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Material and Method in ESP - Coggle Diagram
Material and Method in ESP
Role of materials
help learners to build their language skills
present new language skills in clearly ordered steps and lessons
sequence steps and lessons to maximize learning
stretch learners with challenging but achievable exercises
assist learners to use language skills actively
encourage learners to interact with others through pair and group exercises
encourage learners to reflect on the value and use of the target material in target language settings
encourage learners to monitor their progress
provide overviews, summaries, reviews, and evaluations of the target language skills
give clear indications of milestones reached
help learners to understand
expose learners to target language skills as used in real-world settings
provide relevant individual, pair, and group exercises
introduce and explain target language skills
be complete and self-explanatory
encourage the incidental learning of target language skills
provide additional exercises, tasks, and readings
include a table of contents, an index, and a list of references
help learners develop a positive emotional response
provide background information on the importance and usefulness of the language skills
introduce interesting and useful examples
use fun and humor where appropriate
match the materials to the target settings and interests of the learners
present the target language skills in a clear and professional way
support non-specialist instructors
provide contextual information about the target setting
include supporting audio/video with transcripts
include an exercise answer key
Basic principles in ESP methods selection
Using traditional teaching and learning methods
method
grammar-translation method
audio lingual method
communicative language teaching
(CLT) approach,
task-based language teaching (TBLT)
esoteric
methods
Suggestopedia, Total Physical Response (TPR)
The Silent Way
The Natural Approach
The Lexical Approach
don't force everything that happens in a classroom into a single, popular theory
Adjusting to the knowledge, experiences, and
expectations of the target learners
earners might first produce examples of target language which are then critiqued and commented on by the instructor
try producing the target language
again
Adopting, adapting, and creating
materials in ESP
Adopting published materials
advantages
reducing the instructor’s need
to plan for classes
provide an overall structure for classes
helping learners prepare for classes
include explanations of activities and target language examples
learners can use as a permanent reference source
has been created by an experienced
ESP materials developer
makes huge practical sense from an administrative standpoint
disadvantages
have no choice in terms of the primary classroom materials they can use
not all activities are suitable to used
Adapting published materials
reason
ESP
citation formats might need to be updated to reflect the most recent specific cations
EOP
new laws and treaties
why (?)
material ignore important points or include irrelevant ones
present points in an overly simplistic or overly complicated manner
sequence the points in a confusing manner
Example
they may require the use of audio and
visual playback systems
include activities that require learners to move around
include too few or too many units
than the time allows.
how to address the issue
expand
delete
replace and reoreder
add new one
simplify
Creating custom materials
Five-step approach
STEP 1: REVIEW PREVIOUS WORK
make a list of useful ideas that have been reported
discussed at academic conferences
review published materials in the same general area
STEP 2: CREATE A GENERAL PLAN
return to the concepts
register analysis
rheothorical analysis
genre analysis
STEP 3: SELECT ‘CARRIER CONTENT’
use ‘authentic’ language samples produced
colleagues who are experienced in the target field
members of the target discourse community
who can serve as specialist informants
STEP 4: CREATE EXPLANATIONS AND EXERCISES
exercises
designed to allow for a balanced four-strands presentation
meaning-focused output
target language
meaning-focused input
fluency development
work independently
fact-finding missions
, home experiments,
vocabulary learning exercises
sequencing
gradually introduce exercises that require
higher level profieciency
more time
less instructor support
pay careful attention to how the materials will be delivered
introduce simple, easy exercises that are largely supported by the instructor.
STEP 5: EVALUATE AND REVISE THE MATERIALS
piloting the materials with a small group of target learners
ask learners to complete after-class surveys on
‘Just-in-time’ custom materials creation
STEP 2: ANALYZE AND GROUP TARGET LANGUAGE SAMPLES
STEP 3: PRESENT AND DISCUSS TARGET LANGUAGE SAMPLES
STEP 1: COLLECT TARGET LANGUAGE SAMPLES
Data-Driven Learning (DDL) in ESP
will interact directly with a
corpus of target language samples through
self-directed exercises
inductive
Instructors play an important
role in guiding learners
offering hints on ways to search the corpus effectively
demonstrating how to interpret the
different results
helping the learners to transfer the knowledge gained
from a corpus analysis into their own language development.