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Teaching Language for Specific Purposes

  • Module code: LG7004
  • Year: 2018/9
  • Level: 7
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

This module explores the key concepts and developments in LSP theory and methodology. Students will become familiar with issues in the areas of needs analysis, syllabus design, materials design and evaluation, and testing. Students will have the opportunity to conduct a needs analysis, evaluate English for Specific Purposes (ESP) materials and create their own syllabus and materials. The module considers the teaching of a variety of branches of ESP such as English for Academic Purposes (EAP) and English for Occupational purposes (EOP). Students will be able to develop a comprehensive understanding of LSP which they can then use in future language teaching.

Aims

  • To familiarise students with key concepts and developments in the theory and methodology of teaching LSP; and the range of research in this field;
  • To explore procedures for needs analysis as a key stage in syllabus design;
  • To enable students to evaluate criteria for materials design and testing techniques relevant to LSP;
  • To provide students with the tools to create their own LSP / ESP syllabus or needs analysis proposal in response to analysis of student needs.

Learning outcomes

  • Demonstrate an understanding of the key concepts, theories and methodology of ‘Language for Specific Purposes' and an awareness of the range of associated learning and teaching situations;
  • Display familiarity with, and the ability to analyse, research in this field;
  • Show an understanding of major concerns in LSP needs analysis, course design and testing;
  • Evaluate LSP / ESP materials and testing techniques with regard to underlying theoretical principles;
  • Conduct a needs analysis and design a LSP / ESP syllabus or needs analysis proposal for a specific, chosen context.

Curriculum content

  • The development of LSP / ESP as a branch of language teaching
  • Issues in needs analysis
  • Approaches to syllabus and materials design
  • Evaluation and adaptation of existing ESP materials
  • Current approaches to assessment in LSP / ESP
  • The role of the LSP teacher
  • Genre analysis and its contribution to the teaching of writing
  • Course design principles for English for Academic Purposes (EAP); English for Specific Academic Purposes (ESAP) and English for Occupational Purposes (EOP); specifically Business English
  • Development of original materials using knowledge of target practices and users
  • Individualised learning: self-study materials; CALL; use of corpora

Teaching and learning strategy

Teaching will take the form of interactive lectures, seminars, workshops and observation of ESAP lessons. Students will have the opportunity to put into practice their understanding of the key issues in teaching LSP by evaluating and producing materials; presenting their work and participating in some micro-teaching.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Interactive lectures, interactive seminars, workshops 44
Guided independent study Observation of ESAP classes Directed reading, class and assignment preparation 6 250
Total (number of credits x 10) 300

Assessment strategy

The module is assessed formatively and summatively. Formative development tasks are provided for each lecture / interactive seminar / observation / workshop sessions and include: short writing tasks (group and individual) using Study Space tools such as wikis, learning journals and the discussion board to evaluate and reflect on the literature; presentation practice; group and individual work evaluating materials, syllabuses and tests; small tasks involving producing a needs analysis, syllabus and some materials; observation and reflection on EAP / LSP classes; micro teaching of sample materials. 

Summative assessment is through coursework (100%). This typically consists of an essay (1500-2,000 words: 20%); an LSP project including a presentation (20%) and a report including appendices of materials (3,000 - 3,500 words: 60%).

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Demonstrate an understanding of the key concepts, theories and methodology of 'Language for Specific Purposes' and an awareness of the range of associated learning and teaching situations; Formative assessment tasks: short writing tasks relating to key concepts; short presentations and discussions relating to theory and practice; reflecting on observations of classes - relating theory to practice. Summative tasks: essay, report and presentation.
2) Display familiarity with, and the ability to analyse, research in this field; Formative assessment tasks: group and individual critiquing of research papers; presentations relating to the literature. Summative task: essay.
3) Show an understanding of major concerns in LSP needs analysis, course design and testing; Formative assessment tasks: evaluating syllabuses and tests; producing a needs analysis and a syllabus outline. Summative tasks: essay, report and presentation.
4) Evaluate LSP / ESP materials and testing techniques with regard to underlying theoretical principles; Formative assessment tasks: evaluating published materials as well as unpublished materials as part of observation of KU EAP / LSP classes; micro teaching using published / adapted / original materials. Summative tasks: report and presentation.
5) Conduct a needs analysis and design a LSP / ESP materials syllabus or needs analysis proposal for a specific, chosen context. Formative assessment tasks: producing a needs analysis; evaluating and adapting materials; presentation practice. Summative tasks: report and presentation.

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
Coursework 1500-2000 word essay 20
PRC Presentation 20
Coursework 2500-3000 word report plus materials 60
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module

Bibliography core texts

Basturkmen, H. (2010) Developing Courses for English for Specific Purposes, Hants: Palgrave Macmillan.

Belcher, D. (ed) (2009) English for Specific Purposes in Theory and Practice, Ann Arbor: The University of Michigan Press.

Bibliography recommended reading

Basturkmen, H. (2007) Ideas and Options in English for Specific Purposes, New Jersey: Lawrence Erlbaum.

Belcher, D., Johns, A.M. and Paltridge, B. (Eds) (2011) New Directions in English for Specific Purposes Research, Michigan: The University of Michigan Press.

Douglas, D. (2000) Assessing Languages for Specific Purposes, Cambridge: CUP.

Dudley-Evans, T. and St. John, M. (1998) Developments in English for Specific Purposes: A Multi-Disciplinary Approach, Cambridge: CUP

Flowerdew, J & Peacock, M (Eds.) (2001) Research perspectives on English for academic purposes, Cambridge University Press

Long. M (Ed.) (2005) Second Language Needs Analysis. Cambridge: CUP.

Paltridge, B. and S. Starfield (Eds.) (2013). The handbook of English for specific purposes. Malden, Ma: John Wiley & Sons Inc.

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