20.What is "target needs"?The term target needs refers to what learners need to do in the target situation. It consists of three components- necessities, lacks, and wants. Learning needs are what learners need to do in order to learn.
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21.Who presents aspects of the target situation and students' educational backgrounds? Robinson
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22.Hutchinson and Waters propose further subdivisions of target needs which are: , , and ___ Hutchinson and Waters divide the target needs into three subdivisions, they are: a) Necessities, b) Lacks, and c) Wants: a) Necessities are the requirements that learner has to know to be functioned in their future situation of occupational and academic.
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23.What are the academic or occupational requirements of the target situation.
Necessities.Are the academic or occupational requirements of the target situation, that is, what the learner has to know in order to function effectively in the target situation. Accordingly, needs “are perhaps more appropriately described as objectives” (Robinson, 1991: 7) to be achieved.
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24.Who defines learning needs as "what learners need to do in order to learn"?
Hutchinson and Waters.
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25.Who states that learning needs are ".....what the learner needs to do to actually acquire the language."? Robinson.
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26. What term is most essential to identify the target needs for an ESP syllabus?The term 'Necessities' is most essential to identify the target needs for an ESP syllabus. In ESP, usually necessities are the category of needs determined by the demands of the target situation, that is, what the learner has to know in order to function effectively in the target situation.
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27.According to Baskturkman syllabuses can be "synthetic" in which the .... According to Basturkmen (2006:21) syllabuses can be „synthetic‟ in which the “language is segmented into discrete linguistic items for presentation one at a time”, or „analytic‟ wherein “language is presented whole chunks at a time without linguistic control”.
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28Find a line that gives a full description of the synthetic syllabi?
The synthetic syllabi “…rely on learners (assumed) ability to learn a language in parts independently of one another, and also to integrate, or synthesise the pieces when the time comes to use them for communicative purposes” .The figure shows that the „Synthetic‟ syllabus includes the classical approaches to syllabuses as the grammatical, the lexical, the functional- notional, the situational and topical ones. However, the „Analytic‟ one consists of the task-based, the learner centred and content- based syllabi which are considered as modern approaches in language teaching methodologies.
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29.Find a line that gives a full description of the analytic syllabi?
The analytic syllabi “… rely on the learners‟ ability to induce and infer language rules, as well as on innate knowledge of linguistic universals” (Long & Crookes, 1993:11). So, analytic syllabi are based on learners‟ personal capacities and aptitudes to produce the different grammatical structures and forms. The syllabus plan is “organised in terms of the purposes for which people are learning language and the kinds of language performance that are necessary to meet those purposes”
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30.What is your main reason in studying ESP?
It focuses on a particular field, allowing learners to master the skills relevant to their professional needs and, therefore, improve communication. According to Lorenzo (2005), ESP “concentrates more on language in context than on teaching grammar and language structures”.
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31.What is the role of ESP in teaching?The first role of an ESP teacher is following an adulthood-oriented approach toward ESP programs concerned with acting as a simultaneous teacher and counselor. The second prominent role of an ESP teacher is cooperating and collaborating with content teachers to design and teach the materials effectively.
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33.What are the demands of teaching ESP for language teachers?
It is acknowledged that unlike teaching English for general purposes, teaching ESP is demanding as it includes a range of tasks: identifying learner needs, developing courses and materials, as well as classroom teaching (Basturkmen, 2014; Hutchinson & Waters, 1987).
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34.What are the two branches of ESP?
English for Specific Purposes (ESP) is a branch of English Language Teaching (ELT) which in turn is divided into two main branches of English for Academic Purposes (EAP) such as Medicine, Engineering, Theology, etc. and English for Occupational Purposes (EOP) such as English for secretaries, technicians, etc.
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What is the most important to equip learners with a certain English proficiency level for a situation where the language is going to be used
Knowing English increases your chances of getting a good job in a multinational company within your home country or for finding work abroad. It's also the language of international communication, the media and the internet, so learning English is important for socialising and entertainment as well as work!$$$$$$$$$$
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How do adapt ESP teaching materials?
ESP Material Adaptation
First Modifying the content by adding or deleting some parts to the material be it a textbook, a manuscript, or a recording. Second, reorganizing the content in terms of tasks; either by modifying or extending them according to the needs.
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What are some issues and concerns on ESP? It was found out that the most common challenges an ESP teacher encounters are; selecting the teaching materials, designing a course, lack of collaboration with the subject teachers and learners' low general English leve
l$$ESP makes use of underlying methodology and activities of the discipline it serves. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
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What are the influences on ESP?
English for Specific Purposes (ESP) is an approach that takes particular importance in academic and professional contexts. Its development has been influenced by the historical and linguistic changes, the new trends in educational psychology and the communicative theories of language.¤It is a branch of English teaching, the general should have the following characteristics: 1) curriculum must meet the specific requirements of learners; 2) content with certain disciplines, occupations and activities; 3) emphasis should be placed on making grammar, vocabulary, discourse structure
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What teaching method is used in ESP?
There is no specific method but there will be a method you can chose the best for your own learners. Not only does it depend on needs but also expectations. In the ESP classroom, information is usually transferred by reading a text or preparing a presentation which involves at least two or four skills. There are different types of teaching methods that can be categorized into four broad types.
Teacher-centered methods,
Learner-centered methods,
Content-focused methods; and.
Interactive/participative methods.
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41.What is Assessment and Evaluation of ESP?
Assessment is a more general term referring to the process of collecting, analyzing, and using data to gain an understanding of current performance for various purposes. Clearly, testing is one form of assessment, but there are others.Evaluation is a synonym for assessment which can apply to learners but is also used more broadly, even in contexts where tests are not utilized.
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45.Hutchinson and Waters' proposed additional procedure consisted of how many levels?
Assessment and course evaluation are two important stages in ESP teaching process. Hypothetically, an ESP course is supposed to be successful; it is set up to fulfil particular learners‟ needs and enable them perform specific things with language.
Normally, ESP course has specified objectives, which have to be assessed and measured in terms of how well these objectives have been provided and served. Targeting at helping the ESP practitioners and achieving these stages Hutchinson & Waters (1987) propose a complementary procedure based on two levels;
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46.What is learner assessment of ESP?
Learner Assessment: This procedure main task is to measure the learners‟ performance and level of proficiency, in other words what they actually know in terms of language knowledge at this level of the course achievement. Assessment, also elicits learners‟ linguistic problems and difficulties, and sets other views for pedagogical solutions in the next courses.
Course Evaluation: ESP course itself needs to be evaluated, whether the sets of objectives designed were achieved or not, to reach the course aims. Both learner assessment and course evaluation facilitate and help providing the teacher with feedback on the efficiency of the course, the teaching methods and materials, and the improvement of the necessary revisions in the ESP course design.
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47.Which process was directed on the same terminology terms concequently?
Some linguists, being aware of the world changes, began to focus their studies on the ways in which language is used in real situations. Traditional approach in language study centred the attention on the grammatical rules governing the language usage, though it was found that the discourses varies according to the contexts, it was necessary to reorganise the teaching and learning methodologies and make the specific features of each situation the
basis of learner‟s courses. The English used by doctors, linguists or officers is not based on the same terminological terms consequently, the teaching and learning process was directed on the basis of the use of specific corpora for each field
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48."the existence of a major tide in the educational thoughts in all countries and affecting all subjects"...
In the same period learner‟s motivation towards acquiring a foreign language was the subject study of the educational psychologists, who noticed the use of different learning strategies by learners; they have different attitudes, needs and interests. The idea was based on the statement of tell me what you need English for and I will tell you the English you need. It was a natural expansion of this philosophy to plan special courses for each range of specific learners. Strevens (1977:152) notes: “...the existence of a major „tide‟ in the educational thought, in all counties and affecting all subjects. The movement referred to is the global trend towards „learner-centered education”.
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51.What kinds of characteristics ESP has?
ESP is a recognizable activity of English Language Teaching (ELT) with some specific characteristics. Dudley-Evans and St. Johns‟ tried (1998) to apply a series of characteristics, some absolute and some variable, to outline the major features of ESP. Absolute Characteristics:
1. ESP is defined to meet specific needs of the learners;
2. ESP makes use of underlying methodology and activities of the discipline it serves;
3. ESP is centred on the language (grammar, lexis, register), skills, discourse and genre appropriate to these activities.
Variable Characteristics: 1. ESP may be related to or designed for specific disciplines;
2. ESP may use, in specific teaching situations, a different methodology from that of General English;
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level;
4. ESP is generally designed for intermediate or advanced students. Most ESP courses assume some basic knowledge of the language systems, but it can be used with beginners; (Dudley-Evans & St. John, 1998:4)
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52.Similarly,Hutchinson and Waters(1987:19)stated that...It is obvious that the absolute characteristics are specific to ESP because learners‟ needs are of central importance when designing language activities. Concerning the variable features, ESP courses can be designed for a specific group using definite teaching methodology, nevertheless, all learners‟ categories and disciplines can be concerned with ESP. For that reason ESP should be seen simply as an 'approach' to teaching, or what Dudley-Evans and St. John illustrate as an 'attitude of mind'. Similarly, Hutchinson and waters‟ (1987:19) stated that, "ESP should properly be seen not as any particular language product but as an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
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53.Which of the above roles do already undertake?
ESP course designers and instructors have devised various ways to increase the authenticity of their evaluation procedures. Douglas (2000 ) describes various national and international ESP tests, such as the Occupational English Test (OET) (www.occupationalenglishtest.org) that require learners to recreate the tasks that members of the discourse community undertake through the use of role-plays. We see the same approach undertaken at a more local level in business.
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What would you need to feel confident in each role?
If you are working as an ESP instructor in complete isolation, it is rare that you will experience the fi rst challenge of needing to choose a suitable standardized test to introduce to your learners. In fact, the learners will probably already know what tests they need to take. Also, the costs and administrative overload will limit your ability to make such a proposal to them. However, if you are part of a team of administrators, the team as a whole might certainly need to make such a decision.
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55.What is role of ESP practitioner as course designer?
Both 'General English' teachers and ESP practitioners are often required to design courses and provide materials. One of the main controversies in the field of ESP is how specific those materials should be (Course Designer and Materials Provider). Hutchinson et al. (1987:165) support materials that cover a wide range of fields, arguing that the grammatical structures, functions, discourse structures, skills, and strategies of different disciplines are identical. More recent research, however, has shown this not to be the case. Hansen (1988), for example, describes clear differences between anthropology and sociology texts, and Anthony (1998) shows unique features of writing in the field of engineering. Unfortunately, with the exception of textbooks designed for major fields such as computer science and business studies,
most tend to use topics from multiple disciplines, making much of the material redundant and perhaps even confusing the learner as to what is appropriate in the target field. Many ESP practitioners are therefore left with no alternative than to develop original materials.
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56.Who is the ESP learner- practitioner as a collaborator?
In order to meet the specific needs of the learners and adopt the methodology and activities of the target discipline, the ESP Practitioner (collaborator) must first work closely with field specialists. One example of the important results that can emerge from such a collaboration is reported by Orr (1995). This collaboration, however, does not have to end at the development stage and can extend as far as teach teaching, a possibility discussed by Johns et al. (1988). When team teaching is not apossibility, the ESP Practitioner must collaborate more closely with the learners, who will generallybe more familiar with the specialized content of materials than the teacher him or herself.
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.What is the Classification of ESP?
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Give definition to ESP learning?
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