literature review on course design in english for specific purposes课程设计文献综述.docx

literature review on course design in english for specific purposes课程设计文献综述.docx

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literaturereviewoncoursedesigninenglishforspecificpurposes课程设计文献综述

Contents

Abstract1

1.DefinitionofESP1

1.1ESP:

anapproachratherthanaproduct1

1.2AbsoluteandvariablecharacteristicsbyStrevens2

1.3CriteriaandcharacteristicsbyRobinson2

1.4AbsoluteandvariablecharacteristicsbyDudley-EvansandStJohn3

2.ClassificationofESP3

3.OriginsofESP5

3.1Thedevelopmentsofworldeconomy5

3.2Thedevelopmentsoflinguistics5

3.3Thedevelopmentsofpsychology6

4.ESPcoursedesign6

4.1ModelsofESPcoursedesign7

4.1.1Thelanguage-centredmodelinESPcoursedesign7

4.1.2Theskills-centredmodelinESPcoursedesign9

4.1.3Thelearning-centredmodelinESPcoursedesign10

4.2TherolesofESPcourcedesigners12

4.2.1TheESPcoursedesignerasresearcher12

4.2.2TheESPcoursedesignerasneedsanalystandsyllabusdesignerandmaterialsprovider13

4.2.3TheESPcoursedesignerasteacher13

4.2.4TheESPcoursedesignerascollaborator14

4.2.5TheESPcoursedesignerasevaluator14

5.Conclusion14

References16

LiteratureReviewonCourseDesigninEnglishforSpecificPurposes

Abstract

ThisthesisfirstintroducesESPdefinition,classification,origins,andthenexploresitscoursedesign.AsabranchofEnglishteaching,ESPhasthehistoryofaboutfortyyearsandhasbeenmoreandmoreinternationalizedwiththedevelopmentofEnglishasacommunicationinstrument.Tomeettheneedsofvariouslearners,coursedesignplaysaveryimportantroleinESP.

Keywords:

ESP;coursedesign;ESPcoursedesign

1.DefinitionofESP

OverthePastfourdecades,ESP（EnglishforSpecificProposes）hasestablisheditselfasaviableandvigorousmovementwithinthefieldofEEFL/TESL,duringwhichtheconceptofESPhasbeenexploredfromdifferentperspectivesandseveralquitedifferentdefinitionshavebeenproposed.Inthissection,weintendtodefinetheconceptofESPforthepresentresearchbyreviewingfourinfluentialdefinitionsproposedinpreviousstudies.

1.1ESP:

anapproachratherthanaproduct

HutchinsonandWaters（2002）seeESPasanapproachratherthanaproduct.TheyholdthatESPisnotaparticularkindoflanguageormethodology,nordoesitconsistofaparticulartypeofteachingmaterial:

ESPisnotamatterofteaching‘specializedvarieties’ofEnglish.Thefactthatlanguageisusedforaspecificpurposedoesnotimplythatitisaspecialformofthelanguage,differentinkindfromotherforms.

ESPisnotjustamatterofsciencewordsandgrammarforscientists,hotelwordsandgrammarforhotelstaffandsoon.

ESPisnotdifferentinkindfromanyotherformoflanguageteaching,inthatitshouldbebasedinthefirstinstanceonprinciplesofeffectiveandefficientlearning.ThoughthecontentoflearningmayvarythereisnoreasontosupposethattheprocessesoflearningshouldbeanydifferentfortheESPlearnerthanfortheGeneralEnglishlearner.Thereis,inotherwords,nosuchthingasanESPmethodology,merelymethodologiesthathavebeenusedinthelearningofanykindofEnglish.

（Hutchison&Waters,2002,p.18）

Intheiropinion,ESPisanapproachtolanguagelearningbasedonlearnerneeds.HutchisonandWatersfurthersuggestthatthefoundationofESPisthesimplestquestion:

Whydoesthelearnerneedtolearnaforeignlanguage?

Theanswertothisquestionrelatestothelearners,thelanguagerequiredandthelearningcontext,andthusestablishestheprimacyofneedinESP（Hutchison&Waters,2002,p.19）.

1.2AbsoluteandvariablecharacteristicsbyStrevens

DifferentfromHutchinsonandWaters,Strevens（1998）proposedtodistinguishbetweenfourabsoluteandtwovariablecharacteristicsindefiningESP.HesuggeststhatESPconsistofEnglishlanguageteachingwhichissignificantinthefollowingfourabsolutecharacteristics:

1）ESPisdesignedtomeetspecificneedsofthelearners;

2）ESPisrelatedincontenttoparticulardisciplines,occupationsandactivities;

3）ESPiscenteredonlanguageappropriatetothoseactivitiesinlexis,syntax,discourse,semanticsandsoon,andanalysisofthediscoursr;

4）ESPisincontrastwithEnglishforGeneralPurposes

ThevariablecharacteristicsrefertothefactthatESPmaybe,butisnotnecessarily:

1）restrictedastothelanguageskillstobelearned（e.g.,readingonly）

2）nottaughtaccordingtoanypre-ordainedmethodology.

HeclaimsthatESPis

1）beingfocusedonthelearner’sneed,wastesnotime

2）isrelevanttothelearner

3）issuccessfulinimpartinglearning

4）ismorecost-effectivethan“GeneralEnglish”

（Srteven,1988,pp.1-2）

ComparedwiththedefinitionbyHutchinsonandWaters,therearethreedifferences:

1）ESPteachingisrelatedincontenttoparticulardisciplines,occupationsandactivities;2）ESPteachingisincontrastwithEGP;3）ESPteachingmayhaveitsownmethodology.

1.3CriteriaandcharacteristicsbyRobinson

Robinson（1991）alsoappliestheprimacyofneedsanalysisindefiningESP.HerdefinitionisbasedontwokeydefiningcriteriaandanumberofcharacteristicsthataregenerallyfoundtobetrueofESP.

Herkeycriteriaare:

1）ESPis“normallygoal-directed”,

2）ESPcoursesdevelopfromaneedsanalysis,which“aimstospecifyascloselyaspossiblewhatexactlyitisthatstudentshavetodothroughthemediumofEnglish”.

Hercharacteristicsare:

1）ESPcoursesaregenerallyconstrainedbyalimitedperiod,inwhichtheirobjectiveshavetobeachieved.

2）ESPcoursesaretaughttoadultsonhomogeneousclassesintermsoftheworkorspecialiststudiesthatthestudentsareinvolvedin.

1.4AbsoluteandvariablecharacteristicsbyDudley-EvansandStJohn

Dudley-EvansandStJohn’s（1998）definitionalsousesabsoluteandvariablecharacteristics.

.Absolutecharacteristics:

ESPisdesignedtomeetspecificneedsofthelearner;ESPmakesuseoftheunderlyingmethodologyandactivitiesofthedisciplinesitserves;

ESPiscenteredonthelanguage,skills,discourseandgenresappropriatetotheseactivities.

.Variablecharacteristics:

ESPmayberelatedtoordesignedforspecificdisciplines;ESPmayuse,inspecificteachingsituations,adifferentmethodologyfromthatofgeneralEnglish.

ESPislikelytobedesignedforadultlearners,eitheratatertiarylevelinstitutionorinaprofessionalworksituation.Itcould,however,beusedforlearnersatsecondarylevel.

ESPisgenerallydesignedforintermediateofadvancedstudents.MostESPcourseassumebasicknowledgeofthelanguagesystem,butitcanbeusedwithbeginners.

2.ClassificationofESP

TounderstandESPfurther,weneedtohavealookattheclassificationsofESP.TraditionallyESPhasbeendividedintotwomainareas:

EnglishforAcademicPurposes（EAP）andEnglishforOccupationalPurposes（EOP）.Andgenerallyitsclassificationispresentedinthetreediagram.Let’shaveafirstlookatthefigure2.1.

EnglishasaForeignLanguage（EFL）

EnglishforGeneralPurposes（EGP）EnglishforSpecificPurposes（ESP）

EnglishforScienceEnglishforBusinessEnglishforSocial

andTechnology（EST）andEconomics（EBE）Sciences（ESS）

EAPEOPEAPEOPEAPEOP

EnglishEnglishEnglishEnglishEnglishEnglish

forforforforforfor

MedicalStudiesTechniciansEconomicsSecretariesPsychologyTeaching

Figure2.1ESPclassificationbydiscipline

AccordingtoHutchinsonandWaters（1987）,itispossibletodistinguishESPcoursebythegeneralnatureofthelearners’discipineorprofessionalareaasinfigure2.1.BelowESPthreelargecategoriesareidentified,thatis,EST（EnglishforScienceandTechnology）,EBE（EnglishforBusinessandEcnomics）,andESS（EnglishforSocialScience）.Ofthethree,ESSisnotcommon,foritmaybethoughttobesimilartothetraditionalhumanities-basedEGP.Further,thethreecategoriesarerespectivelydividedintotwomaintypesofESP-EAPandEOP,dependingonwhetherthelearnerrequiresEnglishforacademicstudyneedsorforwork-relatedneedsandtraining.AtthebottomlevelaretheindividualESPcoursesasexamples.

AccordingtoPaulineRobinson（1991）,theESPfamily-treediagramcanbuild,aswellasthedivisionintoEAPandEOP,itsdivisiononthetimewhentheytakeplaceasinfigure2.2.Theimportantdistinctionshouldbedrawnbetweenstudentswhoarenewcomerstotheirfeildofworkorstudyandthosewhoarealreadyexperts（oronthewaytobecomingso）,perhapsviathemediumoftheirownlanguage.ThedistinctionwillaffectthedegreeofspecificityoftheESPcourse.Studentswhoarenewcomerstotheirfieldmayneedsomeinstructionintheconceptsandpracticesofthatfield.ExperiencestudentsrequireoperationalESPmaterialsfortheabilitytofunctioninEnglish.

Usingclassificationtreediagrams,however,failstopresenttheessentiallyfluidnatureofthevarioustypesofESPteachingandthedegreeofoverlapbetweencommon-coreEAPorEBPandEGP.Therefore,Dudley-EvansandStJohn（1998）putforwardacontinuumfromclearlydefinableEGPcoursesthroughtoveryspecificESPcourses,showingthewholeofEnglishLanguageTeaching（ELT）fromanotherperspectiveasinfigure2.3.

Pre-experience

EOPSimultaneous/In-service

ESPPost-experiencePre-study

ForstudyinaspecificdisciplineIn-study

EAP/EEPPost-study

Independent

Asaschoolsubject

Integrated

Figure2.2ESPclassificationbyexperience

GENERAL

Position1EnglishforBeginners

Position2IntermediatetoadvancedEGPcourseswithafocusonparticularskills

Position3EGAP/EGBPcoursesbasedoncommon-corelanguageandskillsnotrelatedtospecificdisciplinesorprofessions

Position4Coursesforbroaddi