esp

Project Submitted from

Muhammad.Asif

Regd no.

Met 01103008

Submitted to

Sir Hammad sb

Department of English language and linguistics

MUHAMMAD ASIF

Task:

Visit various corpus websites, select an area and download a list of 50 words related on specific area of ESP. design lesson plan based on the vocabulary. Teach and get feed back from the students.

Outline:

Abstract

Growth of ESP

What is ESP

The origin of ESP

Key notions about ESP

Characteristics of ESP

Types of ESP

How general English is different from ESP

Need analysis

Principles of need analysis

Vocabulary word

Lesson plans

Conclusion & reference

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Abstract:

As English became the accepted international language of technology

and commerce, new learners who knew specifically why they need English

were created. The language teaching professions had to develop courses

to fulfill those learners’ needs. Also focus on the learners’ needs became

equally paramount as the methods employed to disseminate linguistic

knowledge. Designing specific courses to better meet these individual

needs was a natural extension of this thinking and one of the specific

courses is ESP. Here my aim is to teach the vocabulary words in a specific

area and for these purposes to make the lesson plans and then teach

those words. At the end tries tries focus on the importance of ESP.

Growth of ESP :

From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences. In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan

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Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.

What is ESP?

As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational or professional purposes. At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of 'absolute' and 'variable' characteristics (see below).

Absolute Characteristics 1. ESP is defined to meet specific needs of the learners 2. ESP makes use of underlying methodology and activities of the discipline it serves 3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

Variable Characteristics 1. ESP may be related to or designed for specific disciplines 2. ESP may use, in specific teaching situations, a different methodology from that of General English 3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level 4. ESP is generally designed for intermediate or advanced students.

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5. Most ESP courses assume some basic knowledge of the language systems

The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning.

The origin of ESP:

Certainly, a great deal about the origins of ESP could be written. Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).

Hutchinson and Waters (1987) note those two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an " ... age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale · for various reasons, most notably the economic power of the United States in the post-war world, the role [of international language] fell to English" (p. 6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.

The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (Hutchinson & Waters, 1987, p.7).

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The second key reason cited as having a tremendous impact on the emergence of ESP was a revolution in linguistics. Whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change. This idea was taken one step farther. If language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). Hutchinson and Waters (1987) identify Ewer and Laborer, Swales, Selinker and Trimble as a few of the prominent descriptive EST pioneers.

The final reason Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology. Rather than simply focus on the method of language delivery, more attention was given to the ways in which learners acquire language and the differences in the ways language is acquired. Learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. Therefore, focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered.

Key Notions About ESP

In this discussion, four key notions will be discussed. They are as follows: a) the distinctions between the absolute and variable characteristics of ESP, b) types of ESP, c) characteristics of ESP courses, and d) the meaning of the word 'special' in ESP.

Absolute and Variable Characteristics of ESP

Ten years later, theorists Dudley-Evans and St John (1998) modified Strevens' original definition of ESP to form their own. Let us begin with Strevens. He defined ESP by identifying its absolute and variable

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characteristics. Strevens' (1988) definition makes a distinction between four absolute and two variable characteristics:

I. Absolute characteristics:

ESP consists of English language teaching which is:

designed to meet specified needs of the learner; related in content (i.e. in its themes and topics) to particular

disciplines, occupations and activities; centered on the language appropriate to those activities in syntax,

lexis, discourse, semantics, etc., and analysis of this discourse; In contrast with General English.

II. Variable characteristics:

ESP may be, but is not necessarily:

restricted as to the language skills to be learned (e.g. reading only); Not taught according to any pre-ordained methodology (pp.1-2).

Anthony (1997) notes that there has been considerable recent debate about what ESP means despite the fact that it is an approach which has been widely used over the last three decades. At a 1997 Japan Conference on ESP, Dudley-Evans offered a modified definition. The revised definition he and St. John postulate is as follows: I. Absolute Characteristics

ESP is defined to meet specific needs of the learner; ESP makes use of the underlying methodology and activities of the

discipline it serves; ESP is centered on the language (grammar, lexis, and register),

skills, discourse and genres appropriate to these activities.

II. Variable Characteristics

ESP may be related to or designed for specific disciplines; ESP may use, in specific teaching situations, a different

methodology from that of general English;

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ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level;

ESP is generally designed for intermediate or advanced students; Most ESP courses assume some basic knowledge of the language

system, but it can be used with beginners (1998, pp. 4-5).

Dudley-Evans and St. John have removed the absolute characteristic that 'ESP is in contrast with General English' and added more variable characteristics. They assert that ESP is not necessarily related to a specific discipline. Furthermore, ESP is likely to be used with adult learners although it could be used with young adults in a secondary school setting.

As for a broader definition of ESP, Hutchinson and Waters (1987) theorize, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning" (p. 19). Anthony (1997) notes that, it is not clear where ESP courses end and general English courses begin; numerous non-specialist ESL instructors use an ESP approach in that their syllabi are based on analysis of learner needs and their own personal specialist knowledge of using English for real communication.

Types of ESP

David Carter (1983) identifies three types of ESP:

English as a restricted language English for Academic and Occupational Purposes English with specific topics.

The language used by air traffic controllers or by waiters are examples of English as a restricted language. Mackay and Mountford (1978) clearly illustrate the difference between restricted language and language with this statement: ... the language of international air-traffic control could be regarded as 'special', in the sense that the repertoire required by the controller is strictly limited and can be accurately determined situation ally, as might be the linguistic needs of a dining-room waiter or air-hostess. However, such restricted repertoires are not languages, just as a tourist phrase book is

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not grammar. Knowing a restricted 'language' would not allow the speaker to communicate effectively in novel situation, or in contexts outside the vocational environment.The second type of ESP identified by Carter (1983) is English for Academic and Occupational Purposes. In the 'Tree of ELT' (Hutchinson & Waters, 1987), ESP is broken down into three branches: a) English for Science and Technology (EST), b) English for Business and Economics (EBE), and c) English for Social Studies (ESS). Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). An example of EOP for the EST branch is 'English for Technicians' whereas an example of EAP for the EST branch is 'English for Medical Studies'.

Hutchinson and Waters (1987) do note that there is not a clear-cut distinction between EAP and EOP: "· people can work and study simultaneously; it is also likely that in many cases the language learnt for immediate use in a study environment will be used later when the student takes up, or returns to, a job" (p. 16). Perhaps this explains Carter's rationale for categorizing EAP and EOP under the same type of ESP. It appears that Carter is implying that the end purpose of both EAP and EOP are one in the same: employment. However, despite the end purpose being identical, the means taken to achieve the end is very different indeed. I contend that EAP and EOP are different in terms of focus on Cummins' (1979) notions of cognitive academic proficiency versus basic interpersonal skills. This is examined in further detail below.

The third and final type of ESP identified by Carter (1983) is English with specific topics. Carter notes that it is only here where emphasis shifts from purpose to topic. This type of ESP is uniquely concerned with anticipated future English needs of, for example, scientists requiring English for postgraduate reading studies, attending conferences or working in foreign institutions. However, I argue that this is not a separate type of ESP. Rather it is an integral component of ESP courses or programs which focus on situational language. This situational language has been determined based on the interpretation of results from needs analysis of authentic language used in target workplace settings.

Characteristics of ESP Courses

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The characteristics of ESP courses identified by Carter (1983) are discussed here. He states that there are three features common to ESP courses: a) authentic material, b) purpose-related orientation, and c) self-direction.

If we revisit Dudley-Evans' (1997) claim that ESP should be offered at an intermediate or advanced level, use of authentic learning materials is entirely feasible. Closer examination of ESP materials will follow; suffice it to say at this juncture that use of authentic content materials, modified or unmodified in form, are indeed a feature of ESP, particularly in self-directed study and research tasks. For Language Preparation for Employment in the Health Sciences, a large component of the student evaluation was based on an independent study assignment in which the learners were required to investigate and present an area of interest. The students were encouraged to conduct research using a variety of different resources, including the Internet.

Purpose-related orientation refers to the simulation of communicative tasks required of the target setting. Carter (1983) cites student simulation of a conference, involving the preparation of papers, reading, note taking, and writing. At Algonquin College, English for business courses have involved students in the design and presentation of a unique business venture, including market research, pamphlets and logo creation. The students have presented all final products to invited ESL classes during a poster presentation session. For our health science program, students attended a seminar on improving your listening skills. They practiced listening skills, such as listening with empathy, and then employed their newly acquired skills during a fieldtrip to a local community centre where they were partnered up with English-speaking residents.

Finally, self-direction is characteristic of ESP courses in that the “... point of including self-direction ... is that ESP is concerned with turning learners into users" (Carter, 1983, p. 134). In order for self-direction to occur, the learners must have a certain degree of freedom to decide when, what, and how they will study. Carter (1983) also adds that there must be a systematic attempt by teachers to teach the learners how to learn by teaching them about learning strategies. Is it necessary, though, to teach high-ability learners such as those enrolled in the health science program about learning strategies? I argue that it is not. Rather, what is essential for these learners is learning how to access information in a new culture.

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The Meaning of the Word 'Special' in ESP

One simple clarification will be made here: special language and specialized aim are two entirely different notions. It was Perren (1974) who noted that confusion arises over these two notions. If we revisit Mackay and Mountford's restricted repertoire, we can better understand the idea of a special language. Mackay and Mountford (1978) state: The only practical way in which we can understand the notion of special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation (p. 4).On the other hand, a specialized aim refers to the purpose for which learners learn a language, not the nature of the language they learn (Mackay & Mountford, 1978). Consequently, the focus of the word 'special' in ESP ought to be on the purpose for which learners learn and not on the specific jargon or registers they learn.

The present context of globalization has multiple effects on the lives of people across the globe. And for all those countries where English is not the first language the significance of learning, teaching and using English cannot be understated. Linguists, researchers and teachers, textbook writers, publishers in the context of English Language Teaching (ELT), are all agreed that

(i) English is an international language (EIL) and has to be taught as such,

(ii) English has many varieties(iii) English is the language for research, trade and commerce,

and higher education, and (iv) Within the next decade there will be more non-native

speakers of English than the native speakers (that is, those whose mother tongue is English).

Consequently, the role/importance of English at the undergraduate level of education in Pakistan cannot be minimized. In addition to that, students, teachers and others need to have greater clarity about the nomenclatures used in regard to the teaching and learning of English. This article attempts to present the distinctions in the nomenclatures, and to highlight the role and importance of English for the undergraduate students in Pakistani institutions.

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Why is English an international language?

It is an international language because it was considered to be the language of political, economic and military power, until the early 2000 A.D. The Iraq war (2003) was looked upon by many people as an economic opportunity in more ways than one. As mentioned in an article by Hadley in 2004, (and by Edge also in 2004), English teachers would be required in Iraq to help with the reconstruction work by facilitating the policies that the tanks were sent to impose. Hence, the war itself created a lucrative opportunity for all those involved in the game of teaching and learning English. In addition, USA being looked upon as a superpower was worth immolating in terms of its culture and language. A noted Pakistani researcher, Dr Tariq Rahman mentioned in one his books (2000) that English is in demand by students, their parents and aspiring members of the salariat because it is the language of the elitist domains of power not only in Pakistan but also internationally. He presented data from David Crystals 1997 book that One-third of the worlds newspapers are published in English dominant countries... 80% of the electronically stored information is in English ... The CNN and BBC are in English ... between 80 85% motion pictures are in English... 180 nations have adopted the recommendations of the Civil Aviation Organization about English terminology ... increasing numbers of students take the IELTS and TOEFL exams each year in more than 110 countries ... nearly 90 per cent of research articles (in most subjects) are in English.

In many contexts it has been felt that students require adequate English language skills in order for them to cope with the academic demands of their study programmed. Hence a course of English for Academic Purposes (EAP) is designed and taught to them. Such a course includes the teaching of such skills as critical thinking, critical reading, listening for global and specific comprehension (e.g. lectures, talks, announcements, etc), writing essays, terms papers, critical analysis, reports, participation in group discussions, making oral presentations, etc.

How ESP is different from general English?

The most important difference lies in the learners and their purposes for learning English. One can add to it by saying that ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science

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to tourism and business management. In some cases, people with inadequate proficiency in English need to be taught to handle specific jobs. In such cases English is taught for specific purposes so that the concerned employees can perform their job requirements efficiently. However, English for Specific Purposes (ESP) has a wide scope and superimposes other nomenclatures such as EOP and EAP. An article on ESP available on the Internet says: ESP (English for Specific Purposes) course aims are determined by the needs of a specific group of learners. ESP is often divided into EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Further sub-divisions of EOP are sometimes made into business English, professional English (e.g. English for doctors, lawyers) and vocational English (e.g. English for tourism, nursing, aviation, and brick-laying).

Do you think the requirements for English of a medical, or social science or science and technology student would be exactly alike? Or would someone in the tourism industry have a similar manner of using English as an air traffic control, or a share market analyst or a technical writer? While there will be some similarities in the use of common vocabulary there will be great dissimilarities in the way they use words, phrases, expressions in writing or speaking to get on with their jobs. Such differences are mainly due to the types of communication they have to achieve which make different demands on their knowledge and skills in English. Thus professionals such as air traffic controllers, or those who work in laboratories or in the mining / drilling /space stations often require knowledge of English that is very specific to the kind of work they are doing (English for Occupational Purposes).

Learners in the ESP classes are usually adults who are generally aware of the purposes for which they will need to use English.

Needs Analysis:

This is the requirements definition part of the problem. We use whatever it takes to ferret out the needs of you and your users. Interviews, questionnaires, and prototyping are some of the most successful methods. These methods will include object methodology as it applies. During this phase we'll also determine the best platform and operating system for satisfying your needs.

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A Valuable Tool for Designing and Maintaining Effective ESP Curriculum Surveys are usually in the form of a questionnaire. A comprehensive survey of the information needs of your institution would seek information on the types of information users (physician, nurse, administrator, etc.), the types of information sought (factual, reviews, in-depth, clinical, research, administrative), the frequency of the need (daily, monthly, annually), and where the information is currently found (hospital library, other library, personal library, consultation with colleague, not found, et c.). Other surveys may be on a more narrow aspect of service.

2. Interviews: Interviews may be formal or informal.

Formally, you may visit department chairs, administrators, and/or managers annually to ask if the library, for example, is currently meeting their needs and how things could be better. Informal interviews are often done as you greet people entering the library or check materials out, and ask them if they have found what was needed. If you take it a step further, making a note of the conversation and any action taken in response. This way, you've already initiated done a needs assessment.

3. Analysis of statistics, records Libraries have always been faithful record keepers, gathering statistics on every aspect of their operations - circulation, reference, acquisitions, interlibrary loan, etc. Analyze these records regularly to see what they tell you about the needs of your institution. You probably already analyze interlibrary loan requests to determine titles to which you should subscribe.

Underlying Principles of Needs Analysis

The following list gives the principles of Needs Analysis as originally defined.

User’s need based requirements are complex and can conflict User’s need based requirements build a bridge from the business

case to the design User’s need based requirements help to identify trade-offs that need

to happen in the design process (i.e. where a design cannot resolve the user’s need based requirement conflicts)

User’s need based requirements are there to unify the multi-disciplinary design team; enabling them to meet their business case.

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Formulate and ask questions to do with the business plan that provide an indication of the human aspects of the system, including the relative merit of functionality.

Always express these findings from the user’s perspective. Cross-relate these requirements to each other and to the imp actors

on the activity. Allocate sufficient time during the development process to check and

validate your user’s need based requirements. Ensure that all users’ need based requirements are derived as low

level user requirements before being transposed into system requirements.

Word your requirements precisely and ensure that you cover all categories of human-related requirements.

Create test statements to validate the user’s need based requirements, the concept and the implementation

Prior to freezing your design, validate your user’s need based requirements with users

Accept that there still may be contradictory requirements Understand the nuances of the requirements and ensure that these

are reflected in the precise wording of the requirements Keep asking your users until you have a true understanding of their

requirements Elegant design can only be created from understanding the nuances

of the requirements

Vocabulary words:

I have selected following vocabulary words related to the field of we ecology which is branch of biology which deals with the study of environment,

1. abyssal

Relating to ocean depths from 2000 to 5000 meters

2. aerial

Existing or living or growing or operating in the air

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3. alliance

The state of being allied or confederated

4. alternative energy

Energy derived from sources that do not use up natural resources or harm the environment

5. anthropogenic

Of or relating to the study of the origins and development of human beings

6. arboreal

Of or relating to or formed by trees

7. association

A formal organization of people or groups of people

8. bioclimatic

Of or concerned with the relations of climate and living organisms

9. biodegradable

Capable of being decomposed by e.g. bacteria

10. biodiversity

The diversity of plant and animal life in a particular habitat (or in the world as a whole)

11. biome

A major biotic community characterized by the dominant forms of plant life and the prevailing climate

12. bionomics

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1. the branch of biology concerned with the relations between organisms and their environment

13. climax

The highest point of anything conceived of as growing or developing or unfolding

14. colonize

Settle as a colony; of countries in the developing world

15. community

A group of people living in a particular local area

16. competition

A business relation in which two parties compete to gain customers

17. desertification

The gradual transformation of habitable land into desert; is usually caused by climate change or by destructive use of the land

18. disforest

Remove the trees from

19. dispersion

Spreading widely or driving off

20. doe

Mature female of mammals of which the male is called `buck'

21. dominance

Superior development of one side of the body

22. ecology

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The environment as it relates to living organisms

23. ecosystem

A system formed by the interaction of a community of organisms with their physical environment

24. ecoterrorism

violence carried out to further the political or social objectives of the environmentalists

25. ecotourism

tourism to exotic or threatened ecosystems to observe wildlife or to help preserve nature

26. intertidal

of or relating to the littoral area above the low-tide mark

27. intolerant

unwilling to tolerate difference of opinion

28. lacustrine

of or relating to or living near lakes

29. lentic

of or relating to or living in still waters (as lakes or ponds)

30. limnology

The scientific study of bodies of fresh water for their biological and physical and geological properties

31. litter

the offspring at one birth of a multiparous mammal

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32. littoral

of or relating to a coastal or shore region

33. lotic

of or relating to or living in actively moving water

34. Nuclear winter

A long period of darkness and extreme cold that scientists predict would follow a full-scale nuclear war; a layer of dust and smoke in the atmosphere would cover the earth and block the rays of the sun; most living organisms would perish

35. Opportunistic

Taking immediate advantage, often unethically, of any circumstance of possible benefit

36. Ordination

The status of being ordained to a sacred office

37. Overturn

Turn from an upright or normal position

38. Ozone

A colorless gas (O3) soluble in alkalis and cold water; a strong oxidizing agent; can be produced by electric discharge in oxygen or by the action of ultraviolet radiation on oxygen in the stratosphere (where it acts as a screen for ultraviolet radiation)

39. Ozone hole

An area of the ozone layer (near the poles) that is seasonally depleted of ozone

40. Ozone layer

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A layer in the stratosphere (at approximately 20 miles) that contains a concentration of ozone sufficient to block most ultraviolet radiation from the sun

41. Ozonosphere

A layer in the stratosphere

42. Preservationist

Someone who advocates the preservation of historical sites or endangered species or natural areas

43. Productivity

The quality of being productive or having the power to produce

44. Provincialism

A lack of sophistication

45. Pyrogenic

Produced by or producing fever

46. Timberline

Line marking the upper limit of tree growth in mountains or northern latitudes

47. Tolerance

The power or capacity of an organism to tolerate unfavorable environmental conditions

48. Tolerant

Showing respect for the rights or opinions or practices of others

49. Trophic

Of or relating to nutrition

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50. Sublittoral

Of or relating to the region of the continental shelf (between the seashore and the edge of the continental shelf) or the marine organisms situated there

Lesson Plans:

To teach these vocabulary words, I have made two lesson plans. These are,

Lesson plan 1:

Name The Institution:

Vista college of science & commerence Mailsi (Vehari)

Number of the students:

There were 12 students in the class.

Class:

Bsc (zoology/ botony/ chemistry)

Presentation:

25 vocabulary words related to ecology, their meanings and details

Time Frame:

Total time = 45 minutes

i) Time for introduction and explanation of words = 35 minutesii) Time for class discussion = 10 minutes

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Lesson plan 2:

Name The Institution:

Vista college of science & commerence Mailsi (Vehari)

Number of the students:

There were 12 students in the class.

Class:

Bsc (zoology/ botony/ chemistry)

Presentation:

Next 25 vocabulary words related to ecology, their meanings and details

Time Frame:

Total time = 60 minutes

i) Time for introduction and explanation of words = 35 minutesii) Time for class discussion = 10 minutesiii) Time for activity = 15 minutes

Production:

An activity based on short questions

Feed back of the students:

To check the feedback of the students I have asked following questions from them.

1. Did you enjoy from these activities?2. Did you like to learn these words?3. Is there should ESP in Pakistan’s institutions?

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4. Did you like my method of teaching?5. Is there should ESP as a subject at graduation level in science

classes?6. Can ESP help you to improve your vocabulary related to your

subjects?

The students have answered the above questions and I have represent their feedback in following chart,

Q 1 Q 2 Q 3 Q 4 Q 5 Q 60

20

40

60

80

100

120

Feed back of the students

yesno

Questions

perc

enta

ge

Conclusion:

According to my conclusion if one is going to teach courses of English (or any other language for that matter) for specific purposes, oneShould be clear just how the notions English (or language) and purposeAre to be defined, and what exactly it means to be specific. I do not think, on the whole, that these matters have been given the consideration they deserve. There has been a good deal of attention given to the description of areas of language use and the needs of learners, but much less attention given to the crucial prior question of what exactly it is that is being described. There are those who talk of the lack of research in ESP as if this were simply a matter of amassing quantities of data about the

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superficial features of varieties of language use without enquiring into what the nature of language use might be. There are others who insist on the importanceOf needs analysis without investigating the educational implicationsOf such insistence.

References Dudley-Evans, Tony (1998). Developments in English for Specific

Purposes: A multi-disciplinary approach. Cambridge University Press. (Forthcoming)

Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.

Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.

Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.

Technical Purposes: Studies in honor of Louis Trimble. London: Newbury House.

Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the Art (pp. 1-13). Singapore: SEAMEO Regional Centre.

Stryker, S., & Leaver, B. (Eds.). (1997). Content-based instruction in foreign language education: Models and methods. Washington, D.C.: Georgetown University Press.

Taylor, C. (1986). Cultivating simultaneous student growth in both multiple creative talents and knowledge. In J.S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 307-351). Mansfield Center, CT: Creative Learning Press.

VanPatten, B., & Lee, J. (1990). Second language acquisition - Foreign language learning. Avon: Multilingual Matters.

Yogman, J., & Kaylani, C. (1996). ESP program design for mixed level students.

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esp

Education

zoology botony

cambridge

air traffic

professional

esp courses

designing

specific teaching

english language