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Analysing Language :

BBI 3211 ENGLSIH FOR SPECIFIC PURPOSES (ESP) Assoc. Prof. Dr. Tan Bee Hoon tanbh@upm.edu.my tel/fax: 03 8946 8911.

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Analysing Language :

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  1. BBI 3211ENGLSIH FOR SPECIFIC PURPOSES (ESP)Assoc. Prof. Dr. Tan Bee Hoontanbh@upm.edu.mytel/fax: 03 8946 8911

  2. Contents:1. Introduction to ESP )2. Learner needs analysis ) Mid3. Course design )4. Description of special languages) 5. ESP materials )6. ESP methodology )Final7. Evaluation and assessment )

  3. Evaluation:Assignment 1 - 20%Assignment 2 - 20%Mid-sem Exam - 30%Final Exam - 30%

  4. Assignment I:Write a summary based on a topic discussed in the PJJ ESP Modules. Pick one of the topics below: - Introduction to ESP: rationale, theory, approaches and applications - Needs analysis for ESP - Analyzing ESP language - Syllabus and course design for ESP20% Submit 1 week before mid exam

  5. Assignment II:Identify a journal research paper related to one of the ESP topics in the PJJ ESP Modules. Write a review based on the subheadings below: - Background of the Study - Identification of the Problem - Objectives of the Study - Research method - Findings - Recommendations and Conclusion20% Submit 1 week before Final

  6. Plagiarism: How to avoid Turnitin check1. Log on to www.turnitin.com to upload your assignments, Class ID: 7717500 Pw:ESPBABEor:2. E-mail your assignments to me.

  7. Analysing Language: • Variety - regional - temporal - social - gender • Register - field (topic) - mode (spoken / written) - style (formal / informal)

  8. Special Language Consider: English for Bankers English for Banking Banking English Specialist Knowledge, not Special Language

  9. Common Core - Basic words / structures across all varieties or ESP

  10. Approaches to the Description of Language • Frequency Studies - quantitative - descriptive • Discourse / Rhetorical Analysis • Genre Analysis

  11. What is a discourse community?

  12. The Role of Materials 4 significant reasons for using materials in the context of ESP: • Source of language • Learning support • Stimulation and motivation • Reference

  13. 1. Source of language Materials such as textbooks may be the only source of English for learners. Therefore the materials must • have real language presentation • suit the situation of the class • provide maximum exposure of language

  14. 2. Learning support Learners need additional materials such as worksheets and reference books for practice and revision, and for remedial or enrichment reasons. Consider materials that: • are reliable and have recognisable patterns and good consistency • encourage learners’ involvement to stimulate their cognition and not mechanical processes • give sense of progression to learners

  15. 3.Stimulation and motivation Learners need to interact with the materials in the learning process, and the materials must present or simulate real life activities. Consider materials that are • Challenging yet achievable • Encouraging, fun and promoting creativity

  16. 4.Reference • ESP Class time is limited • Mainly depending on a combination of classes, self-study and reference materials Consider materials that • are complete, well laid out and self-explanatory • take into account of the different learning styles of learners

  17. Writers or providers of materials? ESP practitioners have to be good writers and providers of materials • Select from what is available • Being creative with what is available • Supplement by providing extra input and activities

  18. 1.Selecting from available • Will the materials stimulate and motivate? • To what extent does the material match the stated learning objectives? • To what extent will the materials support the learning? • Carrier content must be appropriate • Real content must match course objectives

  19. 2. Creative with what is available • The situations might not always work to our favours • Freedom to choose may vary: • Total freedom to choose • Small range of materials to choose • Must use what is available

  20. 3. Supplement by providing extra input and activities • Match carrier content to real content • Provide varieties • Grade activity level to language level • Present the materials well

  21. Teacher-generated materials Materials that are provided by the teacher • Matching carrier content to real content • Providing varieties • Grading exercises

  22. 1. Matching carrier content to real content Process Point A Point B | | have some carrier content need material for specific objective | | determine its real content search for suitable carrier content | match real and carrier content to course framework

  23. 2. Providing variety (a) • Variety in micro-skills • Variety in activity types Example: • Extracting ideas from different sources • Requiring learner’s own knowledge • Simple calculation

  24. 2. Providing variety (b) • Variety in interaction: • Teacher input • Individual work • Pair work • Class discussion

  25. 3.Grading exercises • Providing learners with tasks at different levels of difficulty • For students with mixed abilities, present the exercises in three levels: - Unsupported - Partially supported - Fully supported

  26. 4. Presenting the material well • Writing good, consistent rubrics (instructions) • Well planned out and proofread • Consistency in the material presentation helps learners to focus in learning

  27. 2. Activities devised by learners • Text comprehension • Learners prepare comprehension questions and answers • Exchange the questions with another pair of learners • Solve the given questions • Compare and discuss • Note-taking / information transfer

  28. Learner-generated materials Materials that are created by the learners Examples: • Framework materials • Activities that are devised by the learners

  29. Framework materials Compare and contrast Relocation of head office to a new site

  30. Using Framework Materials • Supplement rather than replace traditional materials • Enjoyed by right-brained people because they like visual representation • Devising frameworks • Keep it simple, students 

  31. The EndHappy Studying  &Good Luck 

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