Module 3 - Final

DELTA MODULE 3: The Extended Assignment
Kenan Erikli
Candidate Number: 25
Centre Number: TR054 / Istanbul
Word Count: 4377
07.12.2011
Kenan Erikli English for Specific Purposes
Table of Contents PART ONE: Introduction and Specialism
Page # 6
1.1.
Introduction
1.2.
Reasons for Selecting Specialism
1.3.
English for Specific Purposes (ESP)
1.4.
Issues in ESP
1.4.1. Needs Analysis
1.4.2. Course Content
1.4.3. Teaching Methodology
1.4.4. Assessment and Evaluation
10
1.5.
Implications for Course Design
10
PART TWO: Needs Analysis and Commentary 2.1. 2.2. Group Profile Methodology for Classifying Needs
11 11 11 11
2.2.1. Questionnaires
2.2.2. Individual Interviews
11
2.2.3. Diagnostic Observation
12
2.2.4. Multiple Intelligence Test 2.3. 2.4. Needs Assessment Strengths and Weaknesses
12 12 13
PART THREE: Course Proposal 3.1. 3.2. 3.3. 3.4. Approach Objectives Course Content Constraints
14 14 16 17 17
PART FOUR: Assessment, Testing and Measurement 4.1. 4.2. 4.3. Formative Assessment Summative Assessment Evaluation of the course
18 19 19 20
PART FIVE: Conclusion References Appendices Appendix 1: Needs Analysis Questionnaire Appendix 2: Questionnaire Results Appendix 3: Needs Analysis Interview
20 21 24 24 26 28
Appendix 3.1: Interview Sample Appendix 3.1.1: Transcription Convention Appendix 4: Interview Results Appendix 5: Learners Multiple Intelligence Quiz Results Appendix 6: Diagnostic Observation and Results Appendix 7: Course Plan
28 30 31 33 34 36
Appendix 8: Sample Materials 8.1. Session One
51 51 51 51 51 52
8.1.1. The Story: A Days Leave 8.1.2. Vocabulary Practice 8.1.3. Questions for Discussion 8.1.4. Activity
8.2.
Session Two
52 52 52 53 53
8.2.1 The Story: Wedding Gifts 8.2.2. Vocabulary Practice 8.2.3. Questions for Discussion 8.2.4. Activity
8.3 Session Three
54
8.3.1. The Story: The Pie 8.3.2. Vocabulary Practice 8.3.3. Questions for Discussion 8.3.4. Activity
54 54 55 55
8.4.
Session Four
56 56 56 57 57
8.4.1. The Story: The Vacuum Cleaner 8.4.2. Vocabulary Practice 8.4.3. Questions for Discussion 8.4.4. Activity
Appendix 9 Course Evaluation Document Appendix 10 Assessment Documentation Appendix 11 Final Assessment
58 59 61
PART ONE: Introduction and Specialism 1.1. Introduction
This paper outlines a twenty hour course designed to meet the needs of a group of adult learners aged between 20 and 25 who need to improve their English oral communication and presentation skills in order to prepare for entry to colleges or universities in the Kingdom of Saudi Arabia (KSA).
1.2.
Reasons for Selecting Specialism
The rationale behind selecting English for Specific Purposes (ESP) as my specialism is based upon; An interest in how adults acquire language, the different means through which people learn and an interest engendered by being faced with the challenges of this type of teaching in my current workplace, Jubail Industrial College.
The desire to understand how best to approach the teaching and learning of English as a Foreign Language (EFL) in order to better understand the demanding nature of being the practitioner in this sector of education which Coles (2004 in Coles, 2004, P. 3) comments is greatly rewarding due to the diversity of learners, including their age, cultural background and experience.
The recognition that students who are studying foreign language will experience a number of problems and therefore it is important that these are highlighted within any preparation course for future academic studies.
1.3.
English for Specific Purposes (ESP)
For Hutchinson and Waters (1987) ESP is an approach as opposed to a product which has its foundations in why the learner needs to learn English as a foreign language - the purposes for which the learning is being done will have a bearing on the kind of language materials and approaches that are used in the context of the classroom; Strevens (in Tickoo, 1988) contests that ESP has four absolute characteristics and two variable ones. The absolutes are that; it is created to cater for the needs of the students, its specific content is related to particular activities, its central focus is on language in the context of those activities inclusive of things like lexis and discourse and it is in contrast to General English. And the variables are that; individual courses may be for specific skills only (for example reading or writing) it may not be taught via any specific pre-planned approach. ESP consists of two sub divisions; English for Occupational Purposes (EOP) which concerns itself with English language use by both professional (e.g., in law, medicine and business) and non professional workers (in vocational context) (Hinkel, 2005, pg. 85), and EAP which broadly refers to any form of English teaching which has an academic or study basis (Dudley-Evans and St John, 1998, P. 34).
1.4.
Issues in ESP
The key issues in ESP are; Needs analysis Course content Teaching methodology Assessment and evaluation
1.4.1. Needs Analysis According to Dudley-Evans and St John (1998, P. 121) this is the mechanism for deciding what is required of the course by the students and enables the practitioner to decide how this can be achieved. It is essential and crucial that course designers ask why students are engaged in an English course, how they already and will use English in the future, what their motivation is, their learning background, their proficiency in using the language and opportunities to engage in it outside of the classroom environment; there needs to be understanding of individuals learning strategies and an ability to interpret information as it is gathered as a part of an on-going evaluative process; this data can be collected using questionnaires and interviews, observations (audio and video recordings), case studies, selfassessment, day-to-day learner diaries or reflections and both pre-and post-course testing (Flowerdew and Peacock, 2001, P. 178 - 179).
1.4.2. Course Content The needs analysis provides the information from which the course content can be derived; there are a number of questions which need to be considered whilst designing a course which range from whether the course should be intensive or extensive, whether student performance should be subject to evaluation or not, whether the course should deal with students immediate needs or their needs for the future, whether the course should be broad or narrow in its focus, whether the material be specific to each individual or if it will be drawn from a common root, whether the practitioner should be the provider of activities or whether they should act as a facilitator who is reacting to the students needs as expressed via negotiation (Dudley-Evans and St John, 1998, P. 145 - 146).
1.4.3. Teaching Methodology As indicated above the methodology and approach which is used for the course will be dictated by whether the practitioner wishes to be an expert provider of activities or as a facilitator who is catering for the specific needs of the students in their care. Much of this will depend upon which approach is taken by the practitioner themselves; a lexicographicKenan Erikli English for Specific Purposes
based approach will lead to much more formal focused teaching on vocabulary and structure within language, a learning centred approach which concentrates on what learners have to do in order to use language correctly (focusing on communication and interaction), a skillsbased approach or a content-based syllabus which allows language to be used in context encouraging the learner to learn language skills and develop cognitive processes to aid in their acquisition of language (Spanos, 1987 paraphrased in Flowerdew and Peacock, 2001, P. 180). There can of course be a combination of approaches adopted depending upon circumstances as they develop which best address the needs of the learners in the group.
1.4.4. Assessment and Evaluation The central issue with regards to assessment and evaluation is what to assess and how that data can then be used positively for the benefit of the students. This process begins with the identification of learning goals and ends with a judgement concerning the extent to which those goals have been attained (Linn and Miller, 2005, P. 24) both in terms of individual sessions and in the context of the course as a whole. 1.5. Implications for Course Design
The implications for course design revolve around the ability for both teaching methods and the activities which are suggested for each session being flexible enough to be altered to meet the ever changing needs of those engaged in the course. This will necessitate the practitioner being able to adopt differing methods of approach in order to suit the needs of the activities and/or the learners in the group. In view of the fact that the clients are adults it would be preferable for the philosophy to be one of viewing the practitioner as a facilitator rather than an expert in order to develop skills of enquiry and cooperation within the group as well as language skills. Clearly there will also be a great deal of emphasis on on-going formative assessment which allows for the activities or content to be altered to the developing needs of individuals, providing information not only for the practitioner but the students themselves who will be able to self-evaluate and monitor their own progress.
PART TWO: Needs Analysis and Commentary 2.1. Group Profile
There are ten males in the group aged between twenty and twenty four from various regions in the KSA. Learners are looking to improve their English in order to prepare for entry to colleges or universities in the KSA. They have already completed a-40-hours-unit designed to address skills in academic reading as a part of their preparation for the entry exams. They will take each skill separately. Learners attend classes which are in a-2-hour block with ten minutes in between. Learners are expected to have covered and mastered core skills in EAP by the end of the academic year. There are 2 official exams for every subject learners take for each of three semesters; a mid-term and a final. Speaking exams are carried out by a unit in the institution. 2.2. Methodology for Classifying Needs
The needs of the students in the group were assessed utilising the following methods with the present-situation analysis in mind (Richterich& Chancerel, 1977/80) which determines the students state of language development at the beginning of language course as opposed to target-situation analysis (Munby, 1978) which centres on the needs of the learners at the end of a course and target-level performance. 2.2.1. Questionnaires carefully designed questions were put to each individual in the class in order to assess their motivation and commitment to learning English as well as a personal assessment of their perception of their ability to use the English language. Crucial to the successful completion of this part of the needs analysis is questions which are relevant and comprehensible to the respondent (Graves, 1996 in Graves, 1996, P. 15; Graves, 2001 in Hall and Hewings, 2001, P. 180) in order that an accurate evaluation of their needs can take place (Appendix 1).
2.2.2. Individual Interviews - each student was subject to an oral interview in addition to the questionnaire which followed a pre-set pattern in the first instance which not only provided data in terms of specific answers provided by the students but also in the confidence and attitude which was displayed in individuals use of English during
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the course of their interaction with the interviewer with clarification as and where necessary (Appendix 3).
2.2.3. Diagnostic Observation For Mead and Rubin (1985), there are two methods to assess speaking skills: observational and structured approach. While in the former the student's behaviour is observed and assessed unobtrusively, in the latter the student is asked to perform one or more specific oral communication tasks. His or her performance on the task is then evaluated. With observational approach in mind, a diagnostic test was designed in which learners were placed into pairs for an exercise where a short presentation had to be given by each pair about Where I come from followed by questions for each pair which allowed an evaluation to be made of a variety of skills such as collaborative work, planning and presentation as well as that of taking part in interactive discussion, reading, writing, speaking and listening (Graves, 1996 in Graves, 1996, P. 15). This exercise also allowed me to understand the nature of the tasks and the forms of language which need to be used to develop the skills of the individuals in the group (Brown, 1994; Brown, 2002 in Richards and Renandya, 2002). Findings are listed in Appendix 6.
2.2.4. Multiple Intelligence Test- This test was used to discover the percentage of learners
with the type of intelligences they have (linguistic, spatial& visual, mathematical e.g.). It was found that most learners had a higher percentage of linguistic and bodilykinaesthetic intelligence compared to other intelligence types (Appendix 5) which was reflected on the kinds of chosen activities (See Appendix 7, Sessions 1, 3, 5, 8).
2.3. Needs Assessment Analysis of the needs assessment tools indicates that students possess a good command of English. All demonstrated a degree of competence although there was a marked lack of confidence in some of the students in their use of English while speaking. All indicated that they enjoyed using and learning English although some clearly found it more challenging Kenan Erikli English for Specific Purposes
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than others. The clarity of spoken English was generally good which was demonstrated during the course of the interviews and diagnostic observation; students perception of their abilities as indicated in their answers to the questionnaire appeared to be an accurate reflection of reality. A number of the students were clearly affected by nerves during the course of the observation; as a result their presentation was not reflective of the standard of English that they had displayed in conversation when the interviews were conducted where they appeared to be more relaxed and comfortable (to the extent that they felt able to make mistakes or ask for clarification if they were unsure about words or their usage). Their poor presentation skills could also have been the result of a lack of exposure to this kind of exercise in the past which clearly will need to be addressed if they are to develop in this area.
2.4. Strengths and Weaknesses Findings from the needs analysis tell us that learners strengths are well-conceptualized tense uses,
improved academic reading skills, motivation to learn.
And the main identified weaknesses are; inability to pronounce words well,
lack of essential listening skills in conversation, debate and discussion, incorrect and improper use of vocabulary in formal and informal contexts, poor presentation skills and communication strategies,
lack of confidence
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PART THREE: Course Proposal 3.1. Approach, Syllabus, Technique
The approach that has been taken with regard to designing the activities for this block have been based upon the needs analysis that was conducted but also had other factors in mind. The identified needs fall within what Brindley (1984) describes as objective and subjective needs (objective being the needs identified by practitioners with subjective being the desires of the students) in that both identify similar issues which need to be addressed for the benefit of the students both now and in the future. The activities in which the students engage will be common core in nature in that many of the objectives which are outlined are general skills which can then be applied to specific academic situations by the students as they progress in their studies. Clearly at this stage this will be an advantage in that the group will be going onto different academic institutions and courses which therefore make it difficult to use subject specific material - common core material to develop skills is more appropriate. It is appropriate to note at this point that this approach matches the needs of the students as defined by the needs analysis but also will help to develop the much-needed level of confidence which is lacking with a number of those in the group. The course design will also facilitate the ability to be flexible allowing for change based on responses and feedback from the students themselves (Nunan, 1988) and will involve consideration of what the students require and why (Swales, 1989 in Johnson, 1989). The approach which has been adopted is one of Communicative Language Teaching (CLT) which has the aim of improving the ability of learners to communicate as measured in terms of fluency, comprehensibility, effort, and amount of communication in unrehearsed communicative tasks (Savignon, 2002, P. 3; echoed by Harmer, 2001). This approach lays great emphasis on the notion that language is a means through which people communicate and interact with each other with the structure of that interaction being governed by the context in which it takes place (Salim, 2007, P. 86; echoed by Broughton et al, 1980). This approach emphasises the need for students to be able to approach using English in a variety of different situations and is tackled through paired and group work which concentrates on using activities such as games, presentations, discussions, interviews and role-play which encourage the learner to engage with the language appropriately alongside their peers in
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ways which are as authentic as possible (Widdowson, 1987 in Tickoo, 1988). Within the context of this approach a variety of methods may be used within the classroom in order to achieve communicative competence: content-based instruction, task-based instruction, text based instruction and competency based instruction. Plans will be in place for specific approaches but these may be subject to alteration depending upon the input of the students themselves. This approach is appropriate to this group of individuals due to their present grasp of English, their maturity level, their motivation and the objectives which have been set as a result of their needs analysis. In terms of syllabi, CLT falls perfectly in line with the analytic syllabus as opposed to synthetic syllabus as the analytic syllabus is the process-oriented syllabus which shifts the focus from teacher to learner and takes account of what is required to teach the learner in order for them to carry out tasks. Information is not only presented in parts but also is contextualised by drawing on the learners abilities to fill the gaps or infer language rules by drawing on linguistic universals (Wilkins, 1962). One of the best approaches that are in line with CLT is TBLT which draws on several principles that forms part of communicative teaching movement. For example: Activities that involve real communication are essential for language learning. Activities in which language is used for carrying out meaningful tasks promote learning Language that is meaningful to the learner supports the learning process (Richards J, Rodgers
T, )
3.2.
Objectives
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The needs of the group have been identified as follows and will form the objectives for the course; Preparing learners for interactive activities during the course of lectures
Using appropriate language and vocabulary in conversation and for presentations,
Development of presentation skills,
Promoting the use of the oral communication skills and competence in discussion,
Developing the use of language for presentations,
Improving aspects of pronunciation; intonation and stress in particular and fluency during speech in both formal and informal classroom situations,
An additional objective is to instil greater confidence in individuals ability to use English in an appropriate way, to ensure that the context in which words are used reflect their intended meaning and to reinforce existing study skills which have been learnt through studies in their mother tongue and in English from their previous academic experience. Clearly the activities undertaken to achieve these objectives will simultaneously cover other aspects of language learning such as identifying and information, interpreting data, negotiating, summarising or paraphrasing evidence, expressing ideas and arguing a point of view (Mol and Tin, in Tomlinson, 2008, P. 75 - 76). The object in concentrating on these aspects of the students English is to increase levels of performance and levels of confidence in their ability to use the language effectively in different contexts. 3.3. Course Content
The course has a common core content in order to meet the objectives as outlined above. These objectives have been arrived at based upon the needs analysis data, will be flexible enough to allow for negotiation with students as the course progresses, will allow for different teaching and learning approaches as well as opportunities for a variety of different
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assessment activities. Activities were planned which concentrated on these aspects and skills for this 20 hour block. Each activity built itself on the previous one with the aim that the final presentation, whilst similar to the initial assessment activity to provide a sound basis for comparison in order to track the improvements in student performance. This approach is appropriate for individuals in the group due to their present grasp of English, their maturity level, their motivation to learn and develop their skills using English and the objectives which have been set as a result of their needs analysis.
3.4.
Constraints
It is essential that throughout this unit the class have access to modern media facilities such as the ability to access the Internet, to use computers in order to develop presentations and have access to the use of projection facilities to be able to use audio-visual material as and when necessary. Of equal importance is a room which will enable students to move around comfortably in order to engage in games and activities of an interactive nature. It is also worth noting that this course is timetabled to be completed in twenty hours; with this particular group of individuals this should prove to be sufficient time but with less able groups in the future this may prove to be an issue - the evaluation sheet which is to be completed at the end of the course may provide an insight into this.
PART FOUR: Assessment, Testing and Measurement Assessment can be defined as a critical process engaged in for the purpose of matching instruction to the level of students skills, monitoring student progress, modifying instruction and working hard to enhance student competence (Salvia, Ysseldyke and Bates, 2009, P. 17). It is the the evaluation of a students performance on a course (Salvia, Ysseldyke and Bates, 2009, P. 4) or a systematic means of collecting and analysing information about students to discover their strengths and weaknesses, to plan instruction, to evaluate and improve the quality of instruction or to evaluate student progress (Cizek, 1997 in Phye, 1997, P. 10). Test on the other hand is simply a particular type of assessment, usually a set of questions that all students must answer in a fixed period of time and measurement is a
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process that assigns numbers to assessment results such as the correct answers or points on a project (Orlich, P. 321). It is vital that assessment must have a function of providing motivation, creating learning opportunities, to give feedback (both to students and staff), to grade, and as [a] quality assurance mechanism (for both internal and external systems) (Rust, 2002, P. 1). The emphasis in planning this particular block of work has been to provide feedback on a regular basis through formative assessment which is conducted both by the students themselves and by the practitioner and through a summative assessment exercise designed to illustrate the skills which have been developed during the course. However it is important to emphasise that the central role of evaluation in this block of work is to ensure the progress of individuals within the group in terms of their competence and confidence in using the English language.
4.1.
Formative Assessment
Formative assessment which forms the bulk of evaluative process during the twenty hour course is in line with the methodology selected for the course. Much in evidence for formative assessment during the course is the use of peer and self-assessment which give students a better awareness of their own capabilities but also for them to be able to understand the criteria by which evaluations are completed and therefore enable them to be increasingly self-directed (Dudley-Evans and St John, 1998, P. 213) (Appendix 10). This type of assessment vehicle provides vital feedback for both the learner and the practitioner as they produce information which enables the development of learning (assessment for learning as opposed to assessment of learning) and embodies content validity as its content constitutes a representative sample of language skills and structures with which it is meant to be concerned. Validity refers to the degree to which a test measures what it claims, or purports, to be measuring (Brown, 1996, p.231). Murray and Christison list four types of validity; Construct validity refers to how we use and interpret the results of a test; the score needs to reflect the ability the test maker is trying to measure. Predictive validity means the test can
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accurately predict what it should be theoretically able to predict. Concurrent validity is when the test discriminates accurately between the groups. Criterion- related validity is when the test is compared to an established, reliable, and valid test with similar objectives and specifications (Murray D, Christison M, 2011. p. 204). Reliability on the other hand refers to the degree of consistency demonstrated by a measuring instrument (Walker J, 2010 p.208) that is, how consistent is the test result from occasion to occasion and in different settings (Murray D, Christison M, 2011. p. 204).
4.2.
Summative Assessment
In contrast with formative assessment, summative assessment is an overview of previous learning (Black, P. 28). The final evaluation in this course is a summative indication of progress since its start; records are kept by individual students of their peer and selfassessment after each session to enable them to reflect on their progress in order to understand their learning and to be able to provide a better reflection on the course as a whole whilst evaluating it; the summative assessment is conducted against level descriptors by both the practitioner and the group as a whole, so in effect the final assessment is a form of hybrid in that was being a summative reflection and there was feedback on performance at the end (Appendix 11).
4.3.
Evaluation of the course
Built into this course is the stipulation that student feedback is welcomed with the philosophy that if one particular topic or range of topics captures student interest or they have a suggestion which is workable within the context of the objectives, the program can be modified in order to facilitate ideas. Regular opportunities will be given for oral feedback about how students are receiving the course which is backed up at its conclusion with an evaluation sheet that can be completed either with a name ascribed to it or anonymously (See Appendix 9).
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PART FIVE: Conclusion This course was designed to meet specific needs of the students who need to improve their English in order to prepare for entry to colleges or universities in the KSA, both long and short term, based on a needs analysis encompassing a CLT approach. Regular assessment opportunities were built into the content of the course in order to help students in their understanding of the English language and in order for them to have regular feedback to aid in the learning process as well as to provide them with the motivation to improve. The course was planned in response to the issues highlighted with regard to ESP and the needs of the learners as highlighted in their specific needs analysis. It is hoped that the course will fulfil its objectives in terms of the students being able (and more confident) to use English in the context of discussions and interactions in both formal and informal situations and in being able to create and give presentations which will form part of their studies in the future. At the end of the course, it is hoped that students will be better able to converse in both formal and informal contexts as well as to be able to take part in discussions in an appropriate way. The students themselves will be given the opportunity to evaluate the course at its conclusion in order for improvements to be made as necessary.
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References Basturkmen, H. 2006 Ideas and Options in English for Specific Purposes Mahwah, NJ: Lawrence Erlbaum Associates Black P. 1998 Testing: Friend or Foe? Theory and Practice of Assessment and Testing London: Falmer Press Brindley, G. 1984 Needs analysis and objective setting in the Adult Migrant Education Service. Sydney: Adult Migrant Immigration Service.
Broughton, G.; Brumfit, C.; Flavell, R.; Hill, P.; Pincas, A. 1980 Teaching English as a Foreign Language New York: Routledge Brown, D. H. 1994 Principles of Language Learning and Teaching (3rd Ed) Englewood Cliffs, NJ: Prentice Hall Regents Centre for Applied Linguistics n.d. Needs Assessment and Learner Self -Evaluation Retrieved on 20th October 2011 from
http://www.cal.org/caela/tools/program_development/elltoolkit/Part25NeedsAssessment&LearnerSelf-Evaluation.pdf Coles, A. 2004 Post Compulsory education and Training: An Historical Perspective in Coles, A. (Ed) 2004 Teaching in Post Compulsory Education London: David Fulton Publishers Limited Dodds, H.; Smith, L. n.d. Assessment Retrieved on 25th October 2011 from www.teachit.co.uk/user_content/satellites/6/Essentials/assessment.doc D C Orlich, R J Harder, R C Callahan, M S Trevisan, A H Brown . 2009 Teaching Strategies: A Guide to Effective Instruction: Wordsworth Dudley-Evans, T.; St John, M. J. 1998 Developments in English for Specific Purposes: A MultiDisciplinary Approach Cambridge: Cambridge University Press Flowerdew, J.; Peacock, M. 2001 Research Perspectives on English for Academic Purposes Cambridge: Cambridge University Press Graves, K. 1996 (Ed) Teachers as Course Developers Cambridge: Cambridge University Press
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Hall, D. R.; Hewings, A. 2001 Innovation in English Language Teaching: A Reader London: Routledge Harmer, J. 2001 The Practice of English Language Teaching Harlow: Longman Highland, K.; Hamp-Lyons, L. 2002 EAP: Issues and Directions Journal of English for Academic Purposes 1:1 1 12 Hinkel, E. 2005 Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates. Hughes, A. 2003 Testing for Language Teachers: CUP Hutchinson, T.; Waters, A. 1987 English for Specific Purposes Cambridge: Cambridge University Press Johnson, R. K. 1989 (Ed) The Second Language Curriculum Cambridge: Cambridge University Press Jordan, R. R. 1997 English for Academic Purposes (A Guide and Resource Book for Teachers) Cambridge: Cambridge University Press Linn, R. L.; Miller, M. D. 2005 Measurement and Assessment in Teaching (9th Ed) Upper Saddle River, N.J.: Pearson Educational Ltd Mead, Nancy A. - Rubin, Donald L. 1985 Assessing Listening and Speaking Skills. IL.ERIC Digest. http://www.ericdigests.org/pre-923/speaking.htm
Munby, J. 1978 Communicative syllabus design London: Cambridge University Press. Murray, Denise E., Christison, Ann M. 2011 English Language Teachers Need to Know: Facilitating Learning Vol:2 New York: Routledge Nunan, D. 1988 The Learner Centred Curriculum Cambridge: Cambridge University Press Phye, G. D. 1997 Handbook of Classroom Assessment Learning, Adjustment and Achievement San Diego: Academic Press Inc
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Quality Research International n.d. Formative Assessment Retrieved on 25 th October 2011 from http://www.qualityresearchinternational.com/glossary/formativeassessment.htm Richards, J. C.; Renandya, W. A. 2002 Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Press
Richards J. C.; Rodgers T. S.
Approaches and methods in language teaching 2nded.
Robinson, P. 1991 ESP Today: A Practitioners Guide Hemel Hempstead: Prentice Hall International Salim, B. 2007 A Companion to Teaching of English New Delhi: Atlantic Publishers Salvia, J.; Ysseldyke, J.; Bates, S. 2009 Assessment in Special and Inclusive Education (11th Ed) Belmont, CA: Wadsworth Savignon, S. J. 2002 Communicative Language Teaching: Linguistic Theory and Classroom Practice in Savignon, S. J. 2002 (Ed) Interpreting Communicative Language Teaching Contexts and Concerns in Teacher Education London: Yale University Press The Internet TESL Journal 2000 Vol. VI No. 12 December 2000 Retrieved on 26 th October 2011 from http://iteslj.org/Lessons/Sharifian-Conversation.html Transcription Conventions Retrieved on 24th November 2011 from
http://courses.unt.edu/jrogla/transcriptconventions
Tickoo, M. (Ed) 1988 ESP: State of the Art Singapore: SEAMEO Regional Language Centre Tomlinson, B. (Ed) 2008 English Language Learning Materials: A Critical Review London: Continuum International Publishing Group Wilkins, D. (1976). Notional Syllabuses: Taxonomy and its Relevance to Foreign Language Curriculum Development. London: Oxford University Press.
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Appendices Appendix 1 Needs Analysis Questionnaire 1. Why do you want to learn / continue to learn English? .
2. Describe using your own words your current knowledge of English. .
3. What do you feel about learning English? .
4. Which aspects of English do you feel confident about? .
5. Which aspects of English do you feel you need to practice? Why? .
6. Which skills are most important to you now when learning English: rank them - 1 = most important, 6 = least important
Reading . Writing . Listening . Speaking . Vocabulary . Pronunciation . Kenan Erikli English for Specific Purposes
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7. When people speak to you in English how much do you understand?
Everything . Most . Some . A little . Very little .
8. When you watch television or go to the cinema, how much do you understand?
9. When you speak English to others, how much do they understand?
10. What is your attitude towards speaking in English?
Really Like . Like . Neutral . Dislike . Really Dislike .
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Appendix 2 Questionnaire Results 1. All students confirmed that their reason for continuing to study English was to prepare for a continuation of their studies either at college or university.
2. All students believed that they at least had a fair command of the English language with most indicating that they were quite skilled or adept in their use of the language. Their experience was gained from their previous education at home and all had gained qualifications in English.
3. Comments here ranged from those who indicated that learning English was a means to an end in terms of their final qualifications to those who felt that it was important to learn English as it was becoming the universal language. Only one of the respondents failed to indicate that they enjoyed the process of learning English; of the rest a number indicated that they enjoyed the process of learning and the challenges that it presented to them particularly those of speaking and listening.
4. All indicated a reasonable degree of confidence in their ability to read and write competently in English having already completed their studies at home and also the unit together on reading and writing skills. Two of the students also indicated that they felt confident in being able to speak English well.
5. Two of the students stated that they felt that they needed to work on all aspects of their English in order that they could improve to their standards. Other answers ranged from further work on reading but focused on being able to speak clearly in the context of general discussion and presentations, being able to produce and conduct a presentation and being able to participate generally in classroom discussions, debates and conversations.
6. Half of the group ranked each of the listed items as number one, a point which was explained during the course of the interviews. Of the others speaking, listening and
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pronunciation were seen to be of greatest importance with the remaining three being of equal merit.
7. Twenty per cent of the group answered everything to this question, seventy per cent indicating most with the remaining ten per cent stating some.
8. The figures for this question were exactly the same as for Question Seven.
9. In answer to this question eighty per cent responded with most with twenty per cent indicating some.
10. Seventy per cent of the group replied that they really like speaking English, twenty per cent saying that they like speaking in English with ten per cent indicating that they neither liked nor disliked using the language orally.
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Appendix 3 Needs Analysis Interview 1. Why do you want to learn / continue to learn English?
2. How would you describe your current knowledge of English?
3. Describe the aspects of English that you find challenging.
4. How confident are you when you are speaking in English?
5. Which activities do you prefer to help you in your learning in class?
6. Tell me about your hobbies and interests.
Appendix 3.1 Sample Interview
T: Why do you want to learn (.) continue to learn English?

S: Because it is a world language, [er:] everyone speaks English now.adays. It is also important (.) for jobs, if you dont speak English (.) it is more difficult to find a job. I think also that [er:] it is important for internet (.) and (.) improves my world knowledge.
T: How would you describe your current knowledge of English?

S: er: I- Ill tell you I believe I can write well; my listening is good (.) but sometimes I find accents (.) very difficult. They eat the words. I (.) need to learn more vocabulary also (.) I stop many times while I am speaking.
T: Could you describe the aspects of English that you find challenging.
27
S: Like I said erm: it it- (h) is difficult especially with (.) (native) people. They speak fast. And there is a lot of vocabulary in the English language.
T: How confident are you when you are speaking in English?

S: (hh) uhuh: (hh) you know I feel a little bit scared, I think maybe if I made a mistake and they would tell me my mistake. I also cannot easily (.) think and speak at the same time. So I have (.) pauses in my conversations.
T: Which activities do you prefer to help you in your learning (.) in class?
S: m:: (h) (.) speaking or:: vocabulary activities (.) can help me improve.
T: Tell me about your hobbies (.) and interests.

Hmmm I like playing football (.) (drifting) with my car in the dessert (.) playing (billiards) (.) watching English news and movies online and (.) reading my holy book Quran.
28
Appendix 3.1.1
Retrieved from: http://courses.unt.edu/jrogla/transcriptconventions
29
Appendix 4 Interview Results 1. As indicated in the questionnaire all of the students were learning English in pursuit of further academic study. In discussion the majority also indicated that they enjoyed the language and learning about the culture which surrounded English people.
2. Each described their knowledge of English as being fair at the very least with most stating that they were quite advanced in their command of the language. The impression that I had in discussing these questions with the students was that all were able to communicate well not just in terms of speech but also in terms of gesture and other forms of communication if they were having difficulties in remembering vocabulary or how to phrase things in English.
3. There were a variety of issues which were highlighted by the students in answer to this question; writing was mentioned as was reading but the overriding concerns that the students had were with reference to speaking, listening and being able to discuss and present things in a coherent fashion using their new language. Two of the students specifically mentioned the different accents which are found within different regions of the United Kingdom as being something which they found difficult while they were on holiday- one stated that they found it difficult to understand people in Wales when they visited Cardiff because of the way that they spoke and how fast they talked.
4. Two of the ten students indicated that they felt very confident when speaking in English with nine of the ten indicating that they really like using the language. The remaining students felt that they were competent in using the language but needed reassurance and further practice before they felt that their confidence levels could rise. A number of them indicated that they felt comfortable in their reading and writing but less so in situations which required them to communicate through speaking and that they needed practice in this area. Two of the students said that they were concerned about their ability to produce good quality presentations, not so much in terms of using ICT and producing slides/pictures for display but in terms
30
of their ability to make themselves clearly understood using the English language. One felt very conscious of her perceived difficulties in pronouncing some English words (such as words starting with the letter R which often sounded like an L). It was during the course of addressing this question that I asked about why five of the group had given the most important ranking to all six choices on Question Six of the questionnaire; their answers revolve around the fact that each of those things listed was an integral part of being able to use the English language correctly and therefore they felt that it was unhelpful to prioritise them in anyway - it was their belief that they were all equally important and therefore they were unable to answer the question in the way that they had been asked.
5. The answers to this question ranged from being comfortable working alone, to enjoying paired and small group work as well as project work which included working towards giving some form of presentation or talking to the rest of the group. Two of the students qualified the last statement by saying that they did not feel totally confident at this stage in their ability to do this effectively or with sufficiently good quality but acknowledged that being faced with this challenge would afford them the opportunity to improve in this area. In talking about this further it emerged that students liked the idea of being faced with topics of interest to discuss and problems or issues which arose as a result of looking into these topics. One individual cited a previous project which they had been engaged in that looked at earthquakes which allowed them to focus upon to recent occurrences in Japan and New Zealand.
6. The main topics of interest which were listed by the students were sport, entertainment, geography and places in the world and topical news items.
31
Appendix 5
Appendix 5
45 0009 40
Learners' Overall Test Results
35
30 Intelligence Strength
25
20
15
10
5 7.
0 Linguistic Series1 39
LogicalMathematical 24
Musical 23
BodilyKinesthetic 33
Spatial-Visual Interpersonal Intrapersonal 19 29 30
The table above represents the learners overall results of a multiple in telligence test retrieved from: http://www.businessballs.com/howardgardnermultipleintelligences.htm#multiple intelligences tests
32
Appendix 6: Diagnostic Observation and Findings Task The students were placed into pairs for an exercise where a short presentation had to be given by each pair about Where I come from followed by quest ions from the rest of the group. The object of the exercise was to prepare a short talk each (no more than three minutes) to give a brief insight into their background; part of their brief was to compare their situations and briefly comment on this having concluded their own personal input to the exercise. The remaining people in the group were to ask questions after their presentation with each pair having ten minutes to complete the task. Findings Each of the students was graded in five categories (delivery, appropriate use of language, vocabulary, accuracy and discourse markers) as follows:1 = Very Poor 2 = Poor 3 = Moderate 4 = Good 5 = Very Good
Student
Delivery
Use Language
of Vocabulary
Discourse Markers
Accuracy
A B C D E F G H
4 3 3 4 2 2 4 3
4 3 3 3 3 3 3 3
4 2 3 2 3 2 2 3
4 3 3 3 3 3 3 3
4 3 3 3 3 3 3 3
33
I J
2 3
3 3
2 2
3 3
3 3
The questions that were asked were sensibly delivered and answered within their ability levels. Occasionally it was evident that students were having difficulties in phrasing questions in the correct way and also those listening to questions were not quite able to understand ether the content of the question or were unable to decipher its meaning due to the way in which some words were pronounced or used. It is clear from this exercise that the students have reasonable command of English although they do need to practice conversation in order to work on appropriate use of language, to develop their vocabulary, to use linking words and phrases and to gain improved presentation skills and confidence in all of the areas above. The scores will be shared with individuals within the group prior to the commencement of the twenty hour course.
34
Appendix 7 Course Plan
Key Interactive activities discussion, debate, conversation
Vocabulary Development
Presentation Skills
Pronunciation
Confidence Each session is Two hours in duration.
35
Session One Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Small Group Tasks
Games Language
for
Learning 1.1 (P. 12), 1.2
Activities Follow Session One Sheet Session One
Describe a situation where they have had to Sheet tell a lie or been lied to; discuss the effect of lying is it right in certain situations? Role play a situation (written by the group) where someone has been caught out in a lie. Play Liar Games Language Learning 2.2 (P. 25) Plenary /Evaluation / Feedback Assessment for
Each member of the group to tell the others Grids something that they have learnt or enjoyed during the session.
36
Session Two Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Small Group Tasks
Games Language Learning
for
1.4
Variation 1 and 2 changed partners) P. 14 15 Activities Follow Session Two Sheet Session Two (having
A group discussion about equality in their Sheet communities at home each explaining the position there the others feeding back. Paired work: discuss the division of chores in student accommodation how can this be difficult sometimes? Feedback to the group. Paired work: discuss how work can be divided up and planned when a member of a group. Feedback to the group Plenary /Evaluation / Feedback Assessment
37
Session Three Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Small Group Tasks
Games Language
for
Learning 1.5 P. 16 - 17 Activities Follow Session Three Sheet Session Three
The discussion should lead to the idea of Sheet accents and regional dialects. Why is this difficult? Show extract from Eastenders: the students Access have to relate the plot to their partner. to
computers and
Show an extract from a news cast: have the projection students relate the items to their partner. equipment /
Discuss together what was different in the interactive way that they spoke feedback to the group. whiteboard.
Brainstorm on the board the differences Video extracts between formal and informal language. Role play of an interview i) correct approach using appropriate language ii) incorrect approach using inappropriate language. Plenary /Evaluation / Feedback Assessment
38
Session Four Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Small Group Tasks
Games Language
for
Learning 2.4 P. 29 Activities Follow Session Four Sheet Session Four
Role play create two scenes an appropriate Sheet way of trying to sell something and an inappropriate way. Present them to the rest of the group with your partner. Describe why they are appropriate / inappropriate. Discuss as a group appropriate ways to make a presentation as opposed to inappropriate ways. Brainstorm with a partner -What are the features of a good presentation? Feedback to the rest of the group. Plenary /Evaluation / Feedback Assessment
39
Session Five Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Small Group Tasks: Tell your partner about something you are looking forward to over the weekend. Move around the room after set time until each person has spoken to everyone else.
Activities Have five minutes to write notes about what each person has said to you. Are there any common threads? Feedback over two minutes to the group about the most interesting thing that you heard why was it interesting? Group people according to their interests. Have them discuss their interests and how they might describe it in an attempt to interest others. Plan out a talk about your interest each person must contribute by speaking for the same amount of time and deliver it to the others in the class. Questions will be invited from the others in the class. Plenary /Evaluation / Feedback Assessment
Each member of the group to tell the others Grids something that they have learnt or enjoyed
40
during the session.
41
Session Six Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Small Group Tasks: Discuss what happened to you over the weekend with each member of the group. Try to vary what you say and the way that you describe things. Group Activity: i) Brainstorm; what people did over the weekend pick out similarities / differences / interesting things. ii) Brainstorm; what we discovered last week
Instructions will be provided here for the final task for Session Ten to give students an opportunity to prepare. Activities Go back into the interest groups from last Access session. Discuss how the feedback you computers received will alter your approach to talking about your interest. With this in mind, using the computer access some information to help you with your presentation use this inventively to revise your presentation. Deliver it to the others in the group and take questions. Plenary /Evaluation / Feedback Assessment to
Each member of the group to tell the others Grids something that they have learnt or enjoyed
42
during the session.
Session Seven Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Group Tasks: each individual selects a card Cards from Set A and has three minutes to think of with
(Set
A)
topical
things to say about it before delivering a short themes on them talk about it. all drawn from their declared
The process is repeated with Set B. Individuals interests. can consult one other member of the group to Cards help them in their preparations if they are with stuck. (Set B)
random
topical / news themes them. on
Activities Go back into the interest groups from last Access to
session. Discuss how the feedback you computers and received will alter your approach to talking projection about your interest. With this in mind, using equipment the computer devise a presentation using the interactive computer / projector / interactive whiteboard. whiteboard Each person must contribute equally to the process in every aspect. Deliver it to the others in the group and take questions. /
43
Plenary /Evaluation / Feedback
Assessment
44
Session Eight Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Group Tasks: each individual selects a card Cards from Set A and has three minutes to think of with
(Set
A)
topical
things to say about it before delivering a short themes on them talk about it. all drawn from their declared
The process is repeated with Set B. Individuals interests. can consult one other member of the group to Cards help them in their preparations if they are with stuck. (Set B)
random
topical / news themes on
Students cannot use cards that they had in them. previous lessons.
Activities Paired work (someone with whom they have Access not worked before): discuss items which computers appear on the internet news sites. Select three projection which have some form of common thread or equipment link. interactive / to /
Feedback your choice of items to the rest of whiteboard the group listen to their comments or feedback about the items. Revise your choices, if necessary. Now create a news cast which each pair will deliver to the others in the group this can include fictitious
45
interview
to
explain
the
story.
Your
presentation can only last for a maximum of four minutes. Plenary /Evaluation / Feedback Assessment
46
Session Nine Tasks Starter Formal greeting of every classmate in English Cards practice this at the beginning of every session with (Set C) Materials Objectives
random on
locations Group Tasks: each individual selects a card them. from Set C and has three minutes to think of things to say about it before delivering a short talk about it.
The process is repeated with Set B. Individuals Cards can consult one other member of the group to with
(Set
B)
random on how you this
help them in their preparations if they are situations stuck. them would handle situation? Activities Watch an extract of the program Coast. Access
to
Note down the language that is used to computers and describe the places that are featured on the projection screen. How do the words compliment the equipment images that are being shown? Does this interactive enhance the program? How? Discuss as a whiteboard. group and brainstorm the answers. Look back over the items that have been presented to the group using technology and apply what has been discussed to them have they been of the best quality? Reflect on your work to be presented Video clip /
47
tomorrow are there any improvements that can be made in light of the class discussions? Discuss this with your partner for tomorrow. Plenary /Evaluation / Feedback Assessment
48
Session Ten Tasks Starter Formal greeting of every classmate in English practice this at the beginning of every session Materials Objectives
Activities Presentations from each individual in the Access group about their aims and plans for the computers future. projection / to /
Paired presentation about a common interest equipment same pair as for the diagnostic observation. Each person / pair will receive feedback. Plenary /Evaluation / Feedback interactive whiteboard Assessment
49
Appendix 8: Sample Materials 8.1 Session One- A days Leave The Story Once a soldier asked his commanding officer for a day's leave to attend his sister's wedding. The officer asked him to wait outside the door for a few minutes while he considered the request. The officer then called the soldier back in and said, "You are a liar. I've just phoned your sister and she told me she's already married."
"Well, sir, you're an even bigger liar," the soldier replied, "because I don't even have a sister." Vocabulary Practice Mark the best choice. 1. 'Leave' here means...... a. going out from a place b. one part of a tree c. permission to be absent from work d. asking a person for some money 2. To 'attend' here means to ... a. take care of b. pay for c. be present at d. look at Questions for Discussion 1. Why did the soldier tell the officer a lie? 2. Why did the officer tell the soldier a lie? 3. Can you remember telling such lies?
50
Activities 1. Now you tell your friend(s) the story in your own words: 2. Pronounce the following words several times: 1. Command 2. Officer 3. Attend 4. Soldier 5. Already Accessed from http://iteslj.org/Lessons/Sharifian-Conversation.html 8.2 Session Two The Story- Wedding Gifts Jack and his bride were opening their wedding gifts. After unwrapping each package, Lisa would exclaim enthusiastically, "We really need these towels" or "We'll enjoy eating off these pretty plates." Then she opened one very large box. It contained a vacuum cleaner. "Jack," Lisa said, "look what you've got." Vocabulary Practice Mark the best choice 1. To 'unwrap' means to..... a. fasten b. break c. open d. write 2. 'Package' means....... a. plate b. parcel c. room d. book Kenan Erikli English for Specific Purposes
51
3. 'Enthusiastic' means...... a. quite angry b. indifferent c. with great interest d. showing disliking 4. Another word for 'vacuum cleaner' is.......... a. electric fan b. cleaning machine c. Hoover d. electric machine Questions for Discussion 1. What is funny about this story? 2. Who do you think should use the vacuum cleaner? Why? Activities 1. Now you tell your friend(s) the story in your own words. 2. Pronounce the following words several times: 1. Unwrap 2. Package 3. Enthusiastically 4. Towel 5. Vacuum Accessed from http://iteslj.org/Lessons/Sharifian-Conversation.html
52
8.3 Session Three The Story- The Pie We were two Australian student nurses training at an English hospital. During visiting hours, we would take a break in the ward kitchen and often a kindly visitor would slip us a cake or some chocolate.
One night a woman brought a pork pie to the kitchen and asked me, "Would you 'eat this up, love?" My friend and I ate every crumb and were delighted--until the woman returned and asked, "Is my 'usband's pie 'ot yet, dear?" Vocabulary Practice Mark the best choice. 1. 'Ward' here means....... a. a kind of cooker b. head nurse c. a part in a hospital d. temperature 2. To 'Slip' here means to...... a. divide something b. give secretly c. move slowly d. d get worse 3. 'Pork' means meat from...... a. cow b. sheep c. hen d. pig
53
4. 'Crumb' means a...... a. kind of fresh fruit b. very big piece of pie c. very small bit of bread, cake, etc. d. person who works in a hospital 5. 'Delighted' means....... a. very angry b. quite tired c. pretty dark d. very pleased Questions for Discussion 1. The woman in the story cannot pronounce a sound. What is it? What can be the reason? 2. What do you think will happen next? Activities 1. Now you tell your friend(s) the story in your own words. 2. Pronounce the following words several times: 1. ward 2. crumb 3. delighted 4. until 5. slip Accessed from http://iteslj.org/Lessons/Sharifian-Conversation.html
54
8.4 Session Four- The Vacuum Cleaner The StoryA man selling vacuum cleaners appeared at the door of an old lady's cottage and, without allowing the woman to speak, rushed into the living room and threw a large bag of dirt all over her clean carpet. He said, "If this new magical cleaner doesn't pick up every bit of dirt, I'll eat it."
The woman, who by this time was losing her patience, said, "Sir, if I had enough money to buy that, I would have paid my electricity bill before they cut it off. Now, what would you prefer; a spoon or a knife and fork?" Vocabulary Practice Mark the best choice.
1. A 'cottage' is a ___.
a) b) c) d)
kind of shop small house in the country very big expensive house kind of car
2. To 'rush' means to ___.

a) b) c) d)
drive slowly talk rapidly move quickly walk heavily
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3. To 'cut off' here means to ___.

a) b) c) d)
remove by cutting make by cutting disconnect pay the bill
Questions for Discussion 1. Why did the man throw the bag of dirt over the carpet? 2. Why should the man choose either a spoon or a knife and fork? 3. What do you think the man will do the next time he wants to sell something? Activity 1. Now you tell your partner the story in your own words. Accessed from http://iteslj.org/Lessons/Sharifian-Conversation2.html
56
Appendix 9 Course Evaluation Document 1. What was your opinion of the overall approach to the course?
Very Poor Poor Satisfactory Good Very Good
2. Did you find the warm up activities
3. What was your experience of the paired activities which took place in the classroom?
4. What was your experience of the group activities which took place in the classroom?
5. What was your experience of the discussions which took place in the classroom?
6. What was your experience of assessing your own work?
Not useful at all Not useful Satisfactory Useful Very Useful
Please give a reason for your answer: ..
7. What was your experience of peer assessment?
57
Please give a reason for your answer: ..
8. What was your overall experience of the materials which were used in class?
Please give a reason for your answer: ...
9. In your opinion did the course achieve its objectives? Please give a reason for your answer: ...
10. What improvements do you feel could be made to the course? ...
58
Appendix 10 Assessment Documentation Self-Assessment / Peer Assessment
Activity
Delivery
Use Language
of Vocabulary
Discourse Markers (linking words)
Accuracy
59
Appendix 11 Final Assessment
Student
Delivery
Use Language
of Vocabulary
Discourse Markers (linking words)
Accuracy
If the students are sufficiently adept in their use of English the assessment sheets could be modified to reflect the level descriptors found in the Level Four Speaking and Listening Higher Certificate for Adult Learners and the Level Four Award in Professional Presentation Skills 2011 2012 (accessible on http://www.esbuk.org/content/Downloads/Syllabuses.aspx
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Module 3 - Final

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DELTA MODULE 3: The Extended Assignment

Centre Number: TR054 / Istanbul

Word Count: 4377

Kenan Erikli English for Specific Purposes

Table of Contents PART ONE: Introduction and Specialism

Reasons for Selecting Specialism

English for Specific Purposes (ESP)

1.4.1. Needs Analysis

1.4.2. Course Content

1.4.3. Teaching Methodology

1.4.4. Assessment and Evaluation

Implications for Course Design

2.2.2. Individual Interviews

2.2.3. Diagnostic Observation

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Appendix 8: Sample Materials 8.1. Session One

8.3 Session Three

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

PART ONE: Introduction and Specialism 1.1. Introduction

Reasons for Selecting Specialism

Kenan Erikli English for Specific Purposes

English for Specific Purposes (ESP)

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

PART TWO: Needs Analysis and Commentary 2.1. Group Profile

Kenan Erikli English for Specific Purposes

improved academic reading skills, motivation to learn.

Kenan Erikli English for Specific Purposes

PART THREE: Course Proposal 3.1. Approach, Syllabus, Technique

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Using appropriate language and vocabulary in conversation and for presentations,

Development of presentation skills,

Developing the use of language for presentations,

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Evaluation of the course

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Approaches and methods in language teaching 2nded.

Kenan Erikli English for Specific Purposes

2. Describe using your own words your current knowledge of English. .

3. What do you feel about learning English? .

4. Which aspects of English do you feel confident about? .

5. Which aspects of English do you feel you need to practice? Why? .

7. When people speak to you in English how much do you understand?

Everything . Most . Some . A little . Very little .

Everything . Most . Some . A little . Very little .

9. When you speak English to others, how much do they understand?

Everything . Most . Some . A little . Very little .

10. What is your attitude towards speaking in English?

Really Like . Like . Neutral . Dislike . Really Dislike .

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

Kenan Erikli English for Specific Purposes

2. How would you describe your current knowledge of English?

3. Describe the aspects of English that you find challenging.

4. How confident are you when you are speaking in English?