INTERNATIONAL BURCH UNIVERSITY
Graduate Study - Faculty of Education and Humanities
English Language and Literature PhD
||Teaching English For Specific Purpose
||Number of ECTS Credits
||Class Hours Per Week
||Total Hours Per Semester
|Adnan Ajšić, Assist. Prof. Dr.
||Doc. Dr. Adnan Ajšić, Assistant Professor of English
||Adnan Ajšić, Assist. Prof. Dr.
|This course is designed to introduce English for specific purposes (ESP) as a learner- and needs-centered approach to language teaching. The course focuses on needs and genre and discourse analysis, involving a hands-on approach to course design for professional needs. Students learn how to effectively deal with needs analysis, language description, and course design. Field trips enable students to examine how English is used in different professional contexts. NOTE: This syllabus is subject to change.
|1. To foster an understanding of the factors, both theoretical and applied, that led to the emergence of ESP and have shaped its subsequent development
2. To assist students in identifying and/or developing needs assessment and genre and discourse analysis tools and procedures for specific groups of learners and professional registers
3. To assist students in analyzing and describing specialist discourse
4. To provide guidelines for adaptation or creation of authentic ESP materials in a chosen professional or occupational area and to critically evaluate available materials, including technology-based ones
5. To foster an awareness of assessment procedures appropriate to ESP and encourage their application in developing course and lesson evaluation plans in different professional or occupational areas
6. To assist students in producing a curriculum
7. To assist students in designing empirical research into ESP
- INTRODUCTION: Describing ESP; Areas in ESP; Demands of teaching ESP; Effectiveness of ESP (Basturkmen, 2010); OBJECTIVES: Subject-specific language use; Target performance competencies; Underlying knowledge; Strategic competence; Critical awareness (Basturkmen, 2006)
- HISTORY: The origins of ESP; The development of ESP (Hutchinson & Waters, 1987); The history of English for Specific Purposes research (Paltridge & Starfield, 2010)
- SPEAKING: Corpora; Areas of inquiry; ESP speaking beyond academia; Changing perspectives; Conference forum; Future directions | LISTENING: Exploring the construct; Researching ESP listening; Recommendations for teaching (Paltridge & Starfield, 2010)
- READING: Foundations of reading in ESP; Emerging perspectives; Reading as a stand-alone skill; Reading in integrated skills contexts | WRITING: ESP conceptions of writing; ESP approaches to writing research; Research in ESP writing; Specific purposes writing instruction; Future directions (Paltridge & Starfield, 2010)
- VOCABULARY: Vocabulary for ESP?; Conceptualizing vocabulary and ESP; Identifying vocabulary for ESP; Metaphor as an example of specialized vocabulary; Looking beyond the single word at lexical patterning in ESP; Challenges for vocabulary in ESP; Bringing special vocabulary to the classroom (Paltridge & Starfield, 2010)
- NEEDS ANALYSIS: Sources and methods; Needs analysis in EAP; Needs analysis in EOP; Future directions (Paltridge & Starfield, 2010)
- NEEDS ANALYSIS: Definitions of needs analysis; Hypothetical scenarios; Needs analysis as a course design process; Building on existing knowledge; Types of information to collect | SPECIALIST DISCOURSE ANALYSIS: Importance of descriptions of specialist discourse in ESP; When teachers/course developers conduct investigations; Approaches to investigation of specialist communication | CURRICULUM: Focusing the course; Determining course content; Developing materials; Evaluating courses and materials (Basturkmen,
- GENRE: Genre, discourse, and ESP; Genre language, and ESP; Genre, multimodality, and ESP research; Genre as social action ESP research; The teaching and learning of specific purposes genres; Future directions (Paltridge & Starfield, 2010)
- TECHNOLOGY: Technology as a tool for language learning; Technology as a communicative space; Ethical controversies over the use of technology (Paltridge & Starfield, 2010)
- ASSESSMENT: The theory and practice of assessment in ESP; EAP; English for employment; English testing for immigration and asylum (Paltridge & Starfield, 2010)
- EAP: EAP and corpora; EAP and genre; EAP and social context (Paltridge & Starfield, 2010)
- BUSINESS: Where are we now; How we got there; Business English in practice; Re-contextualizing business English as a research-let field of practice; Where we may be going (Paltridge & Starfield, 2010)
- CORPUS: Types of ESP corpora; The role of context; Methods of analysis; Pedagogical uses of ESP corpora (Paltridge & Starfield, 2010)
- THE FUTURE: Learning from discourses written, spoken, and digital; Communities of practice; The ESP practitioner community (Paltridge & Starfield, 2010)
- TERM (RESEARCH) PAPER DUE
- Week 1: Day & Krzanowski, 2011, ch. 1
- Week 6: Day & Krzanowski, 2011, ch. 2-4
- Week 7: Assignment 1: A needs analysis plan for your target learner population
- RESEARCH PROPOSAL DUE
- Week 11: Assignment 2: A description of specialist discourse
- Week 13: Ch. 1 Corpora and language learning; ch. 3 Using corpus Internet resources in the classroom; Appendix B: Corpus resources and tools (Reppen, 2010)
- Week 14: Assignment 3: ESP course designs; student presentations on ESP course designs
- Discussions and group work
- Field trips
| Term Paper||1||45|
- Paltridge, B., & Starfield, S. (2013). The handbook of English for specific purposes. West Sussex, UK: John Wiley & Sons, Inc.
- Basturkmen, H. (2010). Developing courses in English for specific purposes. Basingstoke, UK, New York, NY: Palgrave MacMillan.
- Day, J., & Krzanowski, M. (2011). Teaching English for specific purposes: An introduction. Cambridge: CUP.
- Reppen. R. (2010). Using corpora in the language classroom. Cambridge: Cambridge University Press.
- Hutchinson, T., & Waters, A. (1987). English for specific purposes (New directions in language teaching). Cambridge: Cambridge University Press.
|ECTS (Allocated based on student) WORKLOAD
|Lecture (14 weeks x Lecture hours per week)|| ||0|
|Laboratory / Practice (14 weeks x Laboratory/Practice hours per week)|| || ||0|
|Midterm Examination (1 week)|| || ||0|
|Final Examination(1 week)|| || ||0|
|Preparation for Midterm Examination|| || ||0|
|Preparation for Final Examination||1||60||60|
|Assignment / Homework/ Project||1||45||45|
|Seminar / Presentation||15||3||45|