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Course Design in ESP, (Outline of A learning-centered approach to ESP) …

- - - - Solid Foundation
        
        Highlight less common form- in a se
        
        Characterize Formal Academic writing
      - How Vocab perceived
      - Corpus Analysis
    - - Why these happen
      - Relate > understand
    - - Identify
        
        Communicative purposes
        
        Structure
        
        Style
        
        Content
        
        Intended audience
    - - Language Learning
        
        Behaviour
        
        Drills
        
        Repetion
        
        Reinforcement
        
        Memorization
        
        Auto correction
        
        Affect
        
        Increasing motivation
        
        Positive attitude
        
        Reducing Anxiety
        
        Cognition
        
        Problem-solving
        
        Awareness-raising
        
        Noticing
        
        Learning stratergy
        
        Implicit knowledge
        
        Explicit knowledge
      - Other
        
        Specific sub skill of
        
        Writing
        
        Reading
        
        Listening
        
        Speaking
  - - - Progressively cover useful
        
        Language Items
        
        Skills
        
        Stratergy
      - Sequence item
        
        Speed>
        
        Repeated Opportunity
        
        Focus on items
      - Ensure avoid to collide
        
        Combination contributers
        
        Interference effect
      - Help
        
        Learner use past knowledge
      - Train
        
        Learner monitor their own developemt
        
        Be independent
    - - Syllabus Design
        
        Specify
        
        Language
        
        Genre
        
        Skills
        
        Syllabus type
        
        Content-based
        
        Genre-based
        
        Notional-functional
        
        Situational
        
        Skill-based
        
        Structural
        
        Task-based
        
        Sequencing Pattern
        
        Linear
        
        Linear + Revision
        
        Spiral
        
        Matrix
        
        Thread
      - Curriculum Design
        
        General
        
        Specify overall program
        
        Sequencing
        
        Timing
        
        Duration
        
        EAP
        
        General>Advance course
        
        Weeks>Hours
        
        May h Elective
        
        EOP
        
        Specific worker(competency)
        
        May h elective (Role)
        
        Newbie (Few days)
        
        Promotion (specialized English)
  - - - A ESP book cover one's target field
      - Adopted stratergy
      - Less context info
    - - Work in team with senior(ESP)
      - Careful Planning
      - Be honest and immerse with learners
      - Learn from your advices
      - Text analysis
      - Reading more matarial
      - Obtain objective data abt target language setting
- - - - Programme
        
        Course
        
        Syllabus
        
        Upside Down Peak
    - - Prioritize
      - Objective x Needs
      - Specify content
      - Sub dividing(Hiera x manageable)
      - Sequence X grading
  - - - Parallel course
        
        Teacher can know s' output
        
        Is EXP along with the course
        
        Intensive course
      - Pre-Exp course
        
        Student can go extensive course
        
        Learner dont have
    - - Multi-skill focused
        
        improvement in performance
        
        motivation
      - Mono-skill focused
        
        Demotivate
        
        Limiting
    - - Wide-angle approach
        
        May take time to cover things
        
        motivation,>attraction
        
        Focus generally
      - Narrow-angled approach
        
        May Demotivate
        
        Focus on specific
        
        Ect
        
        Speaking
        
        Listening
    - - Facilitator / Cons
        
        Ask students' input
        
        Get learners bring material
        
        Negotiate with learner on course
        
        Manage class
      - Provider
        
        Provide info on skill & langauge
        
        Control class
        
        Give input and activities
    - - Delayed Needs
        
        E.g Finishing study/school/degree
        
        For future use
      - Immediate Needs
        
        E.g Starting School
        
        Important ATM
    - - Extensive Course
        
        No extended material
        
        Can run parallel (lenient H)
        
        Minimal time
      - Intensive Course
        
        Time, < movitavation, <support
        
        Focus totally
        
        Most time (1-6M)
      - Non-assessed Course
        
        cooridination can restrict
        
        responsible to uphold
      - Assessed Course
        
        taken seriously
        
        +^ subject's status
    - - Common core
        
        Carrier content
        
        General
      - Specific core
        
        Academic / Pro
        
        Parallel course
    - - Homogenous
        
        Mono Discipline
        
        Specific
        
        Homogeneity >
      - Heterogenous
        
        Mixed discipline
        
        Common material
        
        Flexible by dividing
    - - Fixed course
        
        Laid down in adv
        
        Institutional constraints
        
        Repeatable
        
        Retrospective syllabus