 Name: Xavier Wu  ID No.: m  Instructor: Dr. Mavis Shang  Dept. of Applied English of IS University

 The Quest for New Methods  Changing Needs for Foreign Languages in Europe  English for Specific Purposes  Needs Analysis in ESP  Communicative Language Teaching  Emergence of a Curriculum Approach in Language Teaching

 Medieval time: English V.S. French (White)  20 th Century: The Power of British and America (White)  The World War II: Immigrants/ Refugees/ Foreign Students  U.K./ U.S./ Canada/ Australia  The Demand of Language-teaching  An International Language via radio, film, and TV

 Explore New Direction for Teaching  Linguistics for Organization & Structure of Language  A New Approach “Oral Approach” in Britain  Oral Approach  Situational Approach/ Structural- situational Approach/ Situational Language Teaching  TESL/ TEFL Approach

 1950s—The Structural-situational Approach used in Australia.  1960s—The Audiolingual Method used in U.S.  1978s—The Audiovisual Method used in Europe.

 In 1960s—The Language Teaching Revolution  In 1969s—The Decision of the Council of Europe Without Language Barrier Modern Language Enrichment The Modern Europe Language  In 1970s—The Decision for School system  In 1971s—The Unit-credit System for Adults

 Before the Emergence of CLT: Teaching Methods  After the Emergence of CLT: The Need for Society The Need for Learners

 Relevance for Learners’ Need  The Movement of Language for Specific Purpose  The Concerns for the ESP Approach: The Need for Non-English-Speaker The Need for Employment The Need for Materials The Need for Immigrants

 The Courses at the University of Michigan: For Foreign Students Language Patterns and Vocabulary  The Publications for the Change of 1960s: For Principles and Gradation For General Courses From Word Frequency From Discourse Analysis

 The Publication of Ewer and Latorre in 1970s: Sentence Patterns Functional and Non-Functional Words Based on 3 Million Words of Scientific English Covering Science and Technology

 The ESP Approach in 1970s: Register Analysis— Distinctive Patterns of Occurrence of Vocabulary, Verb Forms, Noun Phrases, and Tense Usage. Three Categories for the Register (Martin cited)— The Research Process The Vocabulary of Analysis The Vocabulary of Evaluation

 The ESP Approach in 1970s: Discourse Analysis— Identify the Linguistic Structure of Longer Samples of Speech or Text. The Problem-solution Structure for Common Discourse— Introduction  Background  Argument  Conclusion

 Stevens’s Points: Restriction—Basic Skills of Understanding Speech, Speaking, Reading, and Writing. Selection—Vocabulary, Patterns of Grammar, and Function of Language. Themes and Topics—Themes, Topics, Situations, and Universes of Discourse. Communicative Needs—For Communication

 Learner’s Needs are Communicative Ability.  Preparation for Learners to Carry Out Tasks  Try to Perform a Role (Robinson)  Learners, Teachers, and Employers’ involvement (Richterich and Chanceril)

 Munby’s Systematic Approach: Needs Analysis in ESP Course Design Two Dimensions of Needs Analysis: Specification for the Target-Level Turning the Information into Syllabus

 Schutz and Derwing’s Summarizations for Profile of Communication Needs: * Personal Information * Personal Intention * Environment Stimulus * Relevant Staff * Communicative Way * Speech Way * Capacity * Situation * Mood

 Munby’s Taxonomy for the Need Profile: 300 Subskill into 54 Categories A Systematic Set of Processes An Objective Set of Processes

 The Emergence of ESP  The Interval Between 1960s and 1970s  The Causation  The Europe Grammatical  Communicative

 Wilkins’s Syllabus Semantic-grammatical Meaning Modal Meaning Communicative Function Communicative Syllabuses Functional Syllabuses

 Yalden’s Descriptions for Communicative Syllabuses * Learner’s Purpose * The Setting * Learner’s Capacity * Participation * Utilization * Theme * Discourse and Rhetoric * Variety * Grammar * Lexicon

 Tyler’s Statement in 1949s: Educational Purposes to be Sought Educational Experiences to be Provided Educational Experiences to be Organized Educational Experiences to be Attained

 The Argument between Lawton and Tyler in 1973: Lawton’s Statement— Teacher’s Behavior for Educational Objectives Tyler’s Statement— Learner’s Behavior for Educational Objectives

 Nicholls and Nicholls's Statement in 1972s: The Careful Examination The Development and Trial Use The Assessment of the Extent The Final Element The Adoption in 1980s

 The Focuses on the Curriculum Development: Needs Analysis Situational Analysis Learning Outcome Course Organization Selecting Teaching Material Preparing Teaching Material Providing for Effective Teaching Evaluation

 Clark’s Statement on the Curriculum Development: The Review of Principles The Reworking of Syllabuses The Review of Strategies Embodying Appropriate Learning Experiences The Review of Assessment Designed The Review of Classroom Schemes The Review and Creation of Strategies Designed The Further Research The Review or Devising on In-service Education Designed

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