Assignment of English for Specific Purposes (ESP)

Submitted to fulfill one of the assignment of ESP course

Lecturer : Susie Kusumayanthie

By :

Rosa Padzilah Nur

Ismi Riana Fadilah
Deni Rahman
Imam Sofyan

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP) PASUNDAN

2018
NEEDS ANALYSIS

Learners need to learn English because all courses are based on a perceived need of some
sort. The differences between ESP and GE are mostly In theory nothing, in practice a great
deal. In General English, GE learner’s needs are not specifiable, and this is the weakest of all
arguments. It is always possible to specify needs. There is always an identifiable need of
some sort.

Analysis for ESP and GE: Needs

According to the language-centered approach: it is “the ability to comprehend and/or produce

the linguistic features of the target situation.

1. Target needs: what the students needs to do in the target situation Learning needs: what
the students needs to do in order to learn. In Target Needs there are:

a) Necessities: according to the demands of the target situation, this is what the learner has to
know in order to function effectively in that situation. Business letter/the linguistic features,
discoursal,funti onal, structural, lexical communicate effectively at sales conferences/ Getting
information from sales catalogues.

b) Lacks: according to what the learner already knows, we decide what necessities are
missing. There is a gap between the existing proficiency and the target proficiency.

c) Wants: according to what we have considered from an objective POV, we have to say that
„a need does not exist independent of a person. Gathering Information About Target Needs
Different ways in which information can be gathered about needs: Questionnaires, Interviews,
Observation , Data collection, Informal consultations, Important: the choice will depend on
the time and resources available. And, needs analysis is not a once-for-all activity. It should
be a continuing process.

2. Gathering information about target needs

1. Why is the language needed?

2. How will the language be used?

3. What will the content areas be?

4. Who will the learner use the language with?

5. Where will the language be used?

6. When will the language be used?

3. Learning needs is What we have not considered yet is the route. How are we going to get
from our starting point to the destination? The whole ESP process is concerned not with
knowing or doing, but with learning. We need to take into account the destination or needs of
a learning situation: A task that is enjoyable, fulfilling, manageable, generative, etc. A
project in class can be guided in terms of its general orientation by the target situation, but its
specific content is a response to learning needs.

For example, in a target situation students may need to read long, dull, complex texts, but
their motivation may be high because:

1. They like the subject in general

2. Job/Promotion prospects may be involved

3. They will carry out interesting experiments or practical work (based on the texts) 4. They
like and/or respect the teacher/boss.

4. Analysing learning needs: A framework for analysing learning needs:

• Why are the learners taking the course?

• How do the learners learn?

• What resources are available?

• Who are the learners?

• Where will the ESP course take place?

• When will the ESP course take place?

Case Study In a class, there is one ESP student who feels bored when he is learning (not only
in the class but also out of the class). For example: when his friends anthuciastic to speak and
discuss, he stays silent. As a teacher, could you make an order based on the target needs from
necessities, lacks and wants to solve the problem?

APPROACHES TO COURSE DESIGN

ESP (English for Specific Purposes) involves teaching and learning of specific skills and
language needed by particular learners for a particular purpose. ESP makes use of the
methodology and activities of the disciplines it serves. ESP is centered on the language
(grammar, lexis, register), skills, discourse and genres appropriate to these activities.

Course design is the process by which the raw data about a learning need is interpreted in
order to produce an integrated series of teaching-learning experiences, whose ultimate aim is
to lead the learners to a particular state of knowledge the appproaches to course design there
are:

1. Language-Centered Approach: It is the simplest and more familiar kind to English

teachers. It is particularly common in ESP. It aims to draw as direct a connection as
possible between the analysis of the target situation and the content of the ESP course. A
language-centered approach says: this the nature of the target situation performance
determines ESP course. It has a number of weaknesses:
 a) it might be considered a learner-centered approach because it starts from the
learners and their needs but in reality its not learner-centered. The learner is
simply used as a means of identifying the target situation.
b) The language-centered process can also be criticized for being a static and
inflexible procedure.
c) The language-centered analysis of target situation data is only at the surface level.
It reveals very little about the competence that underlined the performance
2. Skills-Centered Approach: This approach aimed to help learners for developing skills
and strategies which continue after the ESP course by making learners better processors
of information. A skills-centered approach says: we must look behind target
performance data to discover what processes enable someone to perform. Those
processes will determine the ESP course. The skills-centered approach based on two
fundamental principles: The basic theoretical hypothesis is that underlying any
language behavior are certain skills and strategies, which the learner uses in order to
procedure. The pragmatic basis for the skills-centered approach derives from a
distinction made by Widdowson (1981) between goal-oriented courses and process
oriented courses. Needs analysis plays two roles in a skill-centered approach: It provides
a basis for discovering the essential competence that enables people to perform in the
target situation. It enables the course designer to discover the potential knowledge and
abilities that the learners bring to the ESP course.
3. Learning-Centered Approach This approach is based on the principle that learning is
totally determined by the learner. As teachers we can influence what we teach, but what
learners learn is determined by the learners alone. In this approach learning is seen as a
process in which the learners use what knowledge or skills they have in order to make
sense of the flow of new information. Learning is not just a mental process, it is a
process of negotiation between individuals and society. A learning-centered approach
says: We must look beyond the competence that enables someone to perform, because
what we really want to discover is not the competence itself, but how someone acquires
that competence Summary Language-centered approach concentrates on performance.
Skills-centered approach concentrates on competence. Learning-centered approach
concentrates on how to get competence.

APPLICATION

1. THE SYLLABUS

What do we mean syllabus: A syllabus is A plan of what is to be achieved through teaching

and learning, identifying what will be worked on in reaching the overall course aims and
providing a basis for evaluating students’ progress (Hyland, 2006). Five steps in designing a
syllabus: 1. needs analysis, 2. objectives, 3. sequencing, 4. teaching methods, 5. testing and
evaluation. (Yalden,1983)

a. The evaluation syllabus: It focuses on what successful learner will know by the end of
the course. It is concerned with “the nature of language and linguistic performance” It
 puts record the basis on which success or failure will be evaluated. It is the most familiar
type as the document handed down by ministries or other regulating bodies.
b. The organisational syllabus: It states the order in which it is to be studied. It is an
implicit statement about the nature of language and learning. It differs from the
evaluation syllabus in that: 1. It carries assumptions about the nature of learning as well
as language in organizing items in a syllabus. 2. It is necessary to consider factors which
depend upon a view of how people learn. (e.g. What is more easily learnt? What is more
useful in the classroom? Are some items needed in order to learn other items?
c. The materials syllabus:
• It does not describe how learning will be achieved.
• Interpreted by the materials writer.
• The author adds more assumption about the nature of language, language learning, and
language use
d. The teacher syllabus: The great majority of students in the world learn through the
mediation of a teacher. Teacher can influence the clarity, intensity, and frequency of
any item and affect the image that the learner receive. Different capability of teachers
will bring different result in conducting the course/classroom.
e. The classroom syllabus: What is planned and what actually happens are different things.
A classroom is a dynamic and interactive environment A lesson is a communicative
event created by the interactions. A classroom creates condition affecting the nature of
a planned lesson. (eg. Hot weather, tired students, noise, interruption, etc)
f. The learner syllabus: It is an internal syllabus. It is a retrospective record of what has
been studied rather than a prospective plan of what will be studied. It crucially
influences on whether and how future knowledge is studied. Learners must be taken
into account on a continuing basis through every stage of the course design process.

2.Why should we have a syllabus?

Language is a complex entity, it cannot be learnt is a very short time. Better management of
study time, assessments, and reading materials. In practical benefits, a syllabus gives moral
support to the teacher and learner An ESP syllabus is a projected route (the teacher and
learners will know where they’re going and how they get there) A syllabus provides a set of
criteria for material selection and writing. A syllabus as a standardizing tool. It is a visible
basis for testing. The dangers regarding a syllabus A syllabus is a model-a statement of an
ideal. A syllabus is not a statement of what will be learnt but it constitute an approximate
statement of what will be taught. A syllabus cannot express the intangible factors that are so
crucial to learning: emotions, personalities, subjective views, motivation. A syllabus cannot
take account of individual differences. On what criteria can a syllabus be organised?

1. Focus- To identify which and what materials to be focused on

2. Select- To select materials to be taught

3. Subdivide-To puts things into subtopics

4. Sequence- To decide which comes first and what comes next

3. On what criteria can a syllabus be organised?

 Topics syllabus: Topics are selected from the students’ specialist studies. (e.g.
health/pollution) Topic syllabus •The focus is on aspects of grammar
 Structural/ situational syllabus: The focus is on communication. It entails conceptual
meanings and communicative purpose. (e.g. notional: time/space; functional:
request/apology)
 Functional/notional syllabus • It is based on one or more English skills and also the
microskills. (Reading skill, microskill: skimming, scanning, reading for information)
Skills syllabus On what criteria can a syllabus be organised? • the situations or
contexts in which the language will be used and analyses the language needed for
those situations. (e.g. classroom/post office/night market)
 Situational syllabus •consisting of a set of real world tasks or activities ordered
according to cognitive difficulty. (e.g. organizing an event/writing a report)
 Task-based syllabus •It emphasizes in communcation. Making an oral presentation is
an example of a macroskill , including microskills such as control of gestures and
body language.
 Discourse syllabus

4. What role should a syllabus play in the course design process?

 A language-centered approach: Generates teaching materials

 A skill-centered approach: Presents opportunities for students to practise and evaluate
skills and strategies
 A learning-centered approach: Focus on learning process, it divides the design process
into two levels
 The post-hoc approach

MATERIAL EVALUATION

Three ways of turning your course design into actual teaching materials:

a. Select from existing materials: materials evaluation

b. Write your own materials: materials development

c. Modify existing materials: materials adaptation

1. WHY EVALUATE MATERIALS?

Evaluation is a matter of judging the fitness of something for a particular purpose. It is

concerned with relative merit.

To avoid the reduplication of materials. Evaluation is basically a matching process: matching

needs to available solutions. An ESP textbook has to suit a number of parties; teachers,
students and sponsors. To examine whether the materials fulfill the prescribed course To
examine the extent to which materials permit students to achieve learning objectives. To
identify whether the designs of the materials are suitable for a syllabus. To provide one with a
good theoretical base for writing another material, which is an improvement on the former.

2. How do you evaluate materials?

MATERIALS EVALUATION

Three ways of turning your course design into actual teaching materials:

a. Select from existing materials: materials evaluation

b. Write your own materials: materials development

c. Modify existing materials: materials adaptation

PROCESS Checklist to evaluate materials STEPS IN USING THE CHECKLIST

1. Answer the A question first to identify your requirements.

2. Analyze the materials you have selected by answering the B question. If possible, test your
ideas by teaching extracts from the material.

3. Compare the A and B findings. This can be done impressionistically or by awarding

points: 0 : does not match the desired features 1 : partly matches the desired features 2 :
closely matches the desired features Total the points and analyze the result. 1. Make your
choice and use your findings to prepare any documentation needed for defending your
decision.

Materials Design

Defining Objectives

What are materials supposed to do?

1. Materials provide a stimulus to learning.

2. Materials help to organize the teaching-learning process.

3. Materials embody a view of the nature of language and learning

4. Materials reflect the nature of learning task

5. Materials introduce the teacher about new technique

6. Materials provide models of correct and appropriate language use

A material design model

INPUT: Stimulus materials for activities •New language items •Correct models of language
use •A topic for communication •Opportunities for learners to use their information
processing skills •Opportunities for learners to use existing knowledge

CONTENT FOCUS: •Conveying feeling about sth •Non -Lx content should be exploited to
generate meaningful communication in the classroom

LANGUAGE FOCUS •Enable learners to use language •Good materials hould involve both
opportunities for analysis and syntesis

TASK •Materials can lead towards a communicative task in which the learners use the
content and knowledge they have built through the unit.
Sample materials

Refining the model

Materials and the syllabus

A model must be able to ensure adequate coverage through the syllabus of all the features
identified as playing a role in the learning development. There needs to be a coherence
between the unit structure and the syllabus structure to ensure that the course provides
adequate and appropriate coverage of syllabus items.

Two types of model

Predictive •Enables the operator to select , organizen and present data

Evaluative •Used as checklist •To check coverage and appropriacy

Conclusion

Create some alternatives Hints :

 Don’t reinvent the wheel, Work in a team, Set up draft, Time is important, Pay attention to
your materials.
Methodology

Analysis

Gaps

Gaps create deman.

Types of gaps: Information gaps. Purpose: to communicate and share knowledge.

Media gaps. Purpose: to transfer one media to another

Reasoning gaps. Purpose: to work the discourse

Memory gaps. To reconstruct dialogue.

Jigsaw gaps.Opinion gaps. Certainty gaps.

Variety : Spice of learning. How to achieve? Variety of medium: text, tape, etc. Variety of
classroom organization: whole class, pair,Variety of learners roles: presenter, evaluator.
Variety of exercise, Variety of skills: listening, writing. Variety of topic, Variety of focus

Prediction: A matter of using existing knowledge of a pattern or system in order to anticipate

what is likely in a novel situation. It builds learners confidence It enables teacher to discover
where the gaps in knowledge It activates the learner’s mind. It gives the students ego
investment.
Enjoyment, An integrated method, Use range of skills, Coherence, Should be clear,
Preparations, Involvement, Atmosphere.

EVALUATION

Learner Assessment: to assess learner’s proficiency

Course Evaluation: to see whether the goals are met

Placement test: to determine the learner’s state of knowledge before the course begins to
put learners into the course suitable to their needs this test is diagnostic to indicate how far
and in what ways the learners falls short of the proficiency level. good placement test
should reveal positive factors, not just show the learner lacks but also his potential that can
be exploited in ESP course. problems: do the test can accurately diagnose the learner’s
needs? what’s important is that any placement test can only be approximate guide and
should be treated with due caution.

Achievement test: to see how well the learners keep up with the syllabus principles: - test
what the students have learnt - test what to test - no bias in the test.

a. It involves production as well as understanding

b. It is an integrated task

c. It indicates whether the learner is able to describe such system

d. The subject matter is already known to the learner

e. It does not require knowledge of subjectspecific vocabulary

f. It tests written production

Proficiency test to assess whether the students can cope with any particular situations to
assess whether the students can perform the language tasks required for them (Davies and
West, 1984) this test is criterion-referencing so that there is no pass/fail distinction but rather
a scale of degrees of proficiency in the task.

problems:- what makes communicative performance possible? - what features are crucial to
the real-life performance? - how specific of specific?
Course Evaluation

Needs of ESP Learners Is the course fulfilling the learners’ language learning needs?

Needs as language users Is the course fulfilling the learners’ language using needs?

syllabus, materials, teaching and learning technique, testing procedures,

logistical/administrative arrangements, course evaluation system.

Questionnaires, Informal means, Discussions, Interviews, Test result.

STEPS 1. Gathering the evaluation information 2. Collating the information 3. Summarizing

the extensive information 4. Discussing with all interested parties 5. Drawn conclusion 6.
Arranging a detailed course evaluation report.

How can ESP course be evaluated?: Institution Teachers Sponsors Learners Former students

Who should be involved in the evaluation? At the beginning of the course - At regular
intervals - At the end of the course.