首页
登录
职称英语
English for Specific Purposes ESP: English for Specific
English for Specific Purposes ESP: English for Specific
游客
2023-12-05
8
管理
问题
English for Specific Purposes
ESP: English for Specific Purposes ESL: English as a Second Language
I. Differences between ESP and ESL:
A. Purposes of ESP learners
to communicate a set of【B1】______【B1】______
to perform particular job-related functions
B. Focus
ESL:【B2】______structures【B2】______
ESP: language in context
C. Aim of instruction
- ESL: stressing four skills equally
- ESP: stressing the【B3】______skills【B3】______
II. ESP
A.【B4】______ of subject matter and English language teaching【B4】______
B. highly motivating
—language applying reinforcing what is taught
—【B5】______ giving learners the context they need【B5】______
III. ESP teachers
A. from ESL teachers to ESP teachers
adapting ESL teaching skills for ESP teaching
【B6】______help from content specialists【B6】______
B. roles of ESP teachers
1. organizing courses
dealing with course materials
supporting students
providing【B7】______【B7】______
2. setting goals and objectives
-- arranging the【B8】______for learning【B8】______
-- considering learners’ potential and their concern
3. creating a learning environment
structuring effective communication skills
listening to students carefully
giving replies
【B9】______learners’ confidence【B9】______
4. evaluating students
serving as a【B10】______about learners’ progressing【B10】______ [br] 【B7】
English for Specific Purposes
Good morning, welcome to this ESP course. As future ESP teachers, you’ll learn much about ESP, English for Specific Purposes, and ESP teaching. Today’s lecture is the very first of a series of lectures. So I’d like to spend some time discussing with you the following topics: How is ESP different from English as a Second Language, ESL, and the responsibility of the teacher in teaching ESP.
I would say that the most important difference lies in the learners and their purposes for learning English.(1)ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.
(2)ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students’ real world: instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction.(3)In fact, as a general rule, while in ESL all four language skills, listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration: or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
(4)As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students’ abilities in their subject-matter fields, in turn, improve their ability to acquire English.
(5)Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students’ knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.
Now, let’s move to the next topic: the responsibility of the teacher. A teacher that already has experience in teaching English as a Second Language(ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes.
(6)Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate students’ progress.
First, organizing courses. You have to set learning goals and then transform them into an instructional program with the timing of activities.(7)One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
Second, setting goals and objectives.(8)You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students’ achievement. Your knowledge of students’ potential is central in designing a syllabus with realistic goals that takes into account the students’ concern in the learning situation.
Third, creating a learning environment. Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or misunderstanding back at them through your replies. Good language learners are also great risk-takers, since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That’s why the teacher should create an atmosphere in the language classroom which supports the students.(9)Learners must be self-confident in order to communicate, and you have the responsibility to help build the learner’s confidence.
Finally, evaluating students. The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn.(10)You will serve as a source of information to the students about how they are progressing in their language learning.
That is what I’d like to talk about today. Hope you have got a general view on ESP and what you should do in teaching it. Next time, we’ll discuss the principles of ESP teaching. See you next week.
选项
答案
feedback
解析
转载请注明原文地址:https://www.tihaiku.com/zcyy/3248082.html
相关试题推荐
TheProblemsofTakingEnglishCoursesThroughEnglishWhenstudent
TheProblemsofTakingEnglishCoursesThroughEnglishWhenstudent
TheProblemsofTakingEnglishCoursesThroughEnglishWhenstudent
TheProblemsofTakingEnglishCoursesThroughEnglishWhenstudent
TheProblemsofTakingEnglishCoursesThroughEnglishWhenstudent
ThemoststrikingphoneticdifferencebetweenAmericanandBritishEnglishisth
TheofficiallanguagesofNewZealandareEnglishandA、French.B、Maori.C、Spanis
WhoisconsideredtobethegreatestEnglishdramatistsinceShakespeare?A、Oscar
WhatistheotherofficiallanguagebesidesEnglishinCanada?A、German.B、Japane
"YoushouldspendmoretimeonEnglish"isa(n)A、representative.B、expressive.C
随机试题
AdviceforStudents:HowtoTalktoProfessorsI.Introduction
仅见于血管内溶血的化验结果是()。A.血网织红细胞增高 B.血清总胆红素增高
下列采用自动安平(重力摆-磁阻尼)方式的测量仪器是()。A.水准仪 B.光学
健康教育效应评价指标包括()A.卫生知识均分 B.卫生知识知晓率(正确率)
下列建设项目中,按照相关要求需要建立专职消防队的是( )。(2016年真题)A:
如图8,用线勾勒出图片中人物的大体形象(不能蒙图描華)。并写出作品名称,原作现存
女,65岁。患乳腺癌2年余,近日超声检查又发现病灶,肿瘤标志物检查哪个指标会异常
估价报告有效期应从()起计。A.价值时点 B.估价作业期 C.出具估价
十二指肠溃疡手术治疗时,可供选择的术式包括 A.选择性迷走神经切断术+幽门成形
据某调查机构发布的调查显示,2011届师范类本科毕业生毕业半年后只有42%选择了
最新回复
(
0
)