CHAPTER 1
BACKGROUND
We can summary the previous section by stating that ESP is an approach to language teaching which aims to meet the need of particular learners. That mean in practice that much of the work done by ESP teacher is concerned with designing appropriate course for various groups of learners. Thus, whereas course design plays a relatively minor part in the life of the General English teacher – courses here usually being determined either by traditional, choice of textbook or ministerial decree – for the ESP teacher , course designed is often a substantial and important part of the workload.
CHAPTER 2
A. Definitions
Designing a course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, material writing, classroom teaching and evaluation.
ESP COURSE
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Language Description
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Learning Theories
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Needs Analysis
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B. Basic Question
According to Rudyard Kipling we can use his statement to outline the basic questions. Those questions such as :
1. Why does the student need to learn?
2. Who is going to be involved in the process? This will need to cover not just the student, but all the people who may have some effect on the process: teachers , sponsors , inspectors etc.
3. Where is learning to take place, what potential does the place provide? what limitations does it impose?
4. When is the learning take place? How much time is available? How will it be distributed?
5. What does the student need to learn? What aspect of language will be needed and how will they be described? What level of proficiency must be achieved? What topics area will need to be covered?
How will the learning be achieved? What learning theory will underline the course? What kind of methodology will be employed?
In this section we shall investigate these basic questions more thoroughly, by considering them under three mains headings : language description , theories of learning and needs analysis. We should emphasize, however, that, although for clarity we need to look at the three factors separately, it is their interdependence in the course design process which is of greatest importance. We might represent their relationship like this:
Relationship among Three Main Headings:
ESP COURSE
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What
Language description
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HOW? learning theoris
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WHO?WHY?WHERE? WHEN?
Needs Analysis
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Syllabus
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methodology
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 |
A lot of confusion is undoubtedly caused in discussion about ESP course design by the imprecise use of term such as ‘communicative‘, ‘structural’, ‘functional’ etc. Thus it is not uncommon to hear people talk of a ‘functional approach’ or a ‘ structural method’, although no such things really exist : that much abused term, ‘communicative’, is often used as if it were synonymous with ‘functional’, which it is not . To try and prevent such confusion, we shall adopt two strategies.
Firstly, wherever possible, we shall avoid the term ‘communicative’.
This has become such an emotive word, that rather like ‘democracy’ or ‘ freedom’, it is claimed by everyone and is capable of innumerable interpretation, many of which are flatly contradictory. It has come, in effect, to mean simply a good, modern approach to language teaching, rather than indicating what that approach might consist of. Indeed, it is now almost an insult to infer that someone’s materials or methods are uncommunicative. It is for this reason that we have taken in preference the term of learning-centre, since it expresses more specifically what the principles of the approach are.
The second strategy we have adopted is to make a clear distinction between the two elements of language description and learning theory.
The language description is the way in which the language system is broken down and described for the purposes of learning. Terms such as ‘structural’, ‘functional’, ‘national' properly belong to this area. They refer in ways to analyzing and describing language. They say nothing about how the language terms described can or should be taught. It is, therefore, inappropriate to use these terms in conjunction with ‘approach’ or ‘method’, since these letters indicates way of, or attitude to, teaching. An appropriate or method derives not from a view language, but from a view of learning. It is the learning theory, which provides the theoretical basis for the methodology, by helping us to understand how people learn. It is also important to note that theories of learning are not necessarily confined to how people learn language, but can refer equally to the learning of any kind of knowledge, for example how to drive a car. In the area in learning of theories the relevant terms we shall consider are ‘behaviorism’, ‘cognitive’ and ‘affective’.
CHAPTER3
A. Conclusion
In this section, we concluded that ESP is an approach to language teaching which aims to meet the needs of particular learners. That means in practicing must be done by ESP teachers. Then ESP teacher have to concern about designing appropriate course for various group of learners.
In designing courses is fundamentally a matter of asking in order to provide a reasoned basis for the subsequent processes of syllabus design, material writing and classroom teaching and evaluation.
In designing courses we shall investigate that basic question by considering them under three main headings:
a) Language description is the way in which the language system is broken down and described for the purposes of learning. Example: what is the syllabus?
b) Learning theory which provides the theoretical basis for the methodology, by helping us to understand how people learn. Example: how the methodology in learning activity in classroom?
c) Need analysis is a nature particular target and learning situation.
Example: who is the student? , why it have to learn? Where is the learning take a place? And when the learning take a place?
B. References.
Course design-Developing Programs and Materials for Language Learning by Faraida Dubin and Alan Waters.
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