1. BBI 3211 ENGLSIH FOR SPECIFIC PURPOSES (ESP) Assoc. Prof. Dr
BBI 3211 ENGLSIH FOR SPECIFIC PURPOSES (ESP) Assoc. Prof. Dr. Tan Bee Hoon tel/fax:

2. Contents: 1. Introduction to ESP ) 2. Learner needs analysis ) Mid 3
Contents: 1. Introduction to ESP ) 2. Learner needs analysis ) Mid 3. Course design ) 4. Description of special languages) 5. ESP materials ) 6. ESP methodology )Final 7. 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 ESP 20% 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 Conclusion 20% Submit 1 week before Final

6. Plagiarism: How to avoid Turnitin check 1. Log on to www. turnitin
Plagiarism: How to avoid Turnitin check 1. Log on to to upload your assignments, Class ID: Pw:ESPBABE or: 2. 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 have real language presentation
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 London Midlands
Relocation of head office to a new site
London
Midlands
Prestigious
Space to Expand
Close to Heathrow Airport
Some loss of personnel
Traffic Congestion
More flexible layout
Good road and air
More Expensive

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 End Happy Studying  & Good Luck 