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English Majorship > English for Specific Purposes > Flashcards

English for Specific Purposes Flashcards

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1
Q

Absolute Characteristics of ESP

A
  • meet specific needs of the learners
  • makes use of underlying methodology and activities
  • centered on the language — grammar, lexis, register, study skills, discourse and genre
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2
Q

Basic Features of ESP

A
  • goal-oriented
  • based on needs analysis
  • time bound
  • for adults
  • discipline-specific
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3
Q

Topics and activities are specified on the goal of the student

A

ESP is goal-oriented.

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4
Q

The topics and activities are based on the analysis of student’s needs

A

ESP is based on needs analysis.

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5
Q

Each session aims to contribute to the end goal, which should be met at a specified time of duration

A

ESP is time-bound.

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6
Q

Most often the students are adults, they are the ones who are opting to learn English as a preparation for higher learning or for the workplace

A

ESP is for adults

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7
Q

ESP courses are written to fit a particular group of students who belong to the same field of study.

A

ESP is discipline specific.

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8
Q

Language centered — the students are pupils

A

English for General Purposes

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9
Q

Is learner-centered and the students are adults

A

English for Specific Purposes

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10
Q

Two types of ESP:

A
  • English for Occupational Purposes (EOP)
  • English for Academic Purposes (EAP)
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11
Q

To develop English in preparation for work or job

A

EOP - English for Occupational Purposes

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12
Q

To improve language proficiency to survive and function better in a higher academic setting

A

English for Academic Purposes (EAP)

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13
Q

Characteristics of The ESP Teacher: Teaching-Implementing

A
  • knowledge provider and a facilitator of students
  • more concerned with designing suitable syllabi and courses for different learners with various needs and fields
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14
Q
  1. Needs Analysis
  2. Course (Syllabus) design
  3. Material Selection (and production)
  4. Teaching and Learning
  5. Evaluation
A

ESP Teaching Process

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15
Q

Systematic Syllabus Design

A
  1. Needs Analysis
  2. Determining the goals and objectives of the course
  3. Conceptualizing the content
  4. Selecting and developing materials and activities
  5. Organizing the content, materials, and activities
  6. Evaluating
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16
Q

What are the needs analysis and components?

A
  • Target Situation Analysis (TSA)
  • Present Situation Analysis (PSA)
  • Deficiency Analysis (DA)
17
Q

A needs analysis which focuses on students’ needs at the end of a language course

A

Target Situation Analysis

18
Q

What students are like at the start of their language course, — strength and weakness

A

Present Situation Analysis (PSA)

19
Q

The route to cover from point A (present situation) to point B (target situation)

A

Deficiency Analysis (bridges the gap)

20
Q

What are the types of needs?

A
  1. Necessities
  2. Lacks
  3. Wants
21
Q
  • what the learner has to know (objectives)
A

Necessities

22
Q

Factors that affect the learning like attitude, motivation, awareness, personality, learning styles and strategies together with social background

A

Necessities

23
Q
  • what they are deficient in (cannot perform in English)
A

Lacks

24
Q
  • concerns about the route between the starting point (lacks) and the destination (necessities)
A

Lacks

25
Q
  • learners personal expectations and hope (subjective)
  • may conflict with necessities
A

Wants

26
Q

What are the approaches to Course Design?

A
  • Language Centered
  • Skill Centered
  • Learning Centered
27
Q

Focuses on the linguistic performance of the learner in the target situation

A

Language-Centered (Performance)

28
Q

Aims at helping learners to develop skills and strategies which will continue after the ESP course

A

Skill-Centered (competence)

29
Q

Learning is totally determined by the learner (students are ultimately responsible for their learning)

A

Learning Centered (Competence)

30
Q

Types of Syllabus

A
  • Structural (Formal)
  • Notional-Functional
  • Situational
  • Skill-Based
  • Content-based Instruction
31
Q

Focuses on forms and structures of language — grammar

ex. NAVA

A

Structural (Formal) or Grammar Syllabus

32
Q

Focused on various language functions that are performed when language is used, or of the notions that a language is used to express

ex. of functions — informing, agreeing, apologizing, requesting

ex. of notions— size, age, color, time

A

Notional-Functional

33
Q

Collection of real or imaginary situations

ex. Seeing the dentist, buying a book

A

Situational

34
Q
  • A collection of specific abilities that may play a part using a language
  • group of linguistic competencies together into generalized types of behavior (pronunciation, grammar, discourse, vocabulary)

ex. Listening to spoken language for main idea

A

Skill-Based

35
Q

To teach some content or information using the language that the students are also learning

A

Content-Based Instruction

English Majorship (18 decks)

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