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ESP course design, Repetition - Coggle Diagram
ESP course design
Sequencing pattern
Linear
Linear+revision units
Spiral
Matrix
Thread
Approaches :red_flag:
Language- centred :red_flag:
Simplest kind
Aim(procedure) :red_flag:
Identify learners' target situation
Select theoretical views of language
Identify linguistic features of target situation
Create syllabus
Design materials
Establish evaluation procedures
Weaknesses :red_flag:
Learner-restricted
A static and inflexible procedure
Externally-imposed system
Learners need to make the system meaningful to themselves
At the surface level
Straightforward appeal approach
Skill-centred :red_flag:
Widely applied
Fundamental principles :pencil2:
Theoretical :star:
Get away from the surface performance data
Look at the competence
Pragmatic :star:
Goal-oritented
Process-oritented
Concentrate on strategies and processes
Motivate students to tackle target texts
Roles :star:
A basis for discovering the undererlying competence
Designer discover the potential knowledge
Strengths :star:
Build on the positive factors
Set open-ended terms
Think from the learner's point of view
Procedure :star:
Indentify target situation
Analyse skills required to cope in the target situation
Write syllabus
Select texts and write exercise to focus on skills in syllabus
Establish evaluation
Learning-centred :red_flag:
Implications
Negotiated process
Dynamic process
How someone acquires that competence
Evaluate learner achievement
Relationship :red_flag:
A language-centred approach
Identify target situation
A skill-centred approach
Analyse target sitation
Analyse learning situation
A learning-centred approach
Write syllabus
Write materials
Teach materials
Evaluate learner achievement
Language elements :red_flag:
Register analysis :star:
Grammar forms and vocabulary items
Provide a foundation for ESP-focused grammar
EAP
Complex sentence
Compound sentence
Prepositional phrases
The nominalization of verb forms
....
EOP
Hotel service encounters
Airline flight controller directions
Nurse-patient interactions
Rhetorical analysis
Genre analysis
the way spoken and written texts are organised
Learning and metacognitive skills :star:
Behavior
Drills
Memorization
Error correction
Repetition
Reinforcement
Affect
Increasing motivation
Reducing anxiety
Developing a positive attitude
Cognition
Problem-solving
Awareness-raising
Noticing
Learning strategies
Explicit knowledge
Implicit knowledge
Syllabus design :red_flag:
Types :star:
Content-based
Content of a specific subject
Sequenced according to discipline traditions of theory
Genre- based
Construction of written and spoken texts
Analyze target texts
Construct target target texts
Notional-functional
Focuses on notions and functions
Sequenced based on importance
Sequenced based on learner importance
Situational
Situations in which learners find themselves
Sequenced based on importance
Sequenced based on learner interest
Sequenced timing of need
Skill-based
Focuses on target skills
Sequenced based on importance
Sequenced timing of need
Task-based
Use language to achieve specific objectives
Sequenced based on importance
Sequenced based on learner interest
Sequenced based on a difficulty measure
Structural
Grammar and vocabulary
Sequenced according to a difficulty messseure
Strengths :star:
Flexibility in presentation
Place importance on needs
Flexibility in practice of material
GFS syllabus outline :star:
Listening text
Language focus
Pronunciation
Extensive turn
Roleplay-soft skills
Intercultural awareness
How am I doing?
Call centre
English communication training
Provide intercultural training
Provide soft skills training
Customer service skills
Contentious issues :red_flag:
Instructors :star:
Issues
Lack specialist knowledge
Working in isolation
Solution
Work in a team
Communicate with experienced administrators
Embrace their ignorance and use it to advantage
Be honest with learners
Explain background
Explain teaching experiences
Research interests
Explain target language settings
Non-specialist(Working in a specialist field) :star:
Follow the advice
Review the specialist literature
Text analysis tools
Obtain objective data
How many people in the target field use English
What their general English proficiency levels are expected to be
Where and when they use the language
What language issues they commonly experience
Repetition