O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi
- Bu səhifədəki naviqasiya:
- 80 minutes
Module:Topic:Time:Aim:Materials:Aids: |
English for specific purposesObjectives and content of ESP courses in vocational schools in Uzbekistan80 minutesTo analyse objectives and content of ESP courses in vocational schools in Uzbekistan1. Harding, K. (2007) English for Specific Purposes (Resource books for teachers). 2. Jordan, R. R. (2005) English for Academic Purposes: A Guide and Resource Book for Teachers. 3. Dudley-Evans, T. & M-J. St John (1998) Developments in English for Specific Purposes.Cambridge: Cambridge University Press. Charts, laptop with speakers, handouts, white board |
Procedure:
Warm up: Teacher asks students to brainstorm their ideas about the topic
While activity:
Look at the following comments and discuss with your partner
It is also recommended, on the basis of learner factor analysis, that course designers take into consideration the fact that students are not yet professionals but young people who also want to derive enjoyment from their studies. This is also one of the motivating factors that they have included in their responses. Being young, they want the lessons to be enjoyable; as some
of them explicitly commented, “I want to play some funny English games”,
“I only know I don’t want the same lesson as in high school because it was
boring”, “I want to learn some interesting things”, “watch various English
films and read interesting parts of books, magazines etc.
It is evident that the ultimate goal of ESP classes is to provide targeted language instruction that will address the students’ real communicative needs in various professional situations. It is the teacher’s task to help students to become functional members of their professional communities by attending to their linguistic needs. However, the designing of ESP courses is marked with a number of difficulties, as illustrated above. The needs analysis survey carried out among students of law abouttheir expectations, wants and needs has generally shown that students have a high motivation to attend English classes. They realize that legal English is important. Only very few of them say that they do not expect to use English in their future careers, but even those students still want to learnit. Interestingly, some students admit that they are “lazy” but still interested in improving their language skills. This is something the teacher has to take into account – students’ internal motivation thus needs to be supplemented with adequate external motivation that forces students to do work bothin the classroom and outside of it. The teacher must make sure that the tasks are demanding and challenging and must see to it that everybody is involved. It is certainly an advantage that the students are fresh secondary school leavers and, in the vast majority of cases, bring good study skillswith them. Designing a learner-centred syllabus that is based on the needs analysis of pre-service students certainly does not mean compromising on course requirements or looking for the lowest common denominator. However, course designers need to look beyond the self-perceived needs of the students byincluding the valid requirements and observations of other stake holders former graduates, the institution’s requirements, as well as the instructor’s own previous teaching experience. The aim is to create a learning environment that is dynamic and stimulating and maximally responsive to thefuture target situations in which students will find themselves
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