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ESP : Deciding materials & methods - Coggle Diagram
ESP : Deciding materials & methods
Basic principles
Roles of materials
help learners to understand the what, why, and how of the target language setting
help learners to build their language skills
assist learners to use language skills actively
encourage the incidental learning of target language skills
help learners develop a positive emotional response to the target language skills
support non-specialist instructors
Evaluating materials in ESP
Stage 1: review questions
Stage 2: in-depth review questions
Novel approach: Data-Driven Learning (DDL) in ESP
learner can address their unique discipline-specific language needs
through discussion and collaboration with others working with different corpora, gain valuable knowledge of how language varies between disciplines
Instructors play an important role in guiding learners through this inductive process, offering hints on ways to search the corpus effectively
instructors demonstrating how to interpret the different results
instructors help the learners to transfer the knowledge gained from a corpus analysis into their own language development.
Adopting published materials
Adapting published materials
Creating custom materials
STEP 3: SELECT ‘CARRIER CONTENT’
STEP 4: CREATE EXPLANATIONS AND EXERCISES
STEP 2: CREATE A GENERAL PLAN
STEP 5: EVALUATE AND REVISE THE MATERIALS
STEP 1: REVIEW PREVIOUS WORK
‘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
With the assistance of technology: Adapting & creating ESP materials
Survey creation web tools
Content management systems (CMSs)
Online lexical profile tool
Massive open online courses (MSOCs)
Corpus tools
Basic principles in ESP methods selection
By traditional teaching and learning methods
audio-lingual method,
the grammar-translation method, the communicative language teaching
(CLT) approach, task-based language teaching (TBLT), and more esoteric
methods such as Suggestopedia, Total Physical Response (TPR), The Silent
Way, The Natural Approach, and The Lexical Approach
Adjusting to the knowledge, experiences, and
expectations of the target learners
presentation-practice-perform (PPP) format
in business/ or law context, a case study approach to learning can work well, whereas
in a scientifi c or engineering context, a more experimental, data-centric
approach is likely to be successful.
Issues of authenticity
Using materials with a high degree
of authenticity
more likely to reflect the linguistic, pragmatic, and discoursal features that characterize the target language setting (Charles & Pecorari, 2016).
materials used in an ESP course might be the only sources of input that learners receive before they enter the target discourse community
highly authentic materials can often be motivating to
learners.
often too difficult for learners at the level of language and concepts
can sometimes
be quite dry and boring.
by definition they are not created
for the purpose of language learning
Artificially created materials
might over- and under-represent features, misguiding both the instructor and learners.
Research ideas
What do instructors do in the classroom?
Which textbook should ESP instructors use (if any)?
How authentic are inauthentic materials?