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ESP (English for Specific Porpuses) - Coggle Diagram
ESP
(English for Specific Porpuses)
2 definitions
Is designed to meet specific needs of the learner, makes use of the underlying methodology and activities of the discipline it serves and is centred on the language, skills, discourse and genres appropiate to these activities.
Teaches the language for getting things done.
2 axiomatic elements
Sense of purpose.
gives the language work an immediacy and a relevance and makes ESP an interesting and exciting area for teachers.
Sense of vocation.
can be anything from A to Z.
Factors behind it importance.
The increase in vocational learning and training throughout the world.
Globalization
English studies need an application.
ESP teachers' roles.
Language consultant.
Course designer and material provider
Researcher
Collaborator
Evaluator.
ESP learners.
Those already working in their specialism or at an advanceed stage of their training.
Those who are pre-work and who will probably be younger and where it cannot be expected that they have much detailed knowledge of their specialism.
Characteristics
Have a further purpose.
The further purpose will usually involve skills that are very different from the ones involved in learning a language.
have often not succeded as a language learner in the past.
Will probably be studying English at the same time as studying their subject or doing a full-time job.
May be there reluctantly.
In the same class are unlikely to have the same or similar level of English.
Will usually be studying in the same area.
They have not yet developed knowledge or possibly even interest in their specialism.
ESP common specialisms.
Have specific needs which the teacher will need to identify.
Have to understand technical specialized vocabulary and documentation.
Have an identifiable working enviroment.
Use equipment, need to train or be trained in its use.
Have to interaact with the public in some way.
Need to reflect on and evaluate their own performance.
General do's and don'ts for teachers general approaches
Think about what is needed.
Understand the nature of your students' subject area or vocation.
Spend time working out their language needs in relation to the subject.
Use contexts, texts, and situations from the students' subject area.
Exploit authentic material that the students use in their specialism or vocation.
Make the tasks authentic as well as the texts.
Motivate the students with variety, relevance, and fun.
try to take the classroom into the real world that the
students inhabit, and bring their real world into the classroom.
Key steps to transfer activities across the sectors.
In any document or material highlight the terms and language that can be transferred.
Explain that even if a document or activity isn't from the students' own field it contains structures. vocabulary and language approaches that can be transferred to their field and used in a similar way.
Always ensure that there is a 'transfer' stage to the activity, when the content is related directly to their work situation.
Clearly explain the objectives.