首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
English for Specific Purposes ESP: English for Specific Purposes ESL: English as a Second Language I. Differences between ESP a
English for Specific Purposes ESP: English for Specific Purposes ESL: English as a Second Language I. Differences between ESP a
admin
2015-08-29
20
问题
English for Specific Purposes
ESP: English for Specific Purposes ESL: English as a Second Language
I. Differences between ESP and ESL:
A. Purposes of ESP learners
to communicate a set of【B1】______【B1】______
to perform particular job-related functions
B. Focus
ESL:【B2】______structures【B2】______
ESP: language in context
C. Aim of instruction
- ESL: stressing four skills equally
- ESP: stressing the【B3】______skills【B3】______
II. ESP
A.【B4】______ of subject matter and English language teaching【B4】______
B. highly motivating
—language applying reinforcing what is taught
—【B5】______ giving learners the context they need【B5】______
III. ESP teachers
A. from ESL teachers to ESP teachers
adapting ESL teaching skills for ESP teaching
【B6】______help from content specialists【B6】______
B. roles of ESP teachers
1. organizing courses
dealing with course materials
supporting students
providing【B7】______【B7】______
2. setting goals and objectives
-- arranging the【B8】______for learning【B8】______
-- considering learners’ potential and their concern
3. creating a learning environment
structuring effective communication skills
listening to students carefully
giving replies
【B9】______learners’ confidence【B9】______
4. evaluating students
serving as a【B10】______about learners’ progressing【B10】______
【B8】
English for Specific Purposes
Good morning, welcome to this ESP course. As future ESP teachers, you’ll learn much about ESP, English for Specific Purposes, and ESP teaching. Today’s lecture is the very first of a series of lectures. So I’d like to spend some time discussing with you the following topics: How is ESP different from English as a Second Language, ESL, and the responsibility of the teacher in teaching ESP.
I would say that the most important difference lies in the learners and their purposes for learning English.(1)ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.
(2)ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students’ real world: instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction.(3)In fact, as a general rule, while in ESL all four language skills, listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration: or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
(4)As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students’ abilities in their subject-matter fields, in turn, improve their ability to acquire English.
(5)Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students’ knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.
Now, let’s move to the next topic: the responsibility of the teacher. A teacher that already has experience in teaching English as a Second Language(ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes.
(6)Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate students’ progress.
First, organizing courses. You have to set learning goals and then transform them into an instructional program with the timing of activities.(7)One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
Second, setting goals and objectives.(8)You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students’ achievement. Your knowledge of students’ potential is central in designing a syllabus with realistic goals that takes into account the students’ concern in the learning situation.
Third, creating a learning environment. Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or misunderstanding back at them through your replies. Good language learners are also great risk-takers, since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That’s why the teacher should create an atmosphere in the language classroom which supports the students.(9)Learners must be self-confident in order to communicate, and you have the responsibility to help build the learner’s confidence.
Finally, evaluating students. The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn.(10)You will serve as a source of information to the students about how they are progressing in their language learning.
That is what I’d like to talk about today. Hope you have got a general view on ESP and what you should do in teaching it. Next time, we’ll discuss the principles of ESP teaching. See you next week.
选项
答案
conditions
解析
转载请注明原文地址:https://kaotiyun.com/show/szKO777K
0
专业英语八级
相关试题推荐
Thestudyofhowwedothingswithwordsisthestudyof______.
ThelanguagebroughttoNorthAmericabytheBritishexplorersintheseventeenthcenturybelongstotheearlystageof
WhichofthefollowingisapoembyEmilyDickinson?
Atpresent-companiesandindustriesliketosponsorsportsevents.Tworeasonsareputforwardtoexplainthisphenomenon.Thef
TheonlyplacesinAustraliathatexperienceregularwintersnowfallandicyconditionsare
WhereverthecrimenovelsofP.D.Jamesarediscussedbycritics,thereisatendencyontheonehandtoexaggeratehermerits
WhatleadtotheshutdownofseveralSpanishairports?
Themonarchof______ruledBritainthelongesttimeinthehistory.
TheVictorianAgewaslargelyanageof______,eminentlyrepresentedbyDickensandThackeray.
随机试题
关于核医学的叙述,错误的是
动物发生心肌炎时不会出现的症状是
A.颅底一上牙槽座角B.颅底一下牙槽座角C.面角D.颌平面角E.上中切牙角前颅底平面与下颌平面之间的夹角即
A、氨基糖苷类抗生素与万古霉素B、甲氧氯普胺与吩噻嗪类抗精神病药C、肝素钙与阿司匹林D、甲氧氯普胺与硫酸镁E、氢溴酸山莨菪碱与盐酸哌替啶合用可增加耳毒性和肾毒性,听力损害可能发生,且停药后仍可发展至耳聋的是
患者,女性,47岁,突发高热、寒战,肝区疼痛,肝功能异常,拟诊细菌性肝脓肿。导致细菌性肝脓肿最常见的病因是
根据《建设工程安全生产管理条例》,关于安全施工技术交底,下列说法正确的是()。
根据银行业从业人员操守中“电子设备使用”的有关规定,银行业从业人员()。
已知抛物线y2=8x的焦点与双曲线一y2=1的一个焦点重合,则该双曲线的离心率为()
设有S(学号,姓名,性别)和SC(学号,课程号,成绩)两个表,如下SQL语句检索选修的每门课程的成绩都高于或等于85分的学生的学号、姓名和性别,正确的SQL命令是( )。
A、SheshouldkeepleaningforwardB、Sheshouldcross.C、Sheshouldgostepbysteplikeacrab.D、Sheshouldpointthetipstoge
最新回复
(
0
)