UNIT 3: COURSE DESIGN Unit Objectives: Students are able to: distinguish between popular terms used to describe ESP instruction; describe a classical model of language course design; compare two or more models to cite similarities and/or differences; identify the three main approaches to course design; use their knowledge of the various types of learner need to plan a short ESP course; and identify the various constraints that impact ESP course design.

Key Stages in ESP evaluation needs analysis assessment course design teaching-learning Stages in the ESP process: theory (Dudley-Evans & St John, 1998, p. 121)

Key Stages in ESP 2 evaluation needs analysis assessment course design teaching-learning Stages in the ESP process: reality (Dudley-Evans & St John, 1998, p. 121)

Popular terms in ESP CD Syllabus – a formal document that specifies the content of a course of instruction (see possible components below) Course – a planned series of topics and learning tasks/exercises based on the syllabus Curriculum – the sum total of teaching-learning activities that make up a course Programme – a formal series of courses with an educational goal Note: curriculum’ and ‘programme’ may be used interchangeably in the literature

Possible syllabus components general aims specific objectives a rationale (i.e. why the course is necessary) an inventory of (language) items an indication of entry level (essential previous learning) an indication to mastery level indications of teaching methodology explanations for students and teachers indications of time distribution assessment procedures indications of non-linguistic content (e.g. topics) variation provisions (e.g. enrichment activities for more able learners and remedial activities for weaker learners)

Models of CD Classical model of language course design; Pragmatic model: Analyse needs Construct GNP Specify objectives of course  Design syllabus of topics and tasks Design tasks and exercises Produce learning materials

Approaches to ESP CD Three main approaches to course design: Language-based approach (genre analysis and register analysis) Skill-based approach (language skills required for students in the study area or workplace) Task-based approach (topics and tasks related to the area of study or work – may use elements of both approaches above)

Course design process use knowledge of the various types of learner need to plan the ESP course; and identify the various constraints that impact ESP course design.

Issues in ESP Course Design Narrow- vs. Wide-angle approach Mono- vs. Multi-skill’ focused courses Special methodologies for ESP courses ‘Common core’ approach (e.g. EGAP) Discipline-specific approach (e.g. ESAP) Deep-end strategy Functional translation strategy Team teaching