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English For Specific Purposes, Martha Olivia Peña Medina, cta 1727540 -…
English For Specific Purposes
An approach to language learning
Dudley-Evans and St. John distinguish absolute and variable characteristics (Barrantes, 2009)
Absolute Characteristics
It is designed to meet specific needs of the learner.
Makes use of underlying methodology and activities of the discipline it serves.
It is centered on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities.
Variable Characteristics
It may be related to or designed for specific disciplines.
It may use, in specific teaching situations, a different methodology from that of general English.
ESP is likely to be designed for adult learners, either for a tertiary institution or in a professional work situation.
It is generally designed for intermediate or advanced students.
Most ESP courses assume basic knowledge of the language system, but it can be used with beginners.
It is an eclectic method
All communication has
Structural Level
Substitution tables
Structural syllabi
Functional/ notional level
Based on form
Discourse (rhetorical) level
Emphasis on meaning between sentences
The needs analysis is required
Has three stages
Pre-course
Design a personal profile chart for student
Initial
Ongoing
Provides goals and Objectives
Produces the Course design
Syllabus Design
Materials Development
Can be classified
Necessities
Lacks
Wants
English for Business Purposes
Needs are divided in three
Present situation needs
Involving language institutions
learning situation needs
Concerning learners
Target situation needs
Comprising companies
Related to the area of business and management
Covers the areas
accounting, commerce, e-commerce, economics, finance, HR, insurance, IT, law, manufacturing, marketing, production, property, the stock exchange, interntiona trade, transport, etc (Chandra, 2019).
English language skills
Presentations, negotiations, meetings, small talk, correspondence, report writing, telephone conferences, receiving visitors, etc. (Chandra, 2019)
Directly related to employer' and learner's professional needs.
English for Occupational Purposes EOP
English for Professional Purpose
English for Vocational Purpose
It is based on an analysis of specific communicative needs at work. (Febriana, Rara, & Rahayu, 2019)
It may focus in English for Sales Presentation, English for Bussiness Report and Negotiation skills in English (Febriana, Rara, & Rahayu, 2019)
May focus on the more general needs of a specific industriy (Febriana, Rara, & Rahayu, 2019)
English for Banking and Finance, Legal English, English for Military Purposes, English for the Oil Industry. (Febriana, Rara, & Rahayu, 2019)
It is learner centered
The purpose is to improve the job performance (Febriana, Rara, & Rahayu, 2019)
English for Academic Purposes EAP
Entails training students in higher education setting, to use language appropriately for study (Zaščerinska, 2010)
Provide students with appropriate skills and competences for innovation, education, and research (Zaščerinska, 2010)
Analyzing, synthesizing information using a foreign language. (Zaščerinska, 2010)
Important for the development of education and culture (Zaščerinska, 2010)
Can be subdivided into: 1. English for Science and Technology, 2. English for legal Purposes, 3. English for Medical Purposes, 4. English for Management, Finance and Economics. (Belyaeva, 2019)
B-Learning
Mix model online and face-to-face learning.
Technology is used in classes by teachers to enhance the students learning process.
Combined virtual teaching and learning means
Personalized tutoring sessions, video conferences, chats, face to face classes can be used.
Flexible Teaching
The teacher interacts with the student
Student's opinion is taken into account
Opportunity to have experts and specialized tutors in online classes.
Students can be certified
There are three basic models in blended learning
Model-based on skills,
Model-based on attitudes and behavior
Model-based on competencies
Martha Olivia Peña Medina, cta 1727540
References
Barrantes, L. (2009). A Brief view of the ESP Approach. Retrieved from Dialnet:
https://dialnet.unirioja.es/descarga/articulo/5476348.pdf
Belyaeva, A. (2019). English for Specific Purposes: Characteristics Features and Curriculum planning steps. Retrieved from
http://uki.vdu.lt/sm/index.php/sm/article/download/103/84
Chandra, S. (2019, Oct). English for Business Purposes: An ESP Approach. Journal for Research Scholars and Professionals of English Language Teaching, 3(15), 1-8. Retrieved from
https://www.researchgate.net/publication/336230809_English_for_Business_Purposes_An_ESP_Approach
Febriana, D., Rara, D., & Rahayu, D. S. (2019). English for Occupational Purposes Paper. English for Specific Purposes Course Design. Retrieved from Researchgate.net:
https://www.researchgate.net/publication/332446791_ESP_Course_Design_English_for_Occupational_Purposes_Paper#pf6
Gómez, L. (2017). B-Learning: Ventajas y Desventajas en la Educación Superior. Retrieved from
http://www.eduqa.net/eduqa2017/images/ponencias/eje3/3_47_Gomez_Leydy_-_B-LEARNING__VENTAJAS_Y_DESVENTAJAS_EN_LA_EDUCACION_SUPERIOR.pdf
Zaščerinska, J. (2010, August). Efficiency of English for Academic Purposes Activity in Students’ Language Education: Developing the System of External and Internal Perspectives. Retrieved from
https://files.eric.ed.gov/fulltext/ED529829.pdf