English for Specific
purposes(esp)
Approach to Course Design
Presented
by :
Group
V – Class III / B
Rizky Chintia Defi 11.1.01.08.0169
ENGLISH
DEPARTMENT
FACULTY OF
TEACHER TRAINING AND EDUCATION
UNIVERSITY OF
NUSANTARA PGRI KEDIRI
ACADEMIC
YEAR 2013
A. What is Course Design
a. Definition
The procces by which
information about learning needs and learning theories is interpreted to
produce materials depending on syllabus to develop methodology for teaching to
establish evaluation procedure in order lead the learner to detain the
state of knowledge.
b. Aim
1.
To lead the learners to a particular state of
knowledge. This entails the use of the theoretical and empirical information
available to produce a syllabus.
2.
To develop
a methodology for teaching those materials and to establish evaluation
procedures by which progress towards the specified goals will be measured.
There are probably
as many different approaches to ESP course design as there are course design.
We can, however identify three main types :
1. Language-centered course design
It’s Aim to draw direct
connection between target situation and the content of ESP course. It depends
on target situation and needs of knowledge to identify the linguistic features
of the target situation, then create a syllabus after those materials are
designed and evaluation procedures. .
It procceds as
follows :
At fisrt sight, this
may seems to be a very logical procedure. It starts with the learner, procceds
through various stages of analysis to a syllabus thence to material of syllabus
items. However, logical and straightfoward as it may seem, ut has a number of
weaknesses :
a.
It starts from the learner and their needs . It
might be considered a learner-centred approach. The learner is simply used as a
means of identifying the target situation.
b.
It is a static and inflexible procedure, which
can take little account of the conflicts and contradictions that are inherent
in any human endeavour.
c.
It appears to be systematic.
d.
It gives no acknowledgement to factors which must
inevitably play a part in the creation of any course. Data is not important in
itself.
e.
The lg-centred analysis of target situation data
is only at the surface level . It reveals very little about the competence that
underlies the performance.
This course design fails to recognise the fact that, learners being
people, learning is not a straightforward, logical process. A lg-centred
approach says: ‘ This is the nature of the target situation performance and
that will determine the ESP course.’
2. skills-centered course design
It is a reaction both to the idea of specific registers of English as a
basis for ESP and to the practical constraints on learning imposed by limited
time and resources. Its aim is not to provide a specified corpus of linguistic
knowledge but to make the learners into better processors of information.
The skills-centered approach is
founded on two fundamental principles, one theoretical, and one pragmatic:
a) The
basic theoretical hypothesis is that underlying any language behavior are
certain skills and strategies, which the learner uses in order to produce or
comprehend discourse.
b) The
pragmatic basis for the skills-centered approach derives from a distinction
made by Widdowson (1981) between goal-oriented courses and process-oriented
courses.
This course design fails to
recognise the fact that, learners being people, learning is not a
straightforward, logical process. A lg-centred approach says: ‘ This is the
nature of the target situation performance and that will determine the ESP
course.’
Holmes
(1982) points out that the
main problem in ESP is
usually one of time available and student experience.
v First,
the aims may be defined in terms of what is desirable, for example to able to
read in the literature of the students specialism, but there may be nowhere
near enough time to reach this aim during the period of the course.
v Secondly,
the students may be in their first year of studies with little experience of
the literature of their specialism.
In experience it sees the ESP course as helping
learners to develop after ESP course itself. It is not provide a specific
corpus of linguistic knowledge but to take the learners into better processors
of information. The role of need analysis in a skills –centered approach is
twofold.
v Firstly
it provides a basis for discovering the underlying competence that enables
people to perform in the target situation.
v Secondly,
it enables the course designer to discover the potential knowledge and
abilities that the learners bring to the ESP classroom.
The skills-centered approach,
therefore, can certainly claim to take the learner more into account than the
language-centered approach:
v It
views language in terms of how the mind of the learner processes it rather than
as an entity in itself.
v It
tries to build on the positive factors that the learners bring to the course,
rather than just on the negative idea of “lacks”.
v It
frames its objectives in open-ended terms, so enabling learners to achieve at
least something.
A skills-centred
approach says: ‘we must look behind the target performance data to discover
what processes enable sb to perform. Those processes will determine the ESP
course.’
3. learning-centered.
Is based on the principle that learning is totally
determined by the learner who uses his knowledge and skills to make sense of
new information.
It is an internal process , which is crucially dependent upon the knowledge
the learner already have and their ability an motivation to use it. (the learner is only one factor in the learning process.)
''Because there is another factors''
Is based on the principle that learning is not just a
mental process, it is a process of negotiation between individuals and society. Society sets the target and the
individuals must do their best to get as close to that target as is possible.
Is based on the
principle that course design is negotiation process in which both the target
situation influence the features of the syllabus and also it's a dynamic
process in which means and recourses vary from time to time.
It is based on the principle that
learning is totally determined by the learner even though Ts can influence what
is taught The learner is one factor to consider in the learning process, but
not the only one.
A learning-centred approach says:
‘we must look beyond the competence that enables someone to perform, because what we really want to
discover is not the competence itself, but how someone acquires that
competence.
} This approach has 2 implications :
1. Course design is a negotiated process . The ESP learning situation and the
target situation will both influence the nature of the syllabus, materials,
methodology and evaluation procedures.
2. Course design is a dynamic process . It doesn’t move in a linear fashion.
Needs and resources vary with time. The course design, therefore, needs to have
built-in feedback channels to enable the course to respond to developments.
If we took a learning-centred approach, we would need to ask further
questions and consider other factors, before determining the content and
methodology of the course:
a. What skills are necessary to be taught?
b. What are the implications for methodology of having a mono-skill focus?
c. How will the students react to doing tasks involving other skills?
d. Do the resources in the classroom allow the use of other skills?
e. How will the learners react to discussing things in the mother tongue?
f. How will the sts’ attitudes vary
through the course?
g. Will thy feel motivated?
h. How do students feel about reading as an activity?
The important point is that these
questions must be asked and the results allowed to influence the course design.
Conclussion
u The
course design process should be more dynamic and interactive
u A
learning- centered approach: an approach with the avowed aim of maximizing the
potential of the learning situation
u Recognition
of the complexity of the learning process
u Look
at how the approach can be applied to the construction of a syllabus and to the
evaluations, design and teaching materials.
u Language-centred
approach concentrates on performance.
u Skills-centred
approach concentrates on competence (high level).
u Learning-centred
approach concentrates on how to get competence.
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