literature-review-on-course-design-in-english-for-specific-purposes文献综述--大学毕业论文.doc
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1、ContentsAbstract11. Definition of ESP11.1 ESP: an approach rather than a product11.2 Absolute and variable characteristics by Strevens21.3 Criteria and characteristics by Robinson21.4 Absolute and variable characteristics by Dudley-Evans and St John32. Classification of ESP33. Origins of ESP53.1 The
2、 developments of world economy53.2 The developments of linguistics53.3 The developments of psychology64. ESP course design64.1 Models of ESP course design74.1.1 The language-centred model in ESP course design74.1.2 The skills-centred model in ESP course design94.1.3 The learning-centred model in ESP
3、 course design104.2 The roles of ESP cource designers124.2.1 The ESP course designer as researcher124.2.2 The ESP course designer as needs analyst and syllabus designer and materials provider134.2.3 The ESP course designer as teacher134.2.4 The ESP course designer as collaborator144.2.5 The ESP cour
4、se designer as evaluator145. Conclusion14References16Literature Review on Course Design in English for Specific PurposesAbstract This thesis first introduces ESP definition, classification, origins, and then explores its course design. As a branch of English teaching, ESP has the history of about fo
5、rty years and has been more and more internationalized with the development of English as a communication instrument. To meet the needs of various learners, course design plays a very important role in ESP.Key words: ESP; course design; ESP course design1. Definition of ESPOver the Past four decades
6、, ESP(English for Specific Proposes) has established itself as aviable and vigorous movement within the field of EEFL/TESL, during which the concept of ESP has been explored from different perspectives and several quite different definitions have been proposed. In this section, we intend to define t
7、he concept of ESP for the present research by reviewing four influential definitions proposed in previous studies.1.1 ESP: an approach rather than a productHutchinson and Waters (2002) see ESP as an approach rather than a product. They hold that ESP is not a particular kind of language or methodolog
8、y, nor does it consist of a particular type of teaching material:ESP is not a matter of teaching specialized varieties of English. The fact that language is used for a specific purpose does not imply that it is a special form of the language, different in kind from other forms.ESP is not just a matt
9、er of science words and grammar for scientists, hotel words and grammar for hotel staff and so on.ESP is not different in kind from any other form of language teaching, in that it should be based in the first instance on principles of effective and efficient learning. Though the content of learning
10、may vary there is no reason to suppose that the processes of learning should be any different for the ESP learner than for the General English learner. There is, in other words, no such thing as an ESP methodology, merely methodologies that have been used in the learning of any kind of English. (Hut
11、chison & Waters, 2002, p.18)In their opinion, ESP is an approach to language learning based on learner needs. Hutchison and Waters further suggest that the foundation of ESP is the simplest question: Why does the learner need to learn a foreign language? The answer to this question relates to the le
12、arners, the language required and the learning context, and thus establishes the primacy of need in ESP (Hutchison & Waters, 2002, p.19).1.2 Absolute and variable characteristics by StrevensDifferent from Hutchinson and Waters, Strevens (1998) proposed to distinguish between four absolute and two va
13、riable characteristics in defining ESP. He suggests that ESP consist of English language teaching which is significant in the following four absolute characteristics:1) ESP is designed to meet specific needs of the learners;2) ESP is related in content to particular disciplines, occupations and acti
14、vities;3) ESP is centered on language appropriate to those activities in lexis, syntax, discourse, semantics and so on, and analysis of the discoursr;4) ESP is in contrast with English for General PurposesThe variable characteristics refer to the fact that ESP may be, but is not necessarily:1) restr
15、icted as to the language skills to be learned (e.g., reading only)2) not taught according to any pre-ordained methodology.He claims that ESP is 1) being focused on the learners need, wastes no time 2) is relevant to the learner3) is successful in imparting learning4) is more cost-effective than “Gen
16、eral English” (Srteven, 1988, pp.1-2)Compared with the definition by Hutchinson and Waters, there are three differences: 1) ESP teaching is related in content to particular disciplines, occupations and activities; 2) ESP teaching is in contrast with EGP; 3) ESP teaching may have its own methodology.
17、1.3 Criteria and characteristics by RobinsonRobinson (1991) also applies the primacy of needs analysis in defining ESP. Her definition is based on two key defining criteria and a number of characteristics that are generally found to be true of ESP.Her key criteria are:1) ESP is “normally goal-direct
18、ed”,2) ESP courses develop from a needs analysis, which “aims to specify as closely as possible what exactly it is that students have to do through the medium of English”.Her characteristics are:1) ESP courses are generally constrained by a limited period, in which their objectives have to be achiev
19、ed.2) ESP courses are taught to adults on homogeneous classes in terms of the work or specialist studies that the students are involved in.1.4 Absolute and variable characteristics by Dudley-Evans and St JohnDudley-Evans and St Johns (1998) definition also uses absolute and variable characteristics.
20、I. Absolute characteristics:ESP is designed to meet specific needs of the learner; ESP makes use of the underlying methodology and activities of the disciplines it serves;ESP is centered on the language, skills, discourse and genres appropriate to these activities.II. Variable characteristics:ESP ma
21、y be related to or designed for specific disciplines; ESP may use, in specific teaching situations, a different methodology from that of general English.ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be
22、used for learners at secondary level.ESP is generally designed for intermediate of advanced students. Most ESP course assume basic knowledge of the language system, but it can be used with beginners.2. Classification of ESPTo understand ESP further, we need to have a look at the classifications of E
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