Esp teaching что это
Teaching English for Specific Purposes (ESP)
Summary: How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English?
Audience: Teachers
Access: Public
Topic: Learning and Teaching
First Published: 12th Dec. 2006
Last Edited: 26th Jan. 2021
How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English?
ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students’ real world (or wishes); instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students’ abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students’ knowledge of the subject matter, thus helping them learn English faster.
The term «specific» in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.
The responsibility of the teacher
A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate student s progress.
Organizing Courses
You have to set learning goals and then transform them into an instructional program with the timing of activities. One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
Setting Goals and Objectives
You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students achievement. Your knowledge of students’ potential is central in designing a syllabus with realistic goals that takes into account the students’ concern in the learning situation.
Creating a Learning Environment
Evaluating Students
The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. You will serve as a source of information to the students about how they are progressing in their language learning.
The responsibility of the student
What is the role of the learner and what is the task he/she faces? The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.
Interest for Learning
People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more they are successful; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their classes.
The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should be presented not as a subject to be learned in isolation from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners acquainted with the particular ways in which the language is used in functions that they will need to perform in their fields of specialty or jobs.
Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already know about the subject matter to learn English.
Learning Strategies
Adults must work harder than children in order to learn a new language, but the learning skills they bring to the task permit them to learn faster and more efficiently. The skills they have already developed in using their native languages will make learning English easier. Although you will be working with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behaviour in their native languages, since language learning continues naturally throughout our lives. They are constantly expanding vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new situations or new roles. ESP students can exploit these innate competencies in learning English.
Copyright © 2005 Lorenzo Fiorito
This article is for educational purposes only. It may be freely redistributed in its entirety provided that this copyright notice is not removed.
About the author:
Lorenzo Fiorito is a Lecturer in English Language and Linguistics at the University of Naples and European projects manager for Aries Formazione.
ESP (English for Specific Purpose — английский для специфической цели) или профессионально-ориентированное обучение английскому языку
Статья просмотрена: 2073 раза
Библиографическое описание:
Шаимова, Г. А. ESP (English for Specific Purpose — английский для специфической цели) или профессионально-ориентированное обучение английскому языку / Г. А. Шаимова. — Текст : непосредственный // Молодой ученый. — 2013. — № 6 (53). — С. 748-749. — URL: https://moluch.ru/archive/53/6985/ (дата обращения: 02.12.2021).
In article is analyzed urgency of the professional oriented education English and are considered cardinal principles of this approach.
Прогресс общества характеризуется не только развитием промышленных сфер, а также оценивается интересами и ценностями членов общества, то есть человеческим капиталом, Под человеческим капиталом понимается способности, знания и умения (навыки), необходимые рабочим для осуществления деятельности в общественно-экономических сферах. Такие качества, в первую очередь, определяются (выявляются) качеством образования, отражающим интеллектуальный потенциал общества, развитой системой образования, предлагающей качественное образование и тому подобным.
Иностранный язык воплощает в себе большой потенциал, соответствующий потребностям общества и занимающего важное место во всестороннем гармоничном развитии личности. Обучение иностранным языкам является не только предоставлением знаний об иностранном языке, но и фактором, влияющим на формирование личности, готовой самостоятельно овладевать знаниями, умеющей творчески мыслить, сознающей культурное наследие своей Родины и страны изучаемого языка и место, которое занимают они во всемирной истории. Иностранный язык является источником, играющим важную роль в достижении личностью интеллектуального, культурного и профессионального совершенства, а также фактором, занимающим важное место в его культурном развитии.
Подготовка зрелых специалистов, соответствующих требованиям времени, требует совершенного знания иностранных языков. Поэтому в настоящее время для ученых-методистов разработка инновационных систем для профессионально-ориентированного обучения иностранным языкам в высших учебных заведениях является одним из злободневных вопросов. Такая система в свою очередь должна:
— соответствовать интересам общества и личности, усиливать место, которое занимают иностранные языки в будущей профессиональной деятельности студентов и мотивацию к изучению иностранного языка у студентов, сознающих функциональную важность этого языка;
— способствовать повышению общей степени познания иностранных языков;
— давать возможность характеризовать цели, задачи, методы и средства обучения иностранным языкам в системе профессиональной подготовки студентов;
— раскрывать особенности профессиональной деятельности преподавателей и студентов;
— давать возможность преодолевать противоречия, существующие в обучении иностранным языкам в высших учебных заведениях и профессиональных колледжах.
Разработка системы профессионально-ориентированного обучения иностранных языков студентам в максимальной степени проявляет в себе интересы личности и вместе с тем направлена на выполнение нового социального заказа.
Профессионально-ориентированное обучение иностранному языку должно стать толчком к формированию личности специалиста, обладающего на всем протяжении трудовой деятельности активной жизненной точкой зрения (позицией). Для этого необходимо создавать такую учебно-методическую среду, формирующую и развивающую умения и навыки, необходимые будущему специалисту, будущему учителю (преподавателю) иностранного языка, которая впоследствии, через интерес к изучению иностранного языка усиливала бы у студента интерес и к своей будущей профессии [1].
Для достижения хорошего усвоения материалов по английскому языку студентами в учебных заведениях нужно достичь того, чтобы:
— увлечение студентов изучением иностранного языка было в требуемой степени;
— процесс обучения иностранным языкам был коммуникативно ориентированным;
— преподаватель творчески подходил к выбору методов обучения;
— была создана благоприятная психологическая среда в течение занятий по выполнению устных упражнений и обучению диалогу на иностранном языке;
— были в наличии различные средства обучения и созданы возможности для постоянного использования их в процессе обучения;
— классные и внеклассные (аудиторные и внеаудиторные) творческие работы по изучению английского языка проводились согласованно.
Если принимать во внимание и придавать значение вышеперечисленным требованиям в процессе изучения и обучения иностранным языкам, то это приведёт к изменению форм и содержания подхода к иностранному языку как к предмету в высших образовательных учреждениях. На современном этапе общественного развития в высших образовательных учреждениях, а также в профессиональных образовательных учреждениях основной целью курса «Иностранный язык» считается обучение студентов умению общаться по месту службы на иностранном языке.
Обучение профессионально-ориентированному английскому языку является научным направлением, рождённым в конце 1960-х годов, и оно считается видом образования, отвечающим образовательным потребностям получающих образование и социальному заказу общества.
Аббревиатура ESP (English for Specific Purpose) в настоящее время считается термином, вошедшим в научный круг теоретиков им практиков обучения профессионально-ориентированному английскому языку [2]. Обучение английскому языку в качестве ESP (English for Specific Purpose) требует не только нового подхода к его методике, но и нового взгляда на содержание иностранного языка. В частности, в нефилологических высших учебных заведениях ESP требует такого подхода к содержанию обучения английскому языку, при котором, к примеру, при обучении профессиональному общению (диалогу) содержание образования намечается поэтапно; на начальном этапе часы, отведённые для иностранного языка, направляются, в основном, на формирование лексических, грамматических и фонетических умений и навыков при общении и т. д.
1. Harmer Jeremy. The Practice of Teaching English. — Longman, 2000, — 386 p.
2. Richards J. C. Approaches and Methods in Language Teaching. — Cambridge Univ. Press. 2008. — 269 p.
Innovative methods in teaching ESP
Дата публикации: 28.03.2017 2017-03-28
Статья просмотрена: 1334 раза
Библиографическое описание:
Иброхимова, Л. И. Innovative methods in teaching ESP / Л. И. Иброхимова. — Текст : непосредственный // Молодой ученый. — 2017. — № 12 (146). — С. 502-504. — URL: https://moluch.ru/archive/146/41116/ (дата обращения: 02.12.2021).
In modern non-philological establishments the study of English occupies the important place and is an important component in training specialist for different branches of our country. The introduction of the innovative methods of teaching English becomes currently and has big practical importance. In article there is given synopsis and analysis of modern information-communication technology (ICT) in the field of teaching of English for special purposes.
Key words: English for specific purposes, information-communication technologies (ICT), multimedia technologies, web-quest, Wiki, high vocational training
Currently, English for Specific Purposes (ESP) is taught all over the world in different directions. Since the 60s of the last century, when it first started being talked about ESP as a separate direction in teaching English as a foreign language, this aspect of English language teaching has developed considerably and has taken a leading position in teaching English for professional purposes. In the context of the dynamic development process of international integration and exchange of information professionals in any industry, in addition to traditional training, you need a tool that allows you to effectively and efficiently exchange professional information. That tool is a professionally oriented special purpose language or a language.
Today there are lots of monographs on the theory of ESP, ESP has developed special teaching methodology, conducted a variety of studies. But among them, unfortunately, only a small portion of authors and developers. It is necessary to note the fact that in our country, officials at all levels say that university graduates today must surely know English. However, the level of English proficiency of students in philological universities is very different, and often leaves much to be desired. Thus, the vital was the question of a single program in foreign language to language high schools, which would take into account requirements for the level of foreign language graduates today. Today, such a program recommended by the scientific and methodological advice in foreign languages professor S. G. Ter — Minasova exist. It is based on the following provisions recorded in contemporary documents for the modernization of higher education:
‒ Possession of a foreign language is an integral part of the training of experts in high school.
‒ Foreign language course is multi-level and developed in the context of lifelong learning.
‒ Learning a foreign language is based on an integrated multidisciplinary basis.
‒ Learning a foreign language is aimed at comprehensive development of communicative, cognitive, informational, socio-cultural, professional and general cultural competence of students. But, even with a single program, you must always take into account the specificity of each institution or its departments, customer demand and the students themselves. [4. p 89]
An important role in vocational education plays ESP teachers. They are often asked to develop programs and training for ESP plans to organize a special English language courses for students, etc. As with any other form of training here, there are many methods and approaches used depending on the objectives of courses and resources available. Based on the philosophy of ESP, they can be divided into three main groups as follows: problem-based learning (PBL), an autonomous entity (AL) and training with the help of information and communication technologies (ICT). It is worthy that all of them are student-oriented methodology. [3. p 120]
Today, when placed new emphasis on the interpretation of language education goals and made some changes in the process of educational interaction of the teacher and the student, the teacher must be clearer idea of what is required of him in the classroom of a foreign language. In the development of foreign language programs should take into account the potential of knowledge and language skills of students, as well as the motivation of the students in gaining knowledge. Apparent at first glance, a simple procedure to determine the content of teaching and the organization of training should include theoretical positions.
The main objectives are the ESP teacher selection and organization of educational materials, preparation of effective training programs and plans aimed at obtaining the desired learning outcomes, support students’ motivation, their efforts and endeavors. Another important element of the work in the ESP group is to provide feedback to students with a teacher as for the organization of the control of the learning process, as well as for the organization of advice to students. When the ESP teacher comes into the audience, he is, above all, sets specific targets activities that help to create there conducive learning environment, a friendly atmosphere of mutual understanding and mutual support. By choosing certain teaching materials for foreign language to the course content, instructors or course developers thus express their ideas, views on the teaching of foreign languages and teaching methods. Goal setting exercises increasingly influences the choice of educational and methodological materials. If the teacher in the class aims to strengthening communication skills, it includes a variety of exercises, exercise simulating practice communicating in the language: business games; thematic dialogues; compilation instruction; reports; presentations and discussions. In drawing up the course should be borne in mind that the concept of «communicative competence» of students is not seen as the sum of their knowledge and skills, but also as a set of personal qualities of students (value-semantic orientations, knowledge, skills and abilities). Evaluation criteria is signed according to their ability to solve problems and find their own answers to the questions that arise in the course of professional, educational and social, cultural and everyday communication in a foreign language. The form of organization of the course program can be synthetic, when the language is segmented into separate language elements that are presented at one time, or analysis, when the language does not seem crushed, and one piece at a time and without linguistic control. [1. p 35]
The important element in ESP teaching is the ability of the teacher to create a classroom atmosphere for live communication and constructive debate. Students acquire stable communication skills only when they have the opportunity to use them to communicate with others. Too often, unfortunately, the teacher may be the only person to speak English, which students can talk and time to communicate with each student the teacher in the classroom is limited. Therefore, the teacher should develop and use effective techniques for the development of communication skills in their groups, as well as to involve in its work other resources, including the online resources of the Internet to encourage communication outside the classroom walls. People are easier to learn a foreign language when they are highly motivated and have the ability to use their knowledge and skills in the language environment that they understand and that are interested. From this perspective, ESP is a powerful tool for the realization of such a possibility. Students master the English language as they work with the materials that they find interesting and relevant, and that they can use in their professional work or further studies. Keep in mind that the more often students communicate in a language that they hear or where they read, the more they will succeed in mastering them. On the other hand, the more they will be forced to focus their attention on the purely linguistic, grammatical and other aspects of the language or its individual structures, which seems difficult to them, the less willing they are to attend classes. As for the students of ESP, they are especially predisposed to concentrate on the material is closely related to their specialization in particular students of engineering specialties. The ESP language should not be represented either as a subject that should be studied in isolation from the actual use, not as a mechanical skill that should be developed. On the contrary, the English language must be presented in an authentic context, to acquaint students with specific ways to use the language they need to be able to apply to their specialties or works.
Today, unfortunately, at the disposal of ESP teacher the limited material for work in the classroom — it is, above all «manuals» with texts in specialty students with a limited set of tasks to them. Therefore, most experts on ESP often use their own materials in ESP teaching, specially designed for a specific purpose and the needs of their students. Formatting text and insert various objects produced using wiki markup. The possibility of collective development, storage, structuring text, hypertext and files, including multimedia Wiki makes attractive to work with students both in the classroom and are more independent. In addition, there is still Web Quest — is a site on the Internet with which students work, performing a particular learning task. There are two types of web quests: for short-term work with a view to enhancing knowledge and their further integration. Usually they are designed for one to three sessions. And for long-term work to deepen students’ knowledge and transformation. Such web-quests are designed for a longer period — perhaps a semester or academic year. A feature of the educational web-quests is that part or all of the information for individual or group work of students is on the various websites. Web quests technology helps create and develop in students the following competences:
‒ Use of IT solutions for the professional tasks (including to search for the information you need, the results of the design in the form of computer presentations, websites, flash movies, databases and etc.);
‒ Self-learning and self-organization;
‒ Work in a team (planning, allocation of responsibilities, mutual aid and mutual control);
‒ The ability to find multiple ways to solve a problem situation, to determine the most rational option substantiation choice;
‒ Public speaking skills, because we need to publicly defend the project, answer questions or participate in discussions. [2. p 20]
It is important to note that the ESP teachers need regular support and guidance on the use of new technologies. Not surprisingly, young teachers are often better demonstrators of new technologies, so they can become excellent instructors for more age teachers who are trying to introduce these new technologies in their classrooms. To this end, the department of foreign languages should be carried out scientific and methodological seminars and master-classes, which allow demonstrating the achievements of engineering and technology in the learning process. Group discussions and project work are also effective forms of training in working with ESP students. Another modern trend in the teaching of English for professional purposes — is to conduct debates. Even at the stage of preparation for the debate students have to mobilize all their knowledge and ability of speaking in a foreign language, to use their critical thinking and develop lateral (unconventional) thinking. Thus, in the course of the debate, students have the opportunity to demonstrate how the linguistic and professional competence. All of these methods are useful for autonomous (self) education in order to prepare students for research activity, encouraging their motivation in a demonstration of the results and the acquisition of experience in the team. If the teacher is committed to succeed in their work with the group, he needed to find and adapt new technologies to engage in the generation of employment in traditional areas with the help of multimedia teaching aids and digital technology, online resources and mobile applications. ESP training mechanisms more and more rapidly evolving and it is absolutely clear that to reach all the modern trends is impossible in this article. Thus, despite the fact that the teaching of ESP focuses on professionally oriented practical application, as well as any other aspect of English language teaching, it is based on the knowledge of the nature of language, to the knowledge of the basic methods and forms of teaching and learning. A blend of traditional teaching methods and new technologies, including the use of a virtual environment to support the motivation of the students, is becoming one of the productive approaches in the field of ESP training. Critical understanding of the material studied by students contributes to the formation required for their skills and abilities, forms the linguistic, socio-cultural, communicative and professional competence.