Please enable JavaScript.

Coggle requires JavaScript to display documents.

ESP, Articel 1 : Legal translator training: Partnership between teachers…

- - - - As feedback to aid learning
      - Compare measured competence
  - - - The aim might be to convince a special language teaching profession that a particular method works
      - The aim might be to iinvestigate whether a project has produced " value fr money".
      - The aim might be to contribute to instructional decisions on whether to discard or continue a program / methodology ,etc.
    - - The evaluator (who)
      - Content (what)
      - Audience (who for)
      - Method (how)
      - Purpose (why)
      - Timing (when to evaluate)
  - - - Brown (2016 ) explains that there are at least four different views of needs
        
        ‘discrepancy’ view
        
        lacks, discrepancies, or gaps between what the learners can currently do in the language and what they will need to do in the target setting
        
        ‘democratic’ view
        
        what the different stakeholders want, desire, expect, or request from the ESP course
        
        ‘diagnostic’ view
        
        language, genres, and skills that are considered necessities, essentials, or prerequisites for success in the target setting.
        
        ‘analytic’ view
        
        elements that Second Language Acquisition (SLA) theory and ELT research and practice have shown to be the necessary next step in the learning process
    - - This paper gives a detailed description of the needs analysis (NA) stage in the development of a
        set of English language intensive courses at a large Japanese industrial firm.
      - The needs analysis at MHI
        
        MHI (the client)
        
        ‘to give students the opportunity to adapt their current general English skills to business
        situations they will come across during their working lives
        
        NIC (the language training provider)
        
        At this stage the students (60) did not hold
        actual positions within their company, nor did they know what their future positions would be
        
        They would be working in various sections in
        the future and play different roles within the company
      - Data collection
        
        Semi-structured interviews with the target group teachers.
        
        The target group’s English ability
        
        The target group’s experience in using English in their working situations
        
        The target group make-up
        
        The target group’s future English needs
        
        Interviews with the target group students.
        
        an ‘open-ended’ questionnaire
        
        Discussion with the client (MHI)
        
        to examine the reasons behind the client’s instructions and course needs
        
        to gather more information about the nature of the target group’s working situation in an attempt to understand what their English needs were.
        
        Open-ended, structured questionnaires for students to complete with their senior employees
      - Through comparison of the sources and methods and triangulating the results
- - - - The roles of instructors in ESP
        
        In academia may also be given the role of designing and managing the entire English support program
        
        In occupational settings, ESP instructors are likely to help managers manage their daily tasks and providing them with opportunities for career advancement.
      - The roles of learners in ESP
        
        Attitude
        
        will largely depend on their perceptions of the status of that course or program
        
        Negative : if they think English is not a important factor in their career.
        
        Positive : if they think English will determine their future