Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
ESP course design
Transcript of ESP course design
Theory on course design for the Tertiary Level of Education The definition of ESP Questions Course parameters: assessed or non-assessed performance
meeting learners' immediate or delayed needs
the teachers role of knowledge provider or facilitator
broad or narrow focus of the course
include study experience or also pre-study experience
material specific to learners' demands or covering common-core
homogenous or heterogenous groups
course design prepared by the teacher or consulted with learners ESP definition by
Dudley-Evans and St.Jones (1998) - methodology differs from General English methodology
- the teacher more a consultant
- activities determine genre, register and the language
- courses have their own linguistic identity interms of materials and adapted teaching methods ESP definition by Strevens 1988 Four absolute characteristics:
- the course should be adjusted to students needs
- content related to learners' disciplines and professions
- language elements in accordance with disciplines
- in contrast with General English
Two variable characteristics
-based on selected skills
-not-pre-ordained methodology Ferris (1998): ''students perceptions vary significantly''
Basturkmen ( 1998):'' students' and faculties' perceptions are not the same''
Dudley-Evans & St.Jones (1998): ''needs analysis should be based on the ready made patterns...,it may involve contacting colleagues and institutions that have already exprience in creating ESP courses in the given discipline as not to waste students' time''.
Berwick ( 1989):'' an ESP course designer needs to know what exactly they are trying to find out and hoe to interpret the needs' analysis results.'' employed at Wroclaw University of Technology as a lecturer, Development Director and now Head of the English Section.
My professional interests:
- the efficiency of the learning process ( language learning strategies)
- e-learning as a support tool for standard forms of teaching
- creating the content of ESP courses Reasons for Using ESP
cross-cultural communication on a daily basis
access to the information
expressing highly specific ideas
1. Post Second World progress in the field
of technology, science and business
2. Using a language for communication
3. Focus on the learner and I will tell you the English you need" (Hutchinson&Waters 1987:8)
''a form of teaching that is
primarily concerned with learning''
Hutchinson and Waters ( 1978) Joanna Wasilewska Emergence of ESP ''Tell me what you need English for -what do the students need to learn?
-who will have influence on the course?
- what are the potentials and limitations of the classroom?
- how much time is allocated for the course?
- what level of proficiency must be achieved?
-what kind of methodology should be applied?
- how will the learning outcomes be achieved? Answers need to be grouped and discussed:
theories of learning Needs analyses: Joanna Wasilewska
Wroclaw University of Technology Intensive ESP courses immediate learning outcomes
part of the knowledge and skills may be lost
interest may flag towards the end of the course Extensive ESP courses + run parallel to subject courses
+ syllabus may be adapted to the needs
- time lapses between classes Types of assessment contributes to more responsible approach
easier when groups follow the same syllabus
final tests need to be valid and reliable Pre-experience Parallel courses meet learners' delayed needs meet students' immediate needs Teacher's role provider - resource person, organising learning
and maintaining discipline, a total controller
facilitator - consults material to me introduced,
provides with required knowledge and skills Narrow-angle course design division into disciplines
computer engineering chemical engineering wide-angle course design cover a number of skills
introduce variety of genres
detailed study of specific content matter Homogenous & heterogenous groups homogenous - students studying one discipline or one profession
heterogenous- students from different professional background Presentation plan: 1. ESP background
2. Definitions of ESP
3. How to design a course
4. Course parameters
5. Needs analyses
6. Types of ESP courses
7. Conclusions successful ESP course design:
1. Should take into account the needs analysis
2. Should be based on the materials selected with due care
3. Course designers should refer to already existing research findings
4. course designers should contact institutions of the similar profile
5. Methodology may differ from the one applied for General English courses Conclusions Thank you for your attention learning context language in need learner