EAP/ESP课程设计工作坊Workshop for EAP/ESP Syllabus Design

China EAP Association (CEAPA)

16 Sept , 2016

THE WORKSHOP ON EAP-ESP

CURRICULUM AND COURSE DESIGN学术英语及专门用途英语课程设计培训

SHI JIE

THE NATIONAL UNIVERSITY OF ELECTRO-COMMUNICATIONS, TOKYO, JAPAN

FUDAN UNIVERSITY

SEPTEMBER 16, 2016

http://cn.bing.com/images/search

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HOW TO CITE THE INFORMATION OF THIS TALK

Shi, J. (2016). The Workshop on EAP-ESP Curriculum and Course Design. China EAP Association. Fudan University,

Shanghai, China. September 16, 2016.

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ABSTRACT

To provide basic training in designing EAP and ESP courses for students ofall domains in EFL context

To familiarize the participants with the commonly adopted terminologiesin the current EFL education arena, i.e. EGP, EAP and ESP

To foster competencies in identifying and analyzing types andcharacteristics of courses

To improve or improvise current practices of the participants to reflect andadapt to the needs of English teaching and learning

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PART I:

THEORETICAL BACKGROUND AND OVERSEAS PRACTICES

Part I introduces theoretical background of curriculum and course/syllabusdevelopment in EFL for EGP (English for General Purposes), EAP (English forAcademic Purposes) and ESP (English for Specific Purposes) and involvesparticipants in discovering and discussing the differences among the common typesof curricula and courses for varied purposes in EFL teaching and learning. Samplecurricula and course syllabuses of both EAP and ESP of the National University ofElectro-Communications (UEC Tokyo) and other Japanese universities are introduced.The impact of policy changes of the government in Japan and economic shifts isdemonstrated.

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PART II: GROUP DISCUSSION ON THE ENGLISH

CURRICULUM AT TERTIARY INSTITUTIONS

In Part II of the workshop, the participants share their currentcurricula and courses at their universities or colleges and criticallyexamine the merits and demerits of the ongoing practices in variousdomains and contexts, drawing insights from the discussions in Part I.

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PART III:

PRACTICE IN CONSTRUCTING CURRICULA AND SYLLABI

In Part III, the participants in small groups select a real-life or asimulated curriculum/course/syllabus and co-construct a newcurriculum/course/syllabus by applying the shared knowledgeacquired in the previous parts. All groups need to prepare a PPT or anacademic poster for presentation in the final stage.

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PART IV:

SHARING AND CRITIQUING

In Part IV, groups of Part III present the results of co-constructionof curricula or syllabi. Peer review of all presentations is conducted.

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PROGRAM

Time Content Speakers8:45-9:00 Opening speech Cai Jigang

9:00-10:30 Theoretical background and Overseas Practices (I)

Shi Jie

10:30-10:40 Tea break

10:40-12:00 Theoretical background and Overseas Practices (2)

Shi Jie

12:00-13:00 Lunch break

13:00-14:30 Group discussion on the English curriculum at tertiary institutions

Shi Jie and Participants

14:30-15:30 Practice in constructing curricula and syllabi Shi Jie and Participants

15:30-15:45 Tea break

15:45-17:00 Sharing and critiquing Shi Jie and Participants

9SHI J. UEC TOKYO

PART I:

THEORETICAL BACKGROUND AND OVERSEAS PRACTICES

Part I introduces theoretical background of curriculum and course/syllabusdevelopment in EFL for EGP (English for General Purposes), EAP (English forAcademic Purposes) and ESP (English for Specific Purposes) and involvesparticipants in discovering and discussing the differences among the common typesof curricula and courses for varied purposes in EFL teaching and learning. Samplecurricula and course syllabuses of both EAP and ESP of the National University ofElectro-Communications (UEC Tokyo) and other Japanese universities are introduced.The impact of policy changes of the government in Japan and economic shifts isdemonstrated.

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BRAINSTORMING 1: EGP? EAP? ESP?

https://www.novamind.com/images/mind-mapping/brainstorming-full-1.png 11SHI J. UEC TOKYO

BRAINSTORMING: 2

POSITIONING EGP, EAP, ESP

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EAP: DEFINITION

EAP refers to “any English teaching that relates to a study purpose” (Dudley-Evans & St John, 1998, p.34).

“EAP is concerned with those communicative skills in English which are required for study purposes in formal educational systems” (Jordan, 1997, p.1).

EAP in Native Speaking (NS) vs NNS (Non-Native Speaking) contexts

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Pre-sessional

courses

General Education

at colleges

EAP: ENGLISH FOR ACADEMIC PURPOSES

Mission:

To provide language education for handling academic study in higher education (originally in native English speaking countries).

To provide language teaching for learners’ study or research in that language (Jordan, 1997; Flowerdew and Peacock, 2001)

Foci:

Language skills-based: listening skills, speaking skills, reading skills, writing skills, integrated skills

Productive and receptive skills of the above language skills (intelligibility & comprehensibility)

Fluency & accuracy

Language structure-based: grammar, vocabulary

Study skills-based: note taking skills, research skills, lecture comprehension skills, library skills, paper writing skills, critical thinking skills

Test-taken skills-based: TOEFL, IELTS, etc.

General education programs: Common in EFL contexts (compulsory in Years 1-2)

Pre-sessional programs: Common in native or ESL contexts (Freshman component? Less other “in-session” programs similar to GE in China)

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SAMPLE EAP WRITING COURSES IN NATIVE SPEAKING CONTEXTS

The following would be typical content:

Research and using the library: finding relevant information, using catalogues, books, periodicals, bibliographies and indexes.

Using sources: making notes and writing up notes - paraphrasing, summarising, quoting & referring to sources, writing a bibliography.

Writing descriptions of places, objects etc classifying and categorising comparing and contrasting reporting and narrating.

Describing processes and developments: expressing purpose, means and method, degrees of certainty, reasons and explanations/cause and effect describing developments and changes describing a sequence of events/time relations.

Writing instructions.

Developing an argument: presenting arguments, ideas and opinions expressing certainty and doubt supporting an argument: illustrating and exemplifying ideas refuting arguments, ideas and opinions drawing conclusions.

Writing skills: different kinds of writing, organisation - presentation and layout spelling and punctuation including graphs, charts and tables style revising the essay - proof-reading.

15Andy Gillett, University of Hertfordshire. What is ESP? http://www.uefap.com/articles/eap.htmSHI J. UEC TOKYO

SAMPLE EAP READING COURSES IN NATIVE SPEAKING CONTEXTS

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Andy Gillett, University of Hertfordshire. What is ESP? http://www.uefap.com/articles/eap.htm

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An academic reading course could include:

Understanding meaning: deducing the meaning of unfamiliar words and word groups relations within the sentence/complex sentences implications - information not explicitly stated, conceptual meaning, e.g. comparison, purpose, cause, effect.

Understanding relationships in the text: - text structure the communicative value of sentences relations between the parts of a text through lexical and grammatical cohesion devices and indicators in discourse.

Understanding important points distinguishing the main ideas from supporting detail recognising unsupported claims and claims supported by evidence - fact from opinion extracting salient points to summarise following an argument reading critically/evaluating the text.

Reading efficiently: surveying the text, chapter/article, paragraphs, skimming for gist/general impression scanning to locate specifically required information reading quickly.

Note taking.

SAMPLE EAP WRITING COURSES IN NATIVE SPEAKING CONTEXTS

Program Learning Objectives for EAP Writing Classes:

Understand the expectations of university-level academic writing and its key genres; respond to writing prompts with a rhetorical awareness that includes audience, purpose, and appropriate language use

Engage in the critical reading of authentic academic texts and other supplementary materials; demonstrate awareness of rhetorical and textual features, key points, and methods of organization and support; develop the academic skills of summarizing, synthesizing, and/or critiquing academic materials depending on task expectations

Understand the principles and practices associated with academic integrity; conduct academic research, evaluate and manage information from sources, incorporate source ideas in writing, and demonstrate control over assigned citation format

Acquire and incorporate academic vocabulary that is both general and discipline/topic specific; develop a repertoire of grammatical structures appropriate for a variety of academic writing tasks

Recognize the recursive nature of writing and actively engage in peer feedback, error analysis, revision, and editing of written work

17Columbia College of Arts and Sciences, English for Academic Purposes (EAP), https://eap.columbian.gwu.edu/

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ESP: ENGLISH FOR SPECIFIC PURPOSES

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Mission:

The goal of ESP is to provide language instruction that addresses students’ own specific language learning purposes and professional needs.

Foci:

The commitment to the purposes of the learners themselves is what unites all the various branches of ESP. What the commitment entails is:

(1) first and foremost (before, during, and even after instruction), finding out what learners needs are, then

(2) developing or adapting materials and methods to enable needs-responsive instruction while concurrently

(3) acquiring the expertise to function as needs-knowledgeable instructors.

(Dudley-Evans & St. Johns, 1998; Robinson, 1991)

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EGP: ENGLISH FOR GENERAL PURPOSES

English for “NO purposes”? (Swales, 1981)

Mission: To provide everyday English in NS contexts;通用英语? 一般（用途）英语? 基础英语? for GE in NNS contexts.

Foci: English for young learners-adults, daily life, survival English,

When and where EGP is offered in native speaking countries, ESL, and EFL?

Common leveling: beginner, intermediate, advanced

Customized instruction

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SAMPLE AMERICAN EGP IN NNS CONTEXTS

Students learn practical everyday English that they can use in real-life situations such as at work or school.

AMIDEAST's small classes, customized instruction, and comprehensive learning resources help students improve their English language skills quickly and effectively. Central to AMIDEAST’s approach to language teaching and teacher training is the integration of critical thinking and technology skills inside and outside the classroom.

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English for General Purposes http://www.amideast.org/our-work/elt/english-language-programs/english-general-purposes

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EGP IN NNS CONTEXTS

Is “College English” a type of EGP-oriented education? As in what contexts?

Why or why not?

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DUDLEY-EVANS & ST JOHN 1998

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“English for Specific Purposes (ESP), according to whey they take place or discipline and professional area, is traditionally divided into two areas: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP).” (Dudley-Evans, T., & St John, M., 1998).

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ESP

EAP EOPEGAP, ESAP (Hyland, 2006)

EOP: ENGLISH FOR OCCUPATIONAL ENGLISH

English for Doctors

English for engineers

Nursing English

English for phone operators

English for managers

……

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Language Structure Vocabulary/Tech. Terms

……Knowledge vs Competency

……Domain-based Content

……(EFL) Academic skills

……Genre-based

requirements

Factors

affecting course

typology

BRAINSTORMING: 2

POSITIONING EGP, EAP, ESP, EOP, EBP, EST, EMP, ELP….

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CURRICULUM DEFINED

A set of courses constituting an area of academic specialization (addressing the case of higher education institutions in this study).

A curriculum should demonstrate educational beliefs, teaching and learning theories, area-dependent content and goals, balance among the set of courses, enrollment and credit policies, teaching methodology and its expected learning outcomes, assessment and evaluation for the teaching and learning process, and faculty requirements.

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CURRICULUM DEVELOPMENT/PROGRAM MANAGEMENT

Mission/purpose/collective objectives set by all stakeholders

Learning goals/Expected outcomes

The set of courses

Content of specific domains or discipline

Academic levels: Undergraduate or graduate

Types of courses: compulsory or elective

Credits frame and policy

Intensity/Weekly hours, etc.

Types of English focus (i.e. EGP, EAP, ESP, EOP)

Staffing (Qualifications, types of faculty & FD)

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EST Curriculum

CURRICULUM VS PROGRAM

One or both in existence?

Flexible terminologies according to the philosophy or organization

Program as a managerial concept

Curriculum as a educational concept

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Freshman English

Curriculum

Sophomore English

Program

Technical English

Program

EAP Curriculum

College English

Program

ESP ProgramNight School

Program

Graduate School

English Curriculum

FACTORS THAT AFFECT ESP COURSE DESIGN

What?

Language descriptions

How?

Learning theories

ESP course

What?

Language descriptions

Nature of

particular target and

learning situation

28(Hutchinson and Waters, 1987)SHI J. UEC TOKYO

KEY ELEMENTS OF COURSE DESIGN FOR ESP

1. Needs Analysis

2. Approaches to Course Design

Choice of syllabus

Selection of content

Materials evaluation and design

Methodology and pedagogy

3. Assessment of students

4. Course evaluation and modification

5. Participants/Stakeholders: ESP teachers, subject specialists, students

6. Teacher training (FD/PD) 29

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COURSE & SYLLABUS DESIGN

1. Description of course goals

2. Needs analysis

3. Entry and exist language levels

4. Content

5. Syllabus framework & structure

6. Sequencing and instructional blocks

7. Teaching materials

8. Assessment of achievement and student evaluation

9. Course evaluation30SHI J. UEC TOKYO

TYPES OF SYLLABUSES

1. Grammatical/Structure syllabus

2. Functional syllabus

3. Situational syllabus

4. Topical syllabus

5. Competency-based syllabus

6. Skills syllabus

7. Task-based syllabus

8. Text-based syllabus

9. Content-based syllabus

10. Integrated syllabus

11. Genre-based approach 31SHI J. UEC TOKYO

COMMON TYPES OF SYLLABUSES FOR EAP (FLOWERDEW, 1990)

1. Lexico-grammatical

2. Functional-Notional

3. Discourse-based

4. Learning-based

5. Genre-based

6. Content-based

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GENRE APPROACH FOR EAP AND ESP

“A genre is a text, either spoken or written, that serves a particular purpose in a society and is composed of a series of segments, called moves.” (Henry & Roseberry, 1998, p 147)

“The aim of genre analysis is to identify how these moves are organized in a given genre (rhetorical organisation), identify the linguistic features chosen by expert users of the genre to realize their communicative purpose, and, finally, explain these choices in terms of the social and psychological contexts. The aim of genre-based language teaching is to raise learners’ awareness of both the rhetorical organization and the linguistic features closely associated with the genre. To date, this approach has mainly been used to determine the generic structure and linguistic features of academic genres such as the research article (Swales, 1981), which has resulted in English for academic purposes (EAP) teaching materials (Weissberg & Buker, 1990) and to a more limited extent in an English for specific purposes (ESP) project in business communication described in Bhatia (1993).” (Henry & Roseberry, 1998, pp 147-148)

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CASE STUDY OF ESP PROGRAMS OF UEC TOKYO

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ESP: A GROWING AREA IN ENGLISH EDUCATION

Place of origin of papers

(Hewings, 2002)

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“Curriculum Map”

UEC

専門的学力

理数基礎力

工学基礎力

社会人基礎力

問題解決・自己開拓力

コミュニケーション能力

専門展開力技術者教養力

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THE UEC MISSION OF UNDERGRADUATE ENGLISH EDUCATION

(YEARS 1-2)

Critical Thinking

Autonomous Learning

Communicative Competency

in

EAP

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37

THE ROLE OF ENGLISH IN THE LIFE OF STUDENTS OF

SCIENCE AND ENGINEERING

Undergraduate curriculum: EAP focused

ESP: 3rd Year, 4th Year, graduate schools

Research in English for graduation research

Academic presentation and publications requirements

Exchange students and researchers in labs

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TYPES OF ENGLISH LANGUAGE

IN THE ENGLISH CURRICULA OF UEC

EGP

EAP

EGP ESP

ESP

EAP

EGP

Graduate

Under-

graduate

Pre-college

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UEC ESP VISION

EGPEAP

ESP

Critical Thinking Communication

Autonomy

EGP

EAPESP

UsabilityProductivity

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41

1st Year

AWE

I & II

Argument (1-sided; 2-sided)

Summary

ASE

I & II

Argument (1-sided; 2-sided)

Procedure

Procedure

Presentation)

2nd Year AE I

Reaction

Research Paper

AE II

Reaction2nd Year AE I

Reaction

Research Paper

AE II

Reaction

Presentation

Research Presentation

THE UEC EAP PROGRAM:

GENERAL EDUCATION

COMPONENT OF Y1 & Y2

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UNIVERSITY-WIDE ESP PROGRAMS’ COMMENCEMENT

Graduate School Technical English for Master Year 1

2010 for Master’s program as compulsory courses

Undergraduate Technical English for Year 3

2012 for Year 3 of Undergraduate program as a compulsory course

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THE UEC ESP PROGRAM:

“TECHNICAL ENGLISH” (EST COURSES)

技術英語

Undergraduate

Graduate

Intermediate Technical

English (ITE)

Graduate School Technical English (GTE)

E

S

PProgram

SHI J. UEC TOKYO 43

Basic Technical English (BTE)

Academic Presentation

in English (APE)

Academic Writing in

English (AWE)

STAFFING

Education background with technical knowledge or qualification

Teaching experiences at tertiary institutions

Professional Development

Teaching observation by departmental professors

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COURSE DESIGN 1: NEEDS SURVEY

Problems with students' English

English activities in labs and skills needed

Types of readings, writings, presentations conducted in labs

Desirable evaluation methods

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COURSE DESIGN II:

COURSE GOALS DESCRIBED IN THE ONLINE SYLLABUS OF BTE

主題および

達成目標

The purpose of this course is to introduce students to the

basics of English language for science and engineering

with a thorough review of the major academic skills

covered in the compulsory English courses in the first

and second year English curricula, such as skills for

group discussion, critical thinking, academic reading,

academic writing, academic presentation and other

related areas. This course adopts a student-centered

approach to teaching methodology and genre-based

approach to subject content, and builds foundation for

ITE in the Fall semester.

Academic Skills

in English

Basic English for

science and

engineering

Real-life English

materials of Science

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COURSE DESIGN III: TYPE OF SYLLABI

ESP genres main, EAP skills sub, with Scientific English training sup.

(Testing support for TOEIC minor)

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INCORPORATION OF MAIN GENRES OF BTE & ITE:

BOTH SPOKEN AND WRITTEN

BTE Popular science readings

Online materials

Oral report

Definition

Experimental procedure

PPT presentation

Summary

Science and engineering textbooks

ITE Journal article or RA

Proceeding or short conference paper

Reflection

Research theses

“1st-person” style of presentation

Abstracts (conference and paper)

Poster presentationSHI J. UEC TOKYO

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FEATURES OF BTE & ITE SYLLABUSES

Based no the needs of the discipline faculty and English program/course designer Integrated syllabus: ESP genre, EAP/ESP skills, language learning, content of basic &

domain-specific science and engineering Academic and ESP genres for both spoken and written language, e.g.:

poster presentation, PPT presentation, summary, abstract, research paper, technical manuals, definition, specification

Discipline-specific content and textbooks Real-life materials and tasks Semi-programed curriculum/syllabus Team management: committee with science teachers, teaching observation system English as medium of instruction (EMI by EFL staff) Genre- & Task-based assessment with Program-wide test on technical terms Blended Learning with face-to-face instruction and e-learning for autonomous

learning49

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THE SAMPLE ONLINE SYLLABUS OF BTE & ITE

授業内容とその進め方

Week 1: Guidance

Week 2: Genre-based knowledge on the structures and inner organizations of the reading materials.

Week 3: How to ask good questions about a reading, in group discussions and to peers’ opinions.

Large group discussion strategies;

Week 4: Comprehension-based strategies. Expression of opinions, negotiation and persuasion.

Week 5: Thinking/Cognitive and reflection-based reading strategies.

Program-wide Test on reading (PWT-R)

Week 6: Short oral reports (1) . Q&A skills

Week 7: Short oral reports (2)

Week 8: Oral report of summaries to peers; Peer evaluation of summaries. Note taking skills.

Week 9: Basic scientific writing: definition, descriptions of various experiments and procedures

Week 10: Same as Week 9.

Week 11: Introduction on the presentation. 5 minutes (+) per student; Non-verbal communication.

Week 12: Pronunciation, Active listening strategies, Various types of delivery styles

Week 13: Individual presentations: Day 1. Q&A; Peer evaluation

Week 14: Same as Week 13.

Week 15: Course evaluationSHI J. UEC TOKYO 50

COURSE DESIGN IV: MATERIALS DEVELOPMENT

1. Textbooks of science English: Professional series of Cambridge University Press

2. Real-life conference proceedings, research articles and journal papers, preferably

published by the science faculty of UEC Tokyo

3. Student-generated scientific English materials, typically prepared for various talks

and project such as presentations and writings

4. Teacher-generated teaching materials

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TEXTBOOKS AND REAL-LIFE MATERIALS (2012, 2013, 2014, 2015)

Real-life materials:

Abstracts

Journal articles

Manuals

Product specifications

Posters

Textbooks

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Presentation ppt

Internet

Academic magazines

Popular science magazines

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COURSE DESIGN IV: STAFFING

Education background with technical knowledge or qualification

Teaching experiences at tertiary institutions

Professional Development

Teaching observation by departmental professors

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COURSE DESIGN VI: COURSE EVALUATION: STUDENTS’ CRITICAL

VOICES

UTE GTE

The amount of HW varies with teachers

Science teachers don’t know how to teach English

English only is difficult Translation into Japanese is not useful

Not enough use of textbooks

Teachers tend to use their own papers,but only their own students can understand them

Some teachers grade too harshly

Grading by attendance is not fair

Some teachers’ English is hard to understand

Less reading, more presentation should be covered

Too many genres; toomany tasks

More instruction and practice in writing abstracts and conference papers should be given

Teachers don’t speak

English. My English

is getting worse!

The textbook of

UTE is more

difficult than

GTE!

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DISCUSSION AND CONCLUSION

UTE syllabus design based on ESP principles and Need Survey with

discipline teachers

The need for cooperation of faculties of English and disciplines

Flexible approach with core focus

Difficulties in selecting and developing appropriate teaching materials

Assessment serving goals of courses (considering admin info incl. course

category, type of credits)

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PRACTICAL TIPS FOR DEVELOPING ESP PROGRAMS 1/2

Accurate Needs Analysis of multiple parties

Clear and specific missions/goals (program, course, etc.)

Appropriate choice of syllabus

Content derived from Needs Analysis

Flexible teaching methodology and pedagogy blended with learning theories

Mixed teaching materials with textbooks and real-life materials

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PRACTICAL TIPS FOR DEVELOPING ESP PROGRAMS 2/2

Compatible evaluation systems with objectives and methods

Teachers with teaching skills and knowledge of the field and willingness to

Learn field-specific language and content

Benefiting from the resources: professional expertise of the field, admin offices, etc.

Providing as much support as possible for the teachers: FD/PD, language support, TAs, technicians for e-learning, etc. 57

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REFERENCES (NOT ONLY WORKS CITED IN THE FILE)

Adams, P., Heaton, B. & Howarth, P. (Eds.). (1991). Socio-cultural issues in English for academic purposes. London: Macmillan.

Bhatia, V. K. (1994). Analyzing genre: Language use in professional setting. London: Longman.

Bhatia, V. K. (1997). Introduction: Genre analysis and world Englishes. World Englishes, 16 (3), 313–319.

Brett, P. (1994). A genre analysis of the results section of sociology articles. English for Specific Purposes, 13(1), 47‐59.

Bloor, M. & St John, M. J. (1988). Project writing: The marriage of process and product. In P. C. Robinson (Ed.), Academic writing: Process and product (ELT Documents 129, pp. 85-94). London: Modern English Publications.

Blue, G. M. (Ed.). (1993). Language, learning and success: Studying through English. London: Macmillan.

Brookes, A. & Grundy, P. (Eds.). (1988). Individualisation and autonomy in language learning (ELT Documents 131). London: Modern English Publications.

Cowie, A. P. & Heaton, J. B. (Eds.). (1977). English for academic purposes. London: BAAL/SELMOUS.

Dudley-Evans, T., & John, M. J. S. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.

Flowerdew, J. (Ed.). (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.

Flowerdew, J., & Peacock, M. (2001). Issues in EAP: A preliminary perspective. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for Academic Purposes (pp. 177–194). Cambridge: Cambridge University Press.

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REFERENCES

Hamp-Lyons, L. (2001). English for academic purposes. In R. Cater & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.

Harding, K. (2007). English for Specific Purposes. Oxford: Oxford University Press.

Henry, A. and Roseberry, R. L. (1998). An Evaluation of a Genre-Based Approach to the Teaching of EAP/ESP Writing. TESOL QUARTERLY. Vol. 32, No. 1. pp 147-148.

Hoffman, A. M., & Spangehl, S. D. (Eds.). (2012). Innovations in Higher Education: Igniting the Spark for Success. Lanham, Maryland: Rowman & Littlefield Publishers, Inc.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.

Holmes, R. (1997). Genre analysis, and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16(4), 321-337.

Hyland, K. (1996). Talking to the Academy: Forms of hedging in science research articles. Written Communication, 13(2), 251‐281.

Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London, UK: Longman.

Hyland, K. (2002). Options of identity in academic writing. ELT Journal, 56(4), 351‐358. Hyland, K. (2006) English for Academic Purposes: An advanced resource book. Oxon: Routledge. p1.

Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30, 693-722.

Jordan, R. R. (1989). English for academic purposes (EAP). Language Teaching, 22, 150-164.

Jordan, R. R. (1997). English for academic purposes. Cambridge: Cambridge University Press

Kennedy, C. & Bolitho, R. (1984). English for specific purposes. London: Macmillan.

Lynch, T. (1983). Study listening. Cambridge: Cambridge University Press.

Mackay, R. & Mountford, A. (Eds.). (1978). English for specific purposes. London: Longman.

McDonough, J. (1984). ESP in perspective. London: Collins. 59SHI J. UEC TOKYO

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Paltridge, B. (2001). Linguistic research and EAP pedagogy. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press.

Paltridge, B., & Starfield, S. (Eds.). (2013). The Handbook of English for Specific Purposes. West-Susses: Wiley-Blackwell.

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