Organized

Educational Experiences to be Attained

The Argument between Lawton and Tyler in 1973:

Lawton’s Statement—

Teacher’s Behavior for Educational Objectives

Tyler’s Statement—

Learner’s Behavior for Educational Objectives

Nicholls and Nicholls's Statement in 1972s:

The Careful Examination

The Development and Trial Use

The Assessment of the Extent

The Final Element

The Adoption in 1980s

The Focuses on the Curriculum Development: Needs Analysis Situational Analysis Learning Outcome Course Organization Selecting Teaching Material Preparing Teaching Material Providing for Effective Teaching Evaluation

Clark’s Statement on the Curriculum Development: The Review of Principles The Reworking of Syllabuses The Review of Strategies Embodying Appropriate Learning Experiences The Review of Assessment Designed The Review of Classroom Schemes The Review and Creation of Strategies Designed The Further Research The Review or Devising on In-service Education Designed

Thanks for your

Attentions!