MUFUTAU LANIHUN COLLEGE OF EDUCATION, IBADAN.

IN AFFLIATION WITH
ADEKUNLE AJASIN UNIVERSITY, AKUNGBA AKOKO (AAUA).
ONDO STATE
2023/2024 ACADEMIC SESSION
Course Title: ENGLISH FOR SPECIFIC PURPOSE
Course Code: ELA 401 Marking Scheme
Course Unit: 2 Level: 400
INSTRUCTION: Attempt Three (3) questions. Question one (1) is
compulsory.
1a.
i. ESP students are learning the language to communicate a set of professional skills
and to perform a particular job related function involve general English that has
several levels of language learner’s competence
ii. ESP students are usually adults with a acquartence with subject
iii. ESP teaching are determined by the requirement of the learner rather than external
criteria of General English
iv. ESP has specified objectives for the adult learners which takes care of their
available time for them
v. ESP combines subjects matter that enables students to apply what they learn in
their classrooms in their various field of study
1b.
Basic principles of ESP
i. Authenticity
ii. Research based
iii. Language text
iv. Learning needs
v. Learning methodology
1c.
Syllabus- this refers to the content or subject matter of a particular individual subject.
a subject can be narrowly described as the specification and ordering of content of a
course or courses. Shew (1975) defines syllabus as a statement of the plan for any
part of the curriculum, excluding the element of curriculum evaluation itself. Nossand
Rodgers (1979) refers to as “a set of justifiable, educational objectives specified in
terms of linguistics content” Wilkin (1981) discusses syllabus as specification of the
content of language teaching which have been submitted to some degree of
 structuring or ordering with aim of making teaching and learning a more effective
process.

Curriculum-Allen (1984). It involves consideration of philosophical, social and

administrative factors which contributes to the planning of an educational
programme. Curriculum refers to a body of knowledge which is enacted by the
teachers, pupils and the society. Brown (1985) defines curriculum as a systematic
process during which language teaching and languages development programme.
30mks
2a. Answer:
Formative evaluation (sometimes referred to as internal) is typically conducted during
development or improvement of a programme or production. The purpose of formative
evaluation is to validate or ensure that goals of the instruction are being achieved and to
improve the necessary, by means of identification and subsequent remediation of
problematic aspects. Formative assessment helps teachers determine neat steps during the
learning process. Some of the instructional strategies that can be used formatively include
the following.
i. Criteria and goal setting
ii. Observation
iii. Questioning strategies
iv. Self and peer assessment
v. Student record keeping.
Summative evaluation is how ever referred to as an external form of evaluation. The
essence of summative evaluation is to inform the teacher, the learner how far the learner
has progressed towards control over the written language. It provides information on the
product efficacy. It answers questions such as: Did the learners learn what they were
supposed to learn. Summative evaluation include:
i. State assessments
ii. Interim assessments
iii. End of chapter tests
iv. End of term or semester tests
v. Scores that are used for accountability for school and students report cards.
2bi. Achievement Test: These are directly related to language course. They are given to
learners at the end of the course to determine how successful individual students course
have been able to achieve the objectives.
ii. Proficiency Tests: These are designed to measure people’s ability in a language
regardless of training they may have had in the language.
iii. Progress Tests: These measure the progress of the students. It is given during a
course to see how far their language ability has developed and it enables the teacher to
 assess himself to determine how far he is achieving his objectives, what is needed to
be re-taught and what to do next.

iv. Placement Tests: These are tests given to learners at the beginning of a course.
This is to determine what the learner knows in the second language. The teacher uses
the result to place them into suitable classes or groups. Placement tests are constructed
for particular situations. It should be noted that no one placement will work for every
institution. 20mks
3. Answer:
i. Give priority to communication need: In ESP course, communication needs
analysis is an integral part that must be developed to improve learner ability to
understand discourse practices and use in order to prepare them adequately for
situations they are likely to face in the near future.
ii. Give equal importance to learning needs: Learning situations comprises several
learning factors must be taken into account apart from the study of language
descriptions or the study of communication needs as a through study of both
description will help elaborate learner needs effectively.
iii. Take context into account: This is need to refer to consideration of societal
expectations as factor such as: institutional teachers may influence the learners
needs. Teaching style, conservation and personality factors also influence
every learning situations.
iv. Invite multiple perspectives: These refers to institutions, teachers and learners.
These stakeholders perspectives should be considered as they are invited to
participate in need analysis research.
v. Employ Multiple Data Collection Methods: The use of multiple data collection
methods is recommended when dealing with complex needs and for validating
data. These data include: individual interviews, class observation, collection of
student’s work sample, focus group interview etc. 20mks
4. Answer:
i. The Cognitive Theory: According to Cunnings worth (1984) Cognitive theory
involves activities which engages conscious mental processes such as
analyzing and understanding and learning explicitly formulated rules. Trainers
of English language coverage of cognitive learning theory by reviewly the
history of language teaching. Cognitive theory acknowledges the role of
omistake. The weakness of this method lies in its two limited concept of what
is involved in learning and using language.
ii. Behaviourism: This is a learning theory that focus on objectively observable
behaviour. Behaviourist theorists define learning as nothing more than the
acquisition of new behaviour based on environmental conditions. To the
behaviourist, it was necessary for learner to internalize rules but instead should
 learn the right pattern of linguistic behaviour and acquire the correct habits.
Two different types of conditioning were identified by behaviourist. These are:
a. Classical Conditioning and
b. Behavioural or Operant Conditioning.

Behaviourism helps to impact learning through its simplicity and reliance on

observable behaviour and its description of several universal laws of behaviour
as its reinforcement could help in the treatments of human disorders like
anxiety, human disorders and other anti-social behaviour. It is often used by
teachers who reward or punish student behaviour.
iii. Mentalism: This theory is of the opinion that thinking is rule-governed.
Chomsky the originator of this theory sees thinking beings as capable of
coping with infinite range of possible situations from a finite range of
experience.
iv. Constructivism: It is an educational philosophy which holds that learners
intimately construct their own knowledge that vesicles within them.
Constructivist learning is based on student active participation in problem
solving and critical thinking regarding a learning activity which they find
relevant and engaging which they are constructing based on prior knowledge
and experience. It enables learner to learn more open ended evaluation of
learning outcomes and cooperative and collaborative learning skills
4b. Answer:
i. It is designed to meet the specific needs of the learners.
ii. It is related in content to particular disciplines or occupations.
iii. It is centred on language specific to that discipline.
iv. It is held in contrast to general English
v. It is highly restricted in the skills to be learned.
vi. It is not to be taught according to a particular methodology. 20mks
5a. Importance of Syllabus
i. The syllabus provides a practical basis for the division of assessment, textbooks
and learning time
ii. It gives moral support to the teacher and learner
iii. It shows that some thought and planning has gone into the development of a
course
iv. It gives direction to the teacher and learner
v. It tells the teacher and the student not only what is learnt but while it is to be
learnt.
5b.
i. ESP teacher is expected to control the class, provide information about skills and
languages
ii. He/she arranges for condition of learning in the classroom
iii. He/she makes the students’ use of language interaction and helps to structure their
communication effectively
iv. He/she helps the students to identify their language learning problems through
appropriate development of useful process and monitoring of the development of
their language
v. He/she needs to work and collaborate with other specialists and develop the
concepts of team teaching 20mks