Stephen van Vlack Sookmyung Womens Universit Graduate School of TESOL English for Specific Purposes Spring 2009 Week 2-Answers Dudley-Evans, T. and M. St John(1998 ). Developments in English for specific purposes. Cambridge: CUP Chapter 1-Introduction 1. What are some of the more important characteristics of ESP as an approach to teaching? The actual view of ESP as a separate area within the larger field of elt varies quite a bit. While the authors do mention that there seems to be a separate ESP research tradition, some people do not consider ESP to be a specific methodology unto itself. Some, however do claim that ESP is a methodology In this class we are going to approach the subject of ESP with the view that it is a specific approach to language teaching, but not a methodology in that there are no strictly set procedures, or behaviors that teachers need to follow to claim to be de All the same there are some specific features which are necessary parts of all ESP- driven classes. In the book they cite two of these very early on(page 1). They are the texts that are used in ESP and the central role of needs analysis. The practice of ESP is created out of the friction in balancing these two forces. One must find texts and use texts in a way which support the needs-focused instruction of the ESP classroom This is not always an easy thing to do all the time and there are no specific doing this. For this reason much of the concern related to ESP among language teachers revolves around how this is to be done. In relation to this, a project-based approach(something we should all be aware of if not already familiar with) is often thought to work well under the auspices of esP The ESP approach can be conducted with any age or any level of student although it is more often associated with older higher level students. All eSP classed need to revolve around the students themselves. all lessons are designed around the students needs. For older students it is often believed that the student themselves are the best source of information about their specific needs. They know this because they need to use English in the real world or are planning to do so. Often, however students themselves, only have a vague idea of what they might need to use English for. In such cases, it is up to the teacher to try to determine as closely as she can what the students might need to do with english This teacher-led determination of student needs is often necessary in ESP classroom with younger learners Language use can be characterized by genre. That is, different types of language use share different linguistic features. It is also been noticed that specific goals are often sheared by a particular subject area or field of endeavor. Put another way, people working in the same fields or towards the same major goals often have the same specific needs Thus the specific goals of the learners are better dealt with in specificStephen van Vlack Sookmyung Women’s University Graduate School of TESOL English for Specific Purposes Spring 2009 Week 2 – Answers Dudley-Evans, T. and M. St. John. (1998). Developments in English for specific purposes. Cambridge: CUP. Chapter 1 - Introduction 1. What are some of the more important characteristics of ESP as an approach to teaching? The actual view of ESP as a separate area within the larger field of ELT varies quite a bit. While the authors do mention that there seems to be a separate ESP research tradition, some people do not consider ESP to be a specific methodology unto itself. Some, however do claim that ESP is a methodology. In this class we are going to approach the subject of ESP with the view that it is a specific approach to language teaching, but not a methodology in that there are no strictly set procedures, or behaviors that teachers need to follow to claim to be doing ESP. All the same there are some specific features which are necessary parts of all ESPdriven classes. In the book they cite two of these very early on (page 1). They are the texts that are used in ESP and the central role of needs analysis. The practice of ESP is created out of the friction in balancing these two forces. One must find texts and use texts in a way which support the needs-focused instruction of the ESP classroom. This is not always an easy thing to do all the time and there are no specific ways of doing this. For this reason much of the concern related to ESP among language teachers revolves around how this is to be done. In relation to this, a project-based approach (something we should all be aware of if not already familiar with) is often thought to work well under the auspices of ESP. The ESP approach can be conducted with any age or any level of student although it is more often associated with older higher level students. All ESP classed need to revolve around the students themselves. All lessons are designed around the students needs. For older students it is often believed that the student themselves are the best source of information about their specific needs. They know this because they need to use English in the real world or are planning to do so. Often, however students, themselves, only have a vague idea of what they might need to use English for. In such cases, it is up to the teacher to try to determine as closely as she can what the students might need to do with English. This teacher-led determination of student needs is often necessary in ESP classroom with younger learners. Language use can be characterized by genre. That is, different types of language use share different linguistic features. It is also been noticed that specific goals are often sheared by a particular subject area or field of endeavor. Put another way, people working in the same fields or towards the same major goals often have the same specific needs. Thus, the specific goals of the learners are better dealt with in specific