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- Characteristic of language element
Associate with a particular situation, purpose or social context
Referred to as “Styles”
ESP-focused grammar
Understanding of how vocabulary is distributed in and across texts
Bottom-up
Why & how
Top-down
For deciding what to include and highlight
Develop their own rhetorical awareness to apply
Identify the communicative purpose, structure, style, content, and intended audience target texts
Formulate course and program objective with the knowledge
Recognize genre feature and use them in their own language output
Aim to develop and apply different learning approaches depending on the needs
Use of different learning principles
Addresses behaviour, cognition, affect, specific sub-skills.
Develop positive attitude about the courses content and reduce learner’s anxiety about meeting goals and passing courses
Four strands
Syllabus design
Curriculum design
Draw as direct a connection as possible
Between target situation and the content of ESP courses
Has number of weaknesses
Founded by two fundamental principles, one theoretical and another pragmatic
Make learners into better processors of information
Roles in need analysis is twofold
Learning is determined by learners
Teachers can influence but what learned by learners determined by learners alone
Learning-centred approach: Maximize learning
Learning-centred approach to course design; 2 implications