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BBI3211 - Unit 3 Course Design 15 Nov 2009

This document provides an overview of two units in an ESP course design course. Unit 3 focuses on course design models and approaches. It will help students distinguish ESP terminology, compare course design models, and identify constraints that impact design. Unit 3 also outlines sub-topics that will be covered, including issues in ESP course design, possible syllabus components, and approaches like language-centered, skill-centered, and learning-centered. Unit 4 focuses on describing special languages. It will help students identify ESP language terms, analyze language in context, and describe the role of vocabulary and registers in ESP. Key concepts about language analysis are also outlined.

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170 views8 pages

BBI3211 - Unit 3 Course Design 15 Nov 2009

This document provides an overview of two units in an ESP course design course. Unit 3 focuses on course design models and approaches. It will help students distinguish ESP terminology, compare course design models, and identify constraints that impact design. Unit 3 also outlines sub-topics that will be covered, including issues in ESP course design, possible syllabus components, and approaches like language-centered, skill-centered, and learning-centered. Unit 4 focuses on describing special languages. It will help students identify ESP language terms, analyze language in context, and describe the role of vocabulary and registers in ESP. Key concepts about language analysis are also outlined.

Uploaded by

kumar6133
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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UNIT 3: COURSE DESIGN

Unit Objectives: Students are able to:


• distinguish between popular terms used to describe
ESP instruction;
• describe a classical model of language course design;
• compare two or more models to cite similarities and/or
differences;
• identify the three main approaches to course design;
• use their knowledge of the various types of learner
need to plan a short ESP course; and
• identify the various constraints that impact ESP course
design.
Unit 3 Sub-topics

• 1. Introduction
• 2. Issues in ESP Course Design
• Argument against a ‘narrow-angle’ approach
• Argument against a ‘wide-angle’ approach
• Argument against ‘mono-skill’ focused
courses
• Special methodologies for ESP courses
Unit 3 Sub-topics (cont’d)
• 3. Possible Components of a Syllabus
• 4. The Role of a Syllabus
• 5. Approaches to Course Design
• Language-centred Approach
• Skill-centred Approach
• Learning-centred Approach
• 6. Types of ESP Syllabus
• 7. Case studies
Possible syllabus components
• general aims
• specific objectives
• a rationale (i.e. why the course is necessary)
• an inventory of (language) items
• an indication of entry level (essential previous learning)
• an indication to mastery level
• indications of teaching methodology
• explanations for students and teachers
• indications of time distribution
• assessment procedures
• indications of non-linguistic content (e.g. topics)
• variation provisions (e.g. enrichment activities for more able
learners and remedial activities for weaker learners)
UNIT 4: DESCRIPTION OF
SPECIAL LANGUAGES
Unit Objectives: Students are able to:
• identify the various terms used to describe
language in ESP,
• trace the major stages in the analysis of
language,
• describe the special role of vocabulary
learning in ESP, and
• explain how special language can be
analysed and described, with particular
reference to register and genre.
Unit 4 Sub-topics

1. Introduction
2. Concepts of special language, register,
and genre
3. Language content in syllabus
specification
4. Vocabulary
5. Form and function
6. A Theory of Language in Context for ESP
Some concepts about language
Remember…

Whenever possible, study the ‘Big


Picture’ first to get an overall
understanding of a given topic before
you look more closely at the specific
problems, issues, etc. As Samuel
Johnson has noted in his Preface to
Shakespeare, “Particulars are not to be
examined till the whole has been
surveyed”.

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