Features ESP EGP
Broader professional framework of ELT, detailed and selective Refer to the contexts, provide broad foundation
Definition
specification of goals
Student-centered approach, practical linguistic skills for learner’s Language-centered approach, basic knowledge and skills
Programs professional tasks by combining work-related skills with of English for students’ practical situation communication
personality development and socio-cultural knowledge challenges
- Usually adults who are highly motivated as they are aware of - Various ages from children to adults
their specific purposes for learning English - Learners do not have high motivation – lack of clearly-
- all age group – ESP can modify itself according to the needs of defined learning needs
Learners target learners and situations
-> ESP learners share adulthood-oriented characteristics
- ESP learner should join the process of choosing content
materials, curriculum development and teaching methodology
- Communicate professional information and perform some - Focus on English language including grammar, language
particular, job-related functions structure and general vocabulary
- objective-oriented learning, realistic goals - unnecessary to set the goals and objectives, teaching
Learning - activities: need analysis, material development, teaching English for no obvious reason (TENOR)
purposes process etc
- learning attitude and “the way a learner approaches a learning
situation”
- Course contents should be kept flexible
- design a syllabus based on realistic goals and evaluating - Role: does not necessarily set the goals
students’ performance through the evaluation of relevant - “education operation” – equip learners with a general
GE teachers vs. language skills capacity to cope with undefined eventualities in the
ESP practitioners - “training operation” - equip learners with a restricted future
competence
- requires teachers to adopt different role and teaching strategy
Teacher Organize courses -> Set goals and objectives -> Create a learning environment -> Evaluate Ss
Collaborator Work with specialists to meet the specific learners’ needs
Roles of ESP
Course designer, material
practitioners Provide the most suitable materials in the lesson to achieve the set goals
provider and a researcher
Evaluator Important, inform students about their process in language learning by giving feedback
Name: Phạm Ngọc Việt Anh - Class: 16E9
Features ESP EGP
- Ss learn E to perform particular job related functions - Ss learn E for communication
- focus on language in context - focus on grammar and structure of language
- built on an assessment of purposes and needs (needs - no needs analysis
analysis)
Programs - equip learners with necessary E language skills to face - provide basic knowledge and skills of English for
their practical situation in their future careers students’ practical situation communication
challenges
- objective-oriented learning - aim-oriented learning
- link to vocational, academic, professional topics - everyday English and use universal topics
Adulthood-oriented characteristics
- Maturity
Attitude - A great sense of perspective
- Ability to make judgements
- Autonomy
Learners Learners’ age adult
High motivation
- Occupational needs
Motivation
- Financial needs
- Academic needs
Learning Strategy well-defined, goal-oriented behavior
- Communicate professional information and perform - Focus on English language including grammar,
some particular, job-related functions language structure and general vocabulary
- objective-oriented learning, realistic goals - unnecessary to set the goals and objectives,
- activities: need analysis, material development, teaching English for no obvious reason (TENOR)
Learning purposes
teaching process etc
- learning attitude and “the way a learner approaches a
learning situation”
- Course contents should be kept flexible
Teacher Organize courses -> Set goals and objectives -> Create a learning environment -> Evaluate Ss
Work with specialists to meet the specific learners’ needs
Have a prior content knowledge
Collaborator
Collaborate more closely with the learners
Roles of ESP Be fluent in academic field
practitioners Design the courses appropriate in the target field
Course designer, material
Provide the most suitable materials in the lesson to achieve the set goals
provider and researcher
Research and find the most suitable materials
Important in the entire learning process
Evaluator
Inform students about their process in language learning by giving feedback
How to train ESP teachers?
- provide EFL teachers with specialized knowledge and tools to deal with special field of study
- Pre-service/In-service training
- Collaborative work (team teaching)