1. Introduction
An ESP course entails rigorous adherence to its absolute characteristics that define it as need based pedagogy which uses specific content and specialized language to help learners acquire proficient use of language in diverse academic or workplace contexts. ESP involves various steps in designing, implementing and assessing a target course. This includes identification of the key issues that are specific to the teaching and learning context, cognizance of the implications for the course design, conducting a comprehensive needs analysis, collating the results of research, analysing data, developing course outline, selecting materials, defining appropriate methodology, developing assessment tools, and evaluating the course for further improvement.
2. Key issues in EAP
2.1. Linguistic Features
The primary aim of any ESP course is to answer the question “why do the learners need to learn the foreign language”? This means the focal emphasis is on helping the learners to communicate accurately and precisely. Therefore, ESP adapts elements from other approaches as a foundation for its own methods and techniques. An ESP course is thus designed to cater for the appropriate structural, functional, and discourse levels learners might need for developing the needed language competence (Hutchinson & Waters: 1987).
a. At the structural level, substitution tables and structural syllabi are very common in ELT. In an ESP course, rather than explaining rules via lecturing, substitution techniques can be employed in a reinforcement exercise.
b. The functional/notional level refers to language in use. An ESP syllabus that includes functions could have topics such as the following: making hotel reservations, giving tour informat...
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English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
The lesson I have chosen to present is one that compares and contrasts cats and dogs and is directed to a class of 3rd grade English learners (ELs). I have used a Venn diagram and applied the information from my SIOP Lesson Plan to provide me the foundation needed to present a well-organized and educational presentation. The presentation is aligned to both the Interstate New Teacher Assessment and Support Standards (INTASC) and the Arizona Professional Teacher’s Standards (APTS). The lesson plan applies implementation of both content and language objectives, provides hands-on experiences, and provides me with a variety of resources and materials all of which are necessary to effectively assist me in achieving my goal of teaching ELs to achieve, learn, and become proficient in a new language.
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Gatehouse identifies three types of ESP. Do you see a clear distinction between the options associated with English as a Restricted Language and the options associated with English for Occupational Purposes? Do you agree with Gatehouse that English with Specific Topics is not a separate type of ESP?
A Dogme ELT class is based first and foremost on conversations when a lesson starts by eliciting some key points to be discussed by the teacher and the learners. According to Thornbury (2005) learning objectives can be achieved using clas...
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During the last decade, the spread and influence of English has contributed to the rise of an area of investigation called English for Specific Purposes (ESP). A lot of attention has been given to ESP because it is deemed an effective way of teaching English.
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There are two teaching methods commonly applied in TEFL/TESOL which are “PPP” (present, practice and production) or “ESA” (engage, study and activate).
The biggest advantage of any ESP/EST course is that it mainly emphasizes on the learner-centred and the designed course is based on the needs of the learners. Adriana
North, S. (2012), 'English a Linguistic Toolkit' (U214, Worlds of English), Milton Keynes, The Open University.