School of TESOL English for Specific Purposes (ESP) Spring 2006 Week 3 - ESP Chapters 2 and 3 & Ellis & Johnson (1994)‚ PART ONE‚ pp. 3-39 - Answers 1. What are the four stages of ESP? The development of ESP as a specific approach in English Language Teaching (ELT) is the result of four basic stages. The approach which we now call ESP developed as a direct result of developments in these different areas listed below. In the same vein‚ ESP is reliant on using the same types of analysis. When developing
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expansion of the present study English in India make it one of the colossal magnitude and power. So many teachers are engaged in the task of teaching English. In the same way‚ many students are also enrolled at various levels of schools‚ and almost all‚ or many of them‚ want to learn English. Some of these students try to learn English as a second language for many years‚ starting at the stage of UKG or 5th (from UKG in EM schools‚ from fifth onwards in TM schools) standards: 2.1 Is English education
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desire that man wants to the other people around establish commonness by sharing‚ information‚ exchanging message‚ signals‚ ideas‚ signs or behavior. Language is believed to the primary element of most human communication throughout human civilization the basic mode communication is by spoken means. For which different languages are generated. Language itself is a system of sounds and words used by ones to express one’s feelings‚ emotions‚ thoughts‚ feelings‚ etc. People love to spend more time in
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for Specific Purposes (ESP) is one of the significant features in the field of English Language Teaching; and‚ it is an important branch of the EFL/ESL (English as a Foreign/Second Language) arena. In the backdrop of the expansion of various fields and branches of knowledge‚ it assumes the status of a significant branch in English Language Teaching (ELT). ESP courses gain prominence and the concept of teaching of ESP has been accepted all over the world. Most of the countries are implementing it
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communicate effectively in institutions where English is the medium of instruction. Learners face the task of mastering content area in subjects such as mathematics‚ social studies‚ science‚ and business which are taught in the target language (English). In such cases‚ teaching and learning of English can help the students to deal successfully with their academic demands and to perform successfully in their disciplines and professional contexts (Adams & Keene‚ 2000). WRITING FOR ACADEMIC PURPOSES: PROBLEMS
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result of many methodological innovations in second/foreign language teaching over the last dec1ades‚ especially in communicative language teaching and learner-centered approaches. As the learner has become the center of the foreign language teaching‚ autonomy has been attributed to the learner as one of the essential capabilities that a learner should have. Learners are the ones who are in charge of learning. To motivate learners in language education can happen only if the learners can learn on their
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May 28th‚ 2011‚ some twelve teachers of English and more than forty students gathered in GOETHE HAUS MEKNES – Centre of languages – for the fourth conference held in the school year 2010/2011. The conference was organised by Mr Hicham Sadiki‚ a teacher of English at the above mentioned centre. It revolved around the theme: “Innovative Techniques to Teach English as a Foreign Language”. It was a gathering of teachers and students who took full advantage of this opportunity to discuss different techniques
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English is an international language‚ as we all know. Therefore‚ the role it plays is very significant. For this reason‚ all efforts should be made in order to enable the students master this language. In my opinion‚ as a teacher of English language at schools for more than two decades‚ English language is easy to master. But‚ what I see now is something different. Nowadays‚ a majority of the students refrain from using this language. Many of my students at school tell me with frustration that they
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Since the 1970’s there has been a movement to make learners the center of language instruction and it is probably best to view textbooks as resources in achieving aims and objectives that have already been set in terms of learner needs. Therefore‚ we must make every effort to establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that we use in our language classrooms. We should also ensure “that careful selection is made‚ and that
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Empirical Study on the Integration of Native Culture in English Language Teaching for Non-English Majors in China Cui-ping Han Department of Foreign Languages‚ College of Arts and Science‚ Yangtze University Jingzhou‚ 434020‚ Hubei‚ China Tel: 86-0716-806-8131 E-mail: candyhan2006 @163.com [Fund project] The stage achievement of the 2010 planning fund project for the research of humanities and social sciences sponsored by the Ministry of Education of Hubei province of China (Project Approval
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